History[ edit ] India is believed to have had a functioning system of higher education as early as B. These universities were modeled after the University of London and focused on English and the humanities  The British control of the Indian education system continued until the Government of India Act of that transferred more power to provincial politicians and began the "Indianisation" of education. This period witnessed a rise in the importance of physical and vocational education as well as the introduction of basic education schemes. Inthe Indian Government established the University Education Commission to oversee the growth and improvement of higher education.
Planning Commission T he overall scenario of higher education in India does not match with the global Quality standards. Traditionally, these institutions assumed that Quality could be determined by their internal resources, viz.
The competencies are recall, understanding, and problem solving. The students should understand and accept these concepts, and the level of competency they are expected to attain should also be defined in consultation with them. Quality concepts in Higher Education Quality in industries could be defined as adhering to the stated or implied performance requirements of the customer, but with interpretations as varied as the individuals, it is rather difficult to define the Quality in educational institutions.
Although, the Quality management concepts in business and in education remain same, there are certain limitations in adopting the corporate methods of Quality management because educational institutes cannot be considered as industry and the products are not their students, but it is the education imparted to the students.
Students, their parents, and their future employers are the customers of this product education. In Quality management, the customer is defined as the next person in line. Even the suppliercustomer concept of Quality management cannot be applied in education because the customers do not understand what is to be acquired, or what is of good Quality.
If the teaching and learning process conforms to their ideas about what is Quality education, students enjoy learning. Teachers need to discuss such questions with the students as: Why are you here?
What are you trying to do?
What does it mean to you to do it well? How the teacher can help you in doing it well? A teacher has to build up a consensus in a class regarding what constitutes a Quality experience. Once a mutually agreed purpose is established, the Quality management concepts ensure that curriculum coherence increases, education is improved, productivity of teachers is enhanced, and teachers and students find greater joy in their work and are able to make positive contributions to the society.
Expectations from educational institutions Institutes of higher education, through their curriculum, are expected to provide knowledge, know-how, wisdom, and character to the students. Character development is recognised by certain traits, viz. However, most of the educational institutions hardly pay any attention to the development of either wisdom or character.
Many educators have not developed wisdom themselves and hence throw up their hands at the thought of imparting it to the students. They think that these elements are to be taken care of by someone else.
Wisdom and character, the two important human Qualities, are best developed by making students participate in creative team activities, wherein they learn to set priorities, to work together, and to develop the social skills required in a society where teamwork is essential to success.
Concept of industrial inspection In an industry, by the time a product is made and inspected, it is too late to make any corrections. Making defective products and then throwing them away or repairing them is waste of time, energy, materials, and human efforts.
The errors can be prevented and wastage can be eliminated by doing away with the mass inspection and improving the manufacturing process and hence the product.
Measures taken by the academic institutions to standardise their syllabi and align their curriculum could constitute Quality.
It requires a well-designed syllabus to meet a mandated set of goals and objectives, an obligatory sequence of topics, and compulsory textbooks, which are formally approved, officially acknowledged, and collectively disseminated.
There is nothing so destructive of the joy of learning than to be told that you are a failure. Then the question arises as to what are we trying to accomplish through grading? Whether the aim is to decide which students should be allowed to go for higher levels of education, where the social cost of taking an inferior student is high and the resources for such education are scarce.
Examination results should only help the teacher and the student to jointly decide how to improve the educational processes in the classrooms. We need to turn our attention to a more fundamental issue: What are we trying to do? What are we looking for? What do we expect from our institutes of higher education?
These questions lead us to the more important question, i.The president of India has blamed private universities for lowering the quality of higher education in his country. Pranab Mukherjee, who is not a party political figure, warned that the share of private education in India was rising and that the country had too few universities that were highly ranked.
India has joined a worldwide trend in which nations are seeking to improve the quality of their higher education systems by giving greater autonomy and accountability to lower levels of government (e.g., states) and to the higher education institutions themselves.
With thousands of academic programs, world-class institutions, and unmatched flexibility, the United States offers a wealth of higher-education opportunities that you will not find anywhere else in the world! A seminal publication, which covers prime aspects on the theme teaching, learning and quality of higher education in India.
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Reviews India's and other countries' higher education systems and suggests seven policy actions that the Indian national government and other stakeholders can take to improve higher education by linking funding to quality. With more and more people taking university degrees from foreign providers, there is a growing need for safeguards against low-quality services. New Guidelines on Quality Provision in Cross-border Higher Education (link to text) jointly developed by UNESCO and OECD aim to meet this need. The president of India has blamed private universities for lowering the quality of higher education in his country. Pranab Mukherjee, who is not a party political figure, warned that the share of private education in India was rising and that the country had too few universities that were highly ranked.
Be the first. The president of India has blamed private universities for lowering the quality of higher education in his country. Pranab Mukherjee, who is not a party political figure, warned that the share of private education in India was rising and that the country had too few universities that were highly ranked.
A special note from the Planning Commission Higher Education in India: Vision Dear readers, This year’s knowledge paper, ‘Higher Education in India: Vision ’ on the occasion of the FICCI Higher Education.