The Tribune, Chandigarh, India

Shaping a favourable regulatory environment
R. S. Grewal

THE Indian higher education sector is facing significant challenges. Despite initiating numerous steps to increase enrolment levels and provide budgetary support, much remains to be done. Though the country has met the target of Gross Enrolment Ratio (GER) of 17 per cent in higher education, it would require a Herculean effort to meet the target of GER of 30 per cent by 2020. Our public universities are facing challenges like lack of teaching and research resources, large class sizes, a work culture that lacks accountability, politicisation of educational institutions, outdated curricula and bureaucratic procedures that adversely affect the quality of education.

Competition from increased private participation can boost performance among both public and private higher education institutions. But, to ensure quality, there is a need for developing instruments of monitoring and control. Tribune file photo

The inability of the public sector to absorb the growing number of students has seen the emergence of private universities. These are being set up at the rate of almost one private university per week and the trend is likely to continue for the next decade. Private Higher Educational Institutions (HEIs), both universities and colleges, are of variable quality. Like public universities, few private HEIs are research-intensive, knowledge-producing institutions. Moreover, most private HEIs offer a narrow range of market-focused professional programmes.

The existence of more modern and job-relevant curricula, better interaction with industry, international collaborations, greater emphasis on accountability and consequent reduction of the financial burden on the state make increasing participation of the private sector in higher education an attractive option.

Studies in many countries have established that the privatisation of higher education helps raise efficiency and quality of academic delivery, especially when measured on a per-student basis. Increased private involvement can bring new skills and knowledge — pedagogic, technical and managerial — to the higher education system. It also helps to produce better curricular and programme innovations and improved assessment techniques. The competition from increased private participation can help generate improved performance among both public and private HEIs. These benefits can only be realised if the government follows clear and pragmatic policies to enable the private sector to contribute to the national effort. The government needs to engage in continuing dialogue with private education providers and should be willing to understand their constraints and work ethos.

The government must ensure that its citizens get good education, whether it is provided by the public or private HEIs. There is a need for developing instruments of monitoring and control to ensure quality. The regulation of private sector must envisage high quality education delivery and at the same time encourage investment. Unfortunately, too often the regulatory mechanism established by the government discourages private investment without any commensurate gain in the quality of education. The Centre and states are fully entitled to exercise rigorous checks and controls and the private sector accepts this. Market perceptions of the quality of education provided by private HEIs are fundamental and can be easily damaged. Bad publicity about the quality of education provided by private HEIs can harm the reputation of the sector as a whole and adversely affect its credibility.

The Ministry of Human Resource Development (MHRD) has proposed that states should set up autonomous State Higher Education Councils (SHECs) to regulate HEIs. However, there is no mention of the division of responsibilities between the UGC, other regulatory bodies and SHECs. Obviously, the SHECs, as envisaged, would not be in conformity with the provisions of our Constitution. MHRD would do well to have a public debate on this proposal and consult all stakeholders.

In addition, the HEIs are expected to apply for and receive accreditation within a stipulated period. The capacity of the accreditation bodies is limited and it is being suggested that organisations similar to the National Academic Accreditation Council (NAAC) should be set up at the state level. It is going to be a mammoth task to train personnel for state NAACs. As it is, the states that have set up Regulatory Commissions for private HEIs are struggling to find suitable persons to be part of teams deputed to inspect private HEIs.

There is a need for a clearly articulated and enabling policy and regulatory framework for HEIs. Such a framework should create conditions, where private HEIs can operate effectively and efficiently, while at the same time maintaining quality in education standards. Here are some suggestions that deserve a thought:

Objective policy framework for private HEIs: The aim should be to provide a level-playing field and to discourage a culture that is hostile to private education providers. There is a need to promulgate a policy that welcomes private participation and defines its role in national long-term education strategies. Such a move would help in building public and political support for private HEIs.

Streamlined criteria: The aim should be to balance the requirement to protect interests of students and the possible downside impact on private HEIs. Regulatory requirements should be objective, measurable, should minimise discretion and be output focused. These should also relate to prevailing environmental factors.

Incentives for HEIs: Higher education business is capital intensive with a long gestation period to break even. Private HEIs need incentives in the form of subsidies for installation of utilities and good supporting infrastructure like roads, water supply, electricity and similar other services. In addition, instead of levying commercial rates, the government could consider levying normal charges for provision of services like electricity.

Self and peer regulatory mechanism: There is a need to create an environment of trust with self-regulation as its bedrock. A workable peer regulatory mechanism encouraged by the government and jointly enforced by HEIs would go a long way in achieving this aim.

Quality assurance and monitoring: Outcome-driven quality assurance processes that shun voluminous paperwork could provide independent and unbiased assessments of the performance of HEIs. Such a mechanism could furnish better inputs to students and their parents to make informed decisions.

Private HEIs are destined to play an important part in nation-building process and it is up to the government to conceive, formulate and implement an enabling regulatory mechanism that supports these institutions and also protects the interests of students.

The writer is Vice-Chancellor, Chitkara University, Himachal Pradesh

Campus Notes

Guru Nanak Dev University, Amritsar
Workshop on urban development policy

GURU Ramdas School of Planning of the university organised a workshop on “Draft Housing and Urban Development Policy of Punjab” in collaboration with the Punjab Chapter of the Institute of Town Planners, India. The workshop was inaugurated by the Vice-Chancellor, Prof A.S. Brar. In his inaugural address, Prof Brar stressed on the need for planned development and need to change the attitude of the people for maintaining the existing areas and settlements. Prof Balvinder Singh, Head of the Department, laid emphasis on the gaps in the policy, especially related to the neglect of building bylaws for the historic cities, lack of integrated conservation and planning approach and the change of land use. Rajinder Sharma, former Chief Town Planner of Punjab and Council Member of the Institute of Town Planners India, stressed on the serious gaps in the policy under the five main heads. Dr Balwinder Singh stated that the summary of the deliberations would be submitted to the government for its consideration.

Fellowship awarded

Dr Renu Bhardwaj, Professor in the Department of Botanical and Environmental Sciences of the university, has been awarded a prestigious fellowship of the Linnean Society of London. Dr Adarshpal Vig, Head of the Department, said the fellows are elected through the ballot system at council meetings held at London. He said the elected fellows are eligible to vote at general and anniversary meetings on all matters concerning the Society. Founded in 1788, the Society derives its name from the Swedish naturalist Carl Linnaeus (1707-1778), whose botanical, zoological and library collections have been in its keeping since 1829. The Society continues to play a central role in extensive documentation of flora and fauna as carried out by Linnaeus himself.

Refresher course

The Department of Botanical and Environmental Sciences organised a refresher course in environmental studies at the Academic Staff College of the university recently. As many as 41 teachers from various states participated in the course. Professor Avinash Nagpal, course coordinator, detailed about the course and highlighted various activities undertaken by the participants. Professor A.S Brar, Vice-Chancellor, was the chief guest. In his valedictory address, he drew attention towards various environmental hazards being faced by the country.

Harpreet, Sanchi adjudged best athletes

Harpreet Singh of the English Department was adjudged the best athlete in the men’s category with 25 points, while Sanchi Kapoor was declared the best woman athlete with 21 points in the annual sports meet of Guru Nanak Dev University. More than 300 men and women sportspersons of various departments participated in the meet. The Department of Electronics Technology won the overall championship with 53 points in the men’s category, while the Department of Architecture excelled in the women’s category with 32 points. Dr Sarvjit Kaur Brar, wife of Vice-Chancellor Prof. A.S. Brar, presided over the valedictory function and distributed trophies and certificates to the winners. Dr H. S. Randhawa, Deputy Director, Sports, presented the detailed report of the activities of the department. Dr Randhawa said Abhishek Verma of the university had bagged the first position in the International Archery Championship and about 20 sportsperson had brought laurels to the university by participating in national- and international-level championships.

— Contributed by G.S. Paul

Studyscape

Creative arts in education boost learning: Experts

NEW DELHI: Adding creative arts in different aspects of education and routine curriculum would help students grasp their lessons better, experts said. Exposure to creative arts like singing a song on mathematics or history would help children develop a liking for the subject and enhances performance, experts said at a conference on “Arts Education”, co-hosted by the National Council of Educational Research and Training (NCERT) recently. “Creative, artistic activities which are enjoyable in the curriculum will provide an outlet for ideas. For example, a song for maths will help the child to develop a positive attitude and imaginative ways of learning,” Parvin Sinclair, NCERT director, said. Sinclair also addressed the conference for which the British Council Division has partnered with the NCERT for a programme to improve the education of arts in schools. “Arts in education is an important aspect, many schools across the country are trying to imbibe the creative curriculum education. The NCERT in National Curriculum Framework (NCF) 2005 emphasised learning without burden and child-centred education,” Sinclair said.

App to make curriculum-based learning simple

MUMBAI: In an effort to make curriculum-based learning simpler, Bangalore-based Learnhive Education and leading PC maker Lenovo jointly launched a new application recently. The technology-based learning app named ‘Personal Concept Tutor’ will offer comprehensive mathematics content for students of Classes 1 to 10 and English and Science content for students of Classes 1 to 6. It will be available at all the Lenovo platforms. The app will give students the flexibility to learn concepts at their own pace using a wide variety of materials and resources suited for their individual needs. — IANS