the role of internal and external stakeholders in higher ... role of internal and... · the role of...
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The Role of Internal and External Stakeholders in Higher Education
Affairs in India
By Dr. Kinjal Ahir Dr. Ashutosh Priya
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Introduction
• History of Indian HE Pre Independence : By Philanthropy & Private Funding Post Independence : Government Funding
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Stakeholders in Indian HE (Freeman Theory of Stakeholders)
• Regulators - governmental organizations comprising of ministries and departments at both central and state levels
• Providers - public institutions, deemed and private institution, International HE institutes and related organizations
• Benificiaries - society and nation at large; parents (the customer), students (the user), the job-market, Teachers, Entrepreneures etc.
• An entire eco-system - tutors, HE consultants/agents, media, publishers, and recently civil society groups.
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REGULATORS AND THEIR ROLE
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Regulators • Many regulatory bodies • MHRD apex body • State and Central governments responsible • Central University (7%), State University
(47%), Private University (16%), Deemed-to-be-University (20%), Institute of National Importance and Institute under stathe legislature act (10%).
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Role • In India regulators are responsible to provide
the • Finance • Guidelines • Legal Framework Trend is encouraging which is evident from the growth
of number of colleges and enrollment. We are able to create more and more access to HE
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PROVIDERS AND THEIR ROLE
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Providers and their role
• Public Provision of HE • Private Provision of HE • Other Providers
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Public Provision of HE • State Government shares 3/4th and Central
government shares 1/4th share • Of state’s share 85% spend on administrative and
maintenance expenditures and 15% on capacity creation
• Government Budgetary Expenditure on HE as a percentage of GDP around: 1.2%
• Share of HE in the total budgetary expenditure on education: 11.8%
Concern is governance
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Private Provision of HE
• Private colleges 3/4th of total colleges: Aided colleges Unaided colleges • Private HE Institutes as a % of total: 63% • Private HE enrolments as a % of total: 52%
Concern is the Quality
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• Growth in privately affiliated institutes more than institutes with public affiliation that has almost stagnated by growth.
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BENEFICIARIES AND THEIR ROLE
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Beneficiaries
• GER 15% • About 17 million enrollment of students • HE benefits an individual himself, his family
employer, society, and nation • Influences lifestyles, customer preferences and
challenges unacceptable social taboos in the society
• Treated as a tool of societal upliftment
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General courses account for 81% of total students but have registered a negative growth rate
4,9
77 6,144
2,255
2,823
1,986 2,608 161 366
9,379 11,
940
0
2,000
4,000
6,000
8,000
10,000
12,000
2005-06 4,977 2,255 1,986 161 9,379
2009-10 6,144 2,823 2,608 366 11,940
Arts (42%) Science (19%) Commerce (18%)
Education (2%)
Total (81%)
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Engineering and medicine have registered a positive growth rate
795 1,
511
348
509
336
344
88 221 1,56
8
2,52
4
0
500
1000
1500
2000
2500
3000
2005-06 795 348 336 88 1,568
2009-10 1,511 509 344 221 2,524
Engineering (10%)
Medicine (3%)
Law (2%) Others (2%) Total (19%)
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• Private rates of return on education at graduate level - 15.87%
• Students pursuing HE at various levels: Graduation – 86%, Post Graduation – 12%, Research 1% and Vocational courses – 1% • Other beneficiaries include – parents,
employers, Educational Entrepreneurs , Teachers
• Students unions both political and non-political in nature
Beneficiaries and their role -students
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EXTERNAL STAKEHOLDERS AND THEIR ROLE
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External stakeholders
• Tutors and coaching classes as opinion leaders and performance enhancers for students
• Publishers • Media • Social Networking • Civil societies
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HIGHER EDUCATION AND THE SOCIAL PACT
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Regulators
• Regulators regulate: opening of the institute, their infrastructural requirements, students’ intake, fees, syllabus content, evaluation, accreditation, faculty appointments and honorarium, etc.
• Overlapping of their roles is bothersome • HE politicization • Ex. Judicial intervention
NKC report, Educational Tribunal Bill
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* Escalating population belonging to the relevant age cohort * No. of students enrolled in secondary education
* Government lacks funding for HE * Foreign education bill pending (‘Not for-Profit’ on papers but ‘For-profit’)
DEMAND
SUPPLY
Huge demand supply gap
Foreign University Bill, Privatization operational
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Quality concerns • Objective being increased access and so
massification • Results in quality concerns • Very few institutes to accredit the quality of
HEIs like NAAC, NBA, etc. • Not associated with rewards • Re-accreditation not bothered with
NAAC bill in pipeline
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Efficiency concerns
• Syllabus designing and delivery up gradation – lethargic and bureaucratic
• Results in educated unemployed • A larger share of research comes from public
institutions
Autonomous institute enjoy freedom
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Challenge for regulators
Stringent enough policies not to
allow undeserving HEIs
Liberal enough policies to allow
creativity and prompt
upgradations
Extremely narrow space
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Providers • Politicized public HE system • Market forces influenced private providers • Philanthropist (though not with all noble cause) • Alumni • Corporates (industry institute linkages) • Teachers as providers…
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Faculties
• Availability of faculties is a concern • Dandekar, Adam Smith ‘ No one barring
exceptions works for the pleasure of it…’ • API, Impactful Research, consultancies, field
work, rare • Administrative portfolios in Public and Private
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For students..
• HE is an experience good…. May land into mistakes due to asymmetric information or bad decision making
• Concepts like manpower planning difficult • As students (in Indian context mostly parents)
share more burden they demand courses with anticipated higher returns on HE and so those professional courses demand is growing but still less.
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• All in all …many challenges but processes for improvements are augmented and efforts are praiseworthy in context of the HUGE SIZE of the HE system in India
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Thank you !!