Evalution of Higher Learning and Research in                          Post Independence India                      

 Introduction 

 The Indian higher education system is one of the largest such system in the world. India attain independence in 1947, after which there was remarkable improvement in scientific and technological education and research; illiteracy, however, remained high. The constitution adopted by India did not change the overall administrative policy of the country. Education continued to be the prime responsibility of the state government  and the union (contral) government continued to assume responsibility for the coordination of educational facilities and the maintenance of appropriate standards in higher education and research and in scientific and technical education. 

 In 1950, the government of India appointed the planning commission to prepare a blueprint for the development of different aspects of life, including education. There after, successive plans (usually on a f ive year basis) were drown and implement. The main goals of these plans were. 

 1. To achieve universal elementary education. 

 2. to eradicate illiteracy.

 3. To establish vocational and skill training programs. 

 4. To upgrade standards and modernize all stages of education, with special emphasis on technical education, science, and environmental education, on morality, and on the relationship between school and work .

 5. To provide facilities for high-quality education in every district of the country. 

 From 1947 the goverment of India also appointed three important commissions for suggesting educational reforms. The University Education Commission of 1949 made valuable recommendation regarding the reorganization of courses, techniques of evaluation, media of instruction, student services, and the recuruitment of teachers. The Secondary Education Commission of 1952-1953 focused mainly on secondary and teacher  education. The education commission of 1964-1966 made a comprehensive review of the entire field of education. It developed a national pattern for all stages of education. 

 The commission report led to a resolution on a national policy for education, formally issued by the government of India in July 1968. This policy was revised in 1986, the new policy emphasized educational technology, ethics and national integration. A core curriculum was introduced to provide a common scheme of studies through out the country. 

 The national department of education was a part of the Ministry of Human Resource Development, headed by a cabinet minister. A central advisory Board of Education Counseled the national and state government. There were several autonomous organizations attached to the Department of Education. The most important bodies were the All-India Council of Technical Education (1945) the University Grants Commission (1953) and the National Council of Educational Research and Training (1961). 

 The First body advised the government on technical education and maintained standards for the development of technical education. The second body promoted and coordinated university education and determined and maintained standards of teaching, examination and research in the Universities. It had the authority to enquire into the financial methods of the universities and to allocate grants. The third body worked to upgrade the quality of school education and assisted and advised the Ministry of Human Resource Development in the implementation of its policies and mayon programes in the field of education. 

 The central government ran and maintained about 1,000 central school for children of central government employees. It also developed schools offering quality education to qualified high achievers, irrespective of ability to pay or socioeconomic background. The seventh five year plan (1985-1990) specified that one such vidyalaya would be set up in each district. The sate governments were responsible for all other elementary and secondary education. Conditions. in general were not satisfactory, although they varied from state to state. Higher education was provided in universities and colleges. 

 From the 1950 to the 80s the number of educational institutions in india tripled. The primary schools, especially, experienced rapid growth because the states gave highest priority to the universalization of elementary education in order to fulfill the constitutional directive of providing universal free and compulsary education for all children up to the age of 14. Most, but not all, children had a primary school within 1 km (0.6 mile) of their homes. A large percentage of these schools, however, were under staffed and did not have adequate facilities. 

 The government, when it revised the national policy for education in 1986, resolved that all children who attained the age of 19 years by 1990 would have five years of formal schooling or its equivalent. Plans were also made to improve or expand adult and non formal systems of education. Dissension among political parties, industrialists, businessman, teacher politicians, student politicians and other group and the consequent politicization of education hampered progress at every stage, However.

Growth of Higher Education                                                               

 In its size and diversity, India has the third largest higher education system in the world, next only to china and united states. Before Independence, access to higher education was very limited and elitist, with enrolment of less than a million students in 500 colleges and 20 universities. Since independence,  the growth has been very impressive. 

 The number of universities (as on 31st March 2006) has increased by 18- times, the number of colleges by 35 times and enrolment more than 10 time (Annual Report, MHRD 2006-07). The system is now more mass based democratized with one third to 40% of enrolments coming from lower socio-economic strata and women comprising of some 35% of the total enrolments (Tilak 2004). It is little more than half a century ever since the government  initiated a planned development of higher education in the country particularly with the establishment of University Grants Commission in 1953. Thus early 1950s is an important reference points from which we could look back at our progress of higher education. 

 Apart from majority institutes being in technological discipline, there are universities in specific research areas such as english and foreign language, yoga, brain research, dairy research, mines, basic science, neura science, physical education, fisheries, economics and politics, development research, armament technology, population science, social science, IT, management, education, home sciences, rural studies, music, veterinary research, forest research, drama, planning and architecture, foreign trade, educational planning and administration.

Development of Education in India after Independence                    

 After the implementation of plans, efforts were made to spread education. 

 Government decided to provide free and compulsory education to all children up to the age of 14. But this aim chould not be achieved yet. 

 In first five year plan 7.9% of total plan outlay was allocated for education. In second and third plan, the allocations were 5.8% and 6.9% of the total plan outlay. In ninth plan only 3.5% of the total outloy was allocated for education. 

 To streamline the education, the Gort. implement the recommendations of Kothari Commission under "National Policy on Education' in 1968. The main recommendations were universal primary education. Introduction of new pattern of education, three language formula introduction of regional language in higher education, development of agricultural  and industrial education and adult education. 

 To combat the changing socio economic needs of the country, Govt. of India announced a new National Policy on Education in 1986. Universalisation of Primary education, Vocationalisation of Secondary education and Specialisation of higher education were the main features of this policy. 

 National Council of Educational Research and Training (NCERT) at National level and state Council of Educational Research and Training (SCERT) at state level were established to maintain the standard of education university Grants Commission (UGC) was instituted to determine the standard of higher education. 

The following points explain the development of education in India after Independence :  

1. Expansion of General Education 

 During the period of planning there has been expansion of general education. In 1951, the percentage of literacy was 19.3. In 2001 the literacy percentage increased to 65.4%. The environment ratio of children in the age group of 6-11 was 43% in 1951 and in it become 100% in 2001. Primary education - been free and compulsory. Midday meal has been started in schools since 1995 to check drop-out rate. The number of primary schools has risen by three times from 2.10 lakh (1950-1951) to 6.40 lakhs (2001-2002). There were only 27 universities in 1950-1951 which increased to 254 in 2000 - 2001. 

 2. Development of Technical Education 

 Beside general education, technical education plays important role in human capital. formation. The govt has established several industrial training Institutes, Polytechnics, Engineering Colleges and Medical and Dental Collegers, Management institutes etc. Indian Institute of Technology, National Institute of Technology (NIT), Indian Institute of Management, Medical education institutes, Agricultural education institutes. 

 3. Women Education 

 In India, literacy among women was quite low. It was 52% according to 2001 census. While the literacy among men was 75.8%. Women education was given top priority in National Policy on Education. Many State Governments have exempted the tuition fee of girls up to University level. Separate schools and Colleges have been established to raise level of literacy among women. 

 4. Vocational Education 

 National Policy of Education, 1986, aims at Vocationalisation of secondary education. Central Govt. has been giving grants to State Governments to implement the programme since 1988. Agriculture pisciculture, diary, poultry, typing, electronics, mechanical and carpentry etc. had been included in higher secondary curriculum. 

 5. Growth of higher Education 

 In 1951, there were 27 universities. Their number increased to 254 in 2001. In Orissa state, there was only one university in 1951. Now there are 9 university. 

 6. Non-formal Education 

 This scheme was launched on an experimental basis from the sixth plan and on regular basis from seventh plan the aim was to achieve universal elementary education to all children in the age group of 6-14 years. The scheme was meant for those children who cannot attend school regularly and for full time due to property and pre-occupation  with other works. 

 The central Govt, is providing assistance to state Govt. and voluntary organisation to implement the scheme non-formal educational centres have been set up in remote rural areas, hilly and tribal areas and in slums. These impart education to children of 6-14 age group. 

 7. Encouragement to Indian language and Culture 

 After the adoption of National Policy of Education 1968, regional language became the medium of instruction in higher education. Syllabus on science and technology, dictionaries, books and question papers are translated into regional languages. Indian history and culture have been included in school and college curriculum. 

 8. Adult Education 

 Adult education refers to the education for the illiterate people belonging to the age group of 15-35 years. The National Board of adult education was established in the first five year plan. The village level workers were assigned the job of providing adult education. The progress remained not too good. 

 The national Adult education programe was started in 1978. The programe is considered as a part of primary education. National Literary Mission was also started in 1988 to eradicate adult illiteracy particularly in rural areas. 

 The centre gives assistance to states, voluntary organisations and some selected universities to implement this programme. There were 2.7 lakh adult education centres working in the country in 1990-91. This programme helped to raise the literacy rate to 65.38% in 2001. 

 9. Improvement of Science Education 

 Central Govt. started a scheme for the improvement of science education in schools in 1988. Financial assistance is given to provide science kits, up gradation of science laboratories development of teaching material and training of science and mathematics teachers. A central Institute of Educational Technology (CIET) was set up in NCERT to purchase equipment for state Institutes of educational Technology.

10. Education for All 

 According to 93rd Amendment, education for all has been made compulsory. The elementary education is a fundamental right of all children in the age group of 6-14 years. It is also free. To fulfill this obligation Sarva Shiksha Adhiyan (SSA) has been launched. 

 Government Initiative to tackle the Issues                                         

 Access and Equity : The central Government is conscious of the need to raise both the enrolment rate and access to higher education to all who deserve irrespective of class, caste, religion, gender or economic status. 

 Innovative Schemes                                                                             

 A number of innovative schemes have also been in operation in the Higher education sector, some promoted by the University Grants Commission, others by the Technical education division of the Ministry of Human Resource development and All India Council of Technical Education and yet others by Indian Council of Agricultural research and Several other departments of the central Government dealing with Science and Technology and their applications. 

 Faculty Improvement                                                                          

 The 11th plan recognized that the availability of adequate and qualified faculty is a pre-requirite for quality education. It also recognized of the faculty in the state universities and colleges in 1980s and 1990s by various states, we face a serious problems related to the availability of the faculty. 

 Current Status                                                                                      

 India possesses a highly developed higher education system which offers facility of education and traning in almost all aspects of human creative and intellectual endeavors : arts and humanities; natural, mathematical and social sciencers, engineering; medicine, dentistry, agriculture, education, law, commerce and management, music and performing arts, national and foreign languagers, culture, communications etc. 

 The institutional framework consists of universities established by an Art of parliament (Central universities) or of a state legislature (state universities), Deemed Universities (institutions which have been accorded the status of a university with authority to award their own degrees through central government notification), Institutions of National Importance (Prestigious institution established state hegistative Act and colleges affiliated to the university (both government-aided and- unaided)

 University Grants Commission 

 Universities in the country as on 18.02.2019 

 State Universities 399 

 Deemed to be universities 126 

 Central universities 48 

 Private universities 330           

total.            = 903 

 Recent Initiative taken by GOI                                                            

 NTA replaces CBSE 

 From now onwards, the newly formed National Testing Agency (NTA) would conduct the National level examinations - NET, NEET, JEE (Mains) that were organised by the central Board of Secondary Education (CBSE). 

 The establishment of NTA will benefit about four million students appearing in various entrance examinations. It will, over time, relieve the CBSE, AICTE; IITs, IIMs and others agencies from the responsibility of conducting these entrance tests, thus enabling them to focus more on their core mandate. 

 The University Grants Commission (UGC) National Eligibility Test (NET) was the first exam conducted by NTA on December 18. 

 Institutes of Eminence                                                                         

 In July 2018, the HRD ministry granted the 'Institution of Eminence' status to three public and three private institutes in the country. 

 The government granted the institution of eminence status to IIT Delhi, IIT Bombay and IISc Bangalore in the public sector and Manipal Academy of Higher Education, BITS pillani and jio Institute by Reliance Foundation from the private sector. 

 Aim of granting IoE logs 

 The government hopes that all the institutions with this tag will be able to make it into the top 500 of any international university ranking systems in the next 10 years. 

 PhD must for university teacher from 2021 

 From 2021, a PhD degree will be a must for teaching at university level for the entry level designation of Assistant Professon. 

 PM's Research Fellowship                                                                  

 In February 2018, the cabinet approved implementation  of the Prime Minister's Research fellowship (PMRF). 

 The scheme is amied at attracting the talent pool of the country to doctoral (PhD) programmes of Indian Institutes of Technology (IITs) and Indian Institute of Science (IISc) for carrying out research in cutting-edge science and technology domains, with a focus on national priorities. 

 This year, the online registration for PMRF began from February 24 and continued till March 31. 

 Further, a research grant of Rs 2 lakh each will also be provided to the fellows for a period of five years to cover their foreign travel expenses for presenting research papers at international conferences and seminars. 

 Original Certificates not Required for College Admission                

 The University Grants Commission (UGC) in october has issued a warning to universities and colleger against the retention of original documents of admitted students and non-refund of fees in case an admission is with drown within one month. 

 As per reports, the higher educational institution will be penalized with a withdrawal of affiliation and deemed status and barred from receiving any assistance from the UGC if they fail to follow the directive. 

 Important Data from UGC Report                                                      

 On Higher Education 2017-2018 Literacy rate (2011 Census) Male 80-90 Female 64.60 total 73.00.

 Students Enrolment (2017-18) Male 19204675 52.41% Femal 17437703 47.59% Total 36642378. 

 Gross Enrolment Ratio (2017-18) Male 26.3 Femal 25.4 total 25.8. 

 Gender parity Index (2017-18) 0.97. 

Foreign students Enrolment (2017-18) Male 31394 Female 14750 total 46144. 

 Number of Degree awarding universities/ Institutions (2017-18) 903. 

 Number of Colleges (Affiliated/Constituent/off Campus / PG Centres/Recognised centres) (2017-18) Affiliated 37977 Constituent 1550 PG/off Compus Centre 187 Recognised Centres 1298 stand Alone Institutions 10011. 

 Average Enrolment per College (Affiliated/ Constituent) 2017-18 698 Colleges Per lakh Population (2017-18) 28 Number of Teachers (2017-18) Male 745047 57.99% Female 539708 42.01% total 1284755 

 Teacher Pupil Ratio (Regular Made) 25. 

 Conclusion                                                                                           

 The above discussion makes it clear that a lot of development in education has been made in India after Independence. There is wide growth in general education and Higher education. Efforts have bee mode to spread education among all sections and all regions of the country. Still our education system is ridden with problems.

Notes : 

Question : 

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