CHANAKYA NATIONAL LAW UNIVERSITY

MITHAPUR, PATNA (800001)

SESSION
2018-2023

HIGHER EDUCATION IN INDIA AND HECI

Submitted by: Submitted to:

ABHIMANYU MR. VIJYANT KUMAR

ROLL NO. 1905 (Lecturer )

B.A.LL.B. (HONS.) I YEAR

 DECLARATION

I hereby declare that the project entitled “HIGHER EDUCATION IN

INDIA AND HECI” submitted by me at CHANAKYA NATIONAL LAW
UNIVERSITY is a record of bona fide project work carried out by me
under the guidance of our mentor MR. VIJYANT KUMAR. I further
declare that the work reported in this project has not been submitted and
will not be submitted, either in part or in full, for the award of any other
degree or diploma in this university or in any other university.

ABHIMANYU
ROLL-1905

B.A.LL.B. (HONS.) I YEAR

2|HIGHER EDUCATION IN INDIA AND HECI

 ACKNOWLEDGEMENT

It is a fact that any research work prepared, compiled or formulated in isolation is

inexplicable to an extent. This research work, although prepared by me, is a culmination
of efforts of a lot of people who remained in veil, who gave their intense support and
helped me in the completion of this project.

Firstly, I am very grateful to my subject teacher MR. VIJYANT KUMAR, without the
kind support and help of whom the completion of this project was a herculean task for
me. He donated his valuable time from his busy schedule to help me to complete this
project. I would like to thank him for his valuable suggestions towards the making of
this project.

I am highly indebted to my parents and friends for their kind co-operation and
encouragement which helped me in completion of this project. I am also thankful to the
library staff of my college which assisted me in acquiring the sources necessary for the
compilation of my project.

Last but not the least; I would like to thank the Almighty who kept me mentally strong
and in good health to concentrate on my project and to complete it in time.

I thank all of them !

ABHIMANYU
ROLL-1905
B.A.LL.B. (HONS.) I YEAR
SESSION: 2018-23

3|HIGHER EDUCATION IN INDIA AND HECI

 TABLE OF CONTENT

DECLARATION ------------------------------------------------------------------------------------------------------------------ 2

ACKNOWLEDGEMENT ------------------------------------------------------------------------------------------------------ 3

TABLE OF CONTENT --------------------------------------------------------------------------------------------------------- 4

CHAPTER-I : INTRODUCTION ------------------------------------------------------------------------------------------- 5

AIM AND OBJECTIVE ------------------------------------------------------------------------------------------------------ 11

RESEARCH METHODOLOGY ------------------------------------------------------------------------------------------ 11

SOURCES OF DATA ---------------------------------------------------------------------------------------------------------- 11

LIMITATIONS OF STUDY------------------------------------------------------------------------------------------------- 11

CHAPTER-II : UGC- HIGHER EDUCATION JEOPARDY --------------------------------------------------- 12

CHAPTER-III : RISE OF PRIVATE INSTITUTION ------------------------------------------------------------- 15

CHAPTER-IV : SCRAPING OF UGC ---------------------------------------------------------------------------------- 17

CHAPTER-VI : HECI- HIGHER EDUCATION COMMISSION OF INDIA ---------------------------- 21

CHAPTER-VII : CONCLUSION ----------------------------------------------------------------------------------------- 23

BIBILIOGRAPHY-------------------------------------------------------------------------------------------------------------- 24

4|HIGHER EDUCATION IN INDIA AND HECI

 CHAPTER-I : INTRODUCTION

Economic success of a country is directly dependent and determined by their education

system. Education provides shape and enhances the development of a country. It serves
as strength to nation. India is a developing nation with very vast diversity with respect
to culture, religion, economic conditions etc. India is continuously progressing in
education field. India's higher education system is the third largest in the world, next to
the United States and China. By 2020, India will have the second largest graduate talent
pipeline globally, following China and ahead of the USA;1 India will have one of the
youngest populations in the world, with an average age of 29 years2 Education is an
inevitable part of a developed nation.

"Education is an ornament in prosperity and a refuge in adversity." –Aristotle

Centuries have passed but the words still have the same effects. The time have has
changed, the society have become knowledge-driven. Before us is an unending future
with great possibilities. This learning society needs support of both formal and informal
education. We live in a diverse society which is based on bond and ties to have such a
kind of empathy between the members the education should provide an education which
can promote economic solidarity, social cohesion, individual growth, sustainable
development, and a culture of peace and world citizenship. There is a need of complete
change in the methods that should be human-centred, progressive and should have
development of society in mind.

Aristotle mentioned how education serves as an ornament in prosperity; we are in the

21st century, we stand in the middle of disintegrating past and undefined past. Education
will serve as a refuge in adversity. Education is fundamental to every constituent of the
society irrespective of gender, physical, racial, economic, geographical, cultural, or
linguistic differences.

1
‘Education indicators in focus’, OECD (2012)
2
‘Estimates and projections of the economically active population: 1990-2020’, International Labour
Organisation (2011)

5|HIGHER EDUCATION IN INDIA AND HECI

India has been systematically progressing on the educational front since its
independence. The focus of the government has largely been on school education, in the
context of post secondary and higher education, consistent and quality growth however
has become debatable. The issue of higher education in India has always been in the
limelight for being one of the chief driving forces contributing to skyward social
mobility. Sound education, undoubtedly, paves the way for an exalted career.

Our Indian Education System is presently confronted with a great paradox. Our country
take prides over Premium institutions of India, such as the Indian Institutes of
Technology (IITs), Indian Institutes of Management (IIMs), National Institute of
Technology (NITs) and Jawaharlal Nehru University have attained global acclamation
for their high standard of education. About 8000 students are enrolled annually by the
IITs and the alumni have made significant contributions to both the growth of the
private sector and the public sectors of India.

On the other hand it has the institute which are controlled and guided under UGC
(University Grant Commission) which fails to provide what they are required to. The
new challenge before the country at the beginning of the twenty first century is to
become a developed society by the year 2020, which requires that not only a vibrant
economy driven by knowledge has to be ushered in soon, but also a new society where
justice and human values prevail has to be created.3 This statement by UGC is neither
seems to be achievable at this current pace nor they are working as the previous goals.

The Indian higher education system is one of the largest such systems in the World.
India will outpace China in the next ten years as the country with the largest tertiary-age
population4 and its relative success in boosting primary enrolment, access to secondary
education and improved retention rates should see it have the largest growth in tertiary
enrolment in the world in 2020.5

3
https://www.ugc.ac.in/oldpdf/pub/he/heindia.pdf
4
UN population source, cited in The Shape of Things to Come: British Council (2012)
5
Source: Oxford Economics, cited in ‘The shape of things to come’, British Council (2012)

6|HIGHER EDUCATION IN INDIA AND HECI

India has a long and esteemed history in the arena of higher education. It was regarded
as a noble centre of wisdom. In ancient times, the country was known to have
shouldered some of the oldest formal universities in the world. Takshila, Nalanda,
Vikramshila were the pillars of education system in the ancient times which was the
source of the various students coming from all over the world. These were the centre of
excellence in the field of education attracting the neighbouring countries. However,
India did not give birth to another world class university for centuries.

Indian higher education system has undergone massive expansion in post-independent

India with a national resolve to establish several Universities, Technical Institutes,
Research Institutions and Professional / Non-professional Colleges all over the country
to generate and disseminate knowledge coupled with the noble intention of providing
easy access to higher education to the common Indian.6 The number of universities in
the country multiplied from 25 in 1947 to 348 in 2005. Enrolment rose from 0.1 million
in 1947 to 10.5 million in 2005. In present times, the countries higher educational
institutions have an enrolment of 10.5 million students and a turn-out of 2.5 million
each year.7

The OECD predicts that in 2020, 200 million of the world’s 25-34 year olds will be
university graduates and 40% of these will be from China and India8, representing a
huge proportion of the global talent pool. The government initiatives helped in the
accelerated development of such institutes. The private institutions also had a large-
scale financial support from the government in form of grants. Private funds as well as
individuals played key roles in the cause of higher education.

6
https://www.ugc.ac.in/oldpdf/pub/he/heindia.pdf
7
''History of Higher Education in India", Accessed: Jul 13, 2011
http://www.indianetzone.com/38/history higher education india.htm
8
Education Indicators in Focus: OECD (2012)

7|HIGHER EDUCATION IN INDIA AND HECI

The Indian higher education system is facing an unprecedented transformation in the
coming decade. Indian higher education is facing some broad challenges. The enrolment
rate in higher education is low; there is an unmet demand for higher education. Also, the
persistent shortage of good quality faculty, outdated methodology of teaching, lack of
accountability lack of research oriented learning. Very little PhD enrolment, with less
high quality researchers, weak support for innovation and low levels of field work and
industry engagement. 9 All these challenges are not to be overlooked; they will be
providing the strong base for the progress that we want in our society.

India’s young population has a huge appetite for education and, as the growth in the size
of the middle classes escalates, millions are increasingly able to pay for it. By 2020,
India will have the largest tertiary-age population in the world. 10 Though the
government has been responsible for an impressive growth in the number of institutes
and enrolment, several challenges need to be addressed. The government of India has
been actively promoting the participation of the private sector in promoting the reach of
higher education. Private institutions have sprung up unstoppably to complement
government education institutions. The private sector has tremendously eased the
pressure on the government in provision of higher education. There has been a surge in
the private sector in streams such as engineering, IT and communication technology,
management education and vocational training.

Higher Education in India at the undergraduate level and above is controlled and
monitored by the University Grants Commission. The University Grants Commission of
India (UGC India) is a statutory body set up by the Indian Union government in
accordance to the UGC Act 1956 under Ministry of Human Resource Development11,
and is charged with coordination, determination and maintenance of standards of higher

9
https://www.britishcouncil.in/sites/default/files/understanding_india.pdf
10
UN population division
11
UGC Act 1956

8|HIGHER EDUCATION IN INDIA AND HECI

education.UGC provides recognition to universities in India. It also aids with
disbursements of funds to the recognised universities.

It is modelled after an advisory committee of the British Govt, University Grants

Committee of UK. UGC, along with CSIR currently conducts NET for appointments of
teachers in colleges and universities.12 UGC have failed to deliver and are a waste of
good money and manpower. There are no appropriate parameters to measure
performance indexes once faculty are employed and this has given rise to severe
inconsistency in the delivery of quality education. The Union Government has plans to
consider the closing down of the UGC and the related body in favour of a higher
regulatory body with more sweeping powers. 13 This goal, proposed by the Higher
Education and Research (HE&R) Bill, 2011, intends to replace the UGC with a
"National Commission for Higher Education & Research (NCHER)" "for
determination, coordination, maintenance and continued enhancement of standards of
higher education and research".14 The bill will unite the UGC and all the other academic
agencies into a single organisation.

On 27 June 2018, the Ministry of Human Resource Development announced its plans to
repeal the UGC Act, 1956. A new body is to be constituted for the betterment of higher
education in India, it will provide with complete change in the body of the committee.
Higher Education Commission of India is in accordance with the commitment of the
government to reform the regulatory mechanism to provide "more autonomy" to higher
education institutes to promote excellence and facilitate holistic growth of the education
system. It would focus solely on academic matters and monetary grants would be under
the purview of the ministry, according to the draft.

12
"CSIR UGC 2013"
13
"UGC, AICTE to be scrapped: Sibal". iGovernment.in. Archived from the original on 9 October 2011.
Retrieved 29 November 2011.
14
Reporter, BS (March 6, 2013). "States oppose national panel for higher education and
research". Business Standard. Retrieved 10 December2013.

9|HIGHER EDUCATION IN INDIA AND HECI

It has been decided to strengthen the higher education regulator as it was felt that the
current commission remains preoccupied with disbursing funds to institutes and is
unable to concentrate on other key areas such as mentoring institutes, focusing on
research to be undertaken and other quality measures required in the sector.

10 | H I G H E R EDUCATION IN INDIA AND HECI

 AIM AND OBJECTIVE

1. The researcher will try to have an analytical study on the UGC and HECI.
2. The researcher tends to throw some light on the merits and demerits of both.
3. The researcher will also elaborate the constructive role of government.

Research Methodology

The researcher has relied upon doctrinal method of research to complete the project.

SOURCES OF DATA

The researcher has used both, primary as well as the secondary sources to complete the
project.

LIMITATIONS OF STUDY

Time was a serious limitation in this project.

11 | H I G H E R EDUCATION IN INDIA AND HECI

 CHAPTER-II : UGC- HIGHER EDUCATION JEOPARDY

Higher Education is recognized as an invaluable instrument for sustainable human

development through both creation and dissemination of knowledge. Universities have a
pivotal role in achieving these objectives. University Education Commission, 1948-49
(Dr. S Radhakrishnan Commission) constituted to review the existing university system,
recommended a roadmap for new universities to be established by conversion of
existing institutions through charters granted by the head of the State on the
recommendation of the proposed University Grants Commission, instead of through
Acts of legislature.

The pioneer Universities of Calcutta, Bombay and Madras were established in 1857.
During the same period Government of India and the Provincial Governments started
the practice of giving grants-in-aid to the institutions imparting higher education in the
country. The universities came into existence by the Acts of Incorporation passed by the
legislature. The powers and the composition of the university bodies were regulated and
controlled by the state. But the development and spread of education was left to private
enterprises. The Governments not only extended their moral support to the universities
but also exercised a general supervision by way of assisting and stimulating the growth
of universities. Similarly, Government gave finances to meet universities deficits or
occasionally to promote a particular line of development. The entire teaching work of
the universities was carried out in autonomous colleges affiliated to the universities.
There were few colleges which were established and run by Government themselves.

The First University Education Commission (1948) recommended the establishment of

the University Grants Commission, new universities to be established on the
recommendations of the University Grants Commission, establishment of rural
universities, education to be on the concurrent list of the constitutions and co-ordination

12 | H I G H E R EDUCATION IN INDIA AND HECI

of finance on All India basis by the Central Government. Consequently, the University
Grants Commission was established in 1956".15

After independence, i.e. in 1948 Government of India appointed a University Education

Commission under the chairmanship of Dr. S. Radhakrishnan. This commission was
appointed mainly to "report on India University Education and suggest improvements
and extensions that may be desirable to suit present and future requirements of the
country. The University Education Commission was of the opinion that no university
responsible for teaching and research in India could be made even up to the standard
without the help of recurrent grants from the centre in addition to their existing
resources.

Under the Ministry of Human Resource Development (MHRD) at the Centre, the
University Grants Commission (UGC) and the All India Council of Technical
Education (AICTE) have been regulating the majority of the country's universities,
aliated colleges, technical and management institutes.

The University Education Commission, therefore, recommended the setting up of a

Committee or Commission for allocating both recurrent and capital grants to
Universities from the centre. The University Education Commission took note of the
efforts made by the central and Provincial Governments to assess the financial needs of
the Universities and strongly recommended that" the University Grants Committee of
the Government of India be constituted on the general model of the United Kingdom
with a full time Chairman and other members who were to be appointed from among
outstanding educationists known for their wisdom and integrity. The Ministers of
Finance and Education were also to be represented on this body."

15
SharmaMadan Mohan - Financial Management ofUnviersities in India Concept Publishing Company,
New Delhi - 1992, P. 29

13 | H I G H E R EDUCATION IN INDIA AND HECI

The University Grants Commission established in the year 1956 is not only a grant
giving body but also a co-ordinating body for academic purposes. The UGC is charged
with the statutory responsibility "for the promotion and co-ordination of University
education, and for the determination and maintenance of standards of teaching,
examination and research in Universities." The UGC in India is different from any grant
agency in any country of the world in one significant respect It is possibly only in India
that the UGC has been vested with two powers simultaneously. One is the power to
provide funds and the other is the power to determine and coordinate standards. In other
countries like Canada, Australia, USA and West Germany, the power to provide funds
is with federal Government but none of these countries have power to deal with
determination and co-ordination of standards.

"Constitutionally speaking the University Grants Commission is a statutory body. All its
members are appointed by the Union Government in the manner laid down in the
University Grant Commission Act."24 "It is a child of the Indian Parliament which has
the power to appoint parliamentary Committees as and when considered necessary to
review its activities."16

"The statutory University Grants Commission was to have nine members including the
chairman. Out of the remaining eight members three were to be the Vice-Chancellors,
two from among the officers of the Central government and three other Indian
educationists of eminence. The chairman was to be a whole-time salaried person, but he
was neither to be an officer of the Union Government nor that any Government in the
states."17

16
ChaturvediR. N. - The Administration ofHigherEducation in India - PrintWell Publishers - Jaipur -1989,
P. 65
17
University Grants Commission, New Delhi - A report ofthe UGC, December, 1953 - March, 1957, P. 5

14 | H I G H E R EDUCATION IN INDIA AND HECI

 CHAPTER-III : RISE OF PRIVATE INSTITUTION

According to the report, since 2008 India has seen a 40-percent increase in students
choosing to enroll in private universities instead of public schools, which require
students to choose a discipline for admission (and are increasingly difficult to get into).

Private universities offer more choice, but they come at a much higher price. Annual
tuition can run as high as 40,000 rupees, compared with 360 rupees at Delhi
University’s St. Stephen’s College, for example. That is because these private
universities — which are often started by entrepreneurs and investors — are generally
for-profit businesses, unlike the government schools, which are highly subsidized.
Private university owners say the for-profit models gives them the ability to provide
students with experienced, well-paid professors.

Private universities have mushroomed across India, growing from just 10 six years ago
to 145 today in a demand-driven surge that has drawn allegations of irregularities,
including franchising out courses in violation of rules. Several academics have also
questioned the standard of education in most of these varsities, set up by state
legislatures through enactment of laws. “Private universities are created by state
legislatures so the Government of India has no control on their numbers. But the quality
of education is questionable in most of these universities,” said M.N. Buch, former
chairman of the Indian Institute of Information Technology, Gwalior.

Many of these private universities, Buch added, are owned by influential people. “Such
people may close down academic operations and use the land given to them at a
subsidised price and the building for commercial purpose.” According to figures
available, the number of private universities in India has increased from 10 in 2006 to
145 now (see chart). Rajasthan, for example, has 33 private universities, 18 more than
the number of state universities it has.

Himachal Pradesh has 15 private universities and only four state

universities. Bengal has one private university. Although private universities are
autonomous institutions, they have to follow University Grants Commission regulations
that lay down minimum standards for academic and physical infrastructure.

15 | H I G H E R EDUCATION IN INDIA AND HECI

The UGC (Establishment of and Maintenance of Standards in Private Universities)
Regulation also says that a private university cannot set up a campus outside the state
where it is located, franchise courses to private providers or affiliate other institutions.
The UGC has received a number of complaints about private universities franchising
out courses. “It has come to the notice of the UGC that some… state private universities
have affiliated colleges and started off-campus centre(s) in violation of the UGC
(Establishment of and Maintenance of Standards in Private Universities) Regulation,
2003…. Some of these universities are running these centres on franchising basis also
which is not allowed,” said a notice put up on the website of the higher education
regulator.

The UGC has taken up specific complaints with the universities concerned and has
appealed to students to be careful about such practices while applying. An official in the
human resource development ministry said the number of private universities had
mushroomed in the last four years, from about 50 before 2009 to the nearly 150 now.
The ministry has imposed a moratorium on granting deemed university status to private
institutions since June 2009 following complaints that dozens of undeserving institutes
were getting the coveted tag. “As no institution is being given deemed university status,
aspiring institutions are approaching state governments and becoming state private
universities through legislation in state Assemblies,” the ministry official said.

Former UGC chairman Yashpal said the demand for colleges and universities had
increased. “And more people have the capacity to pay higher fees. Therefore the
number of private universities has increased,” he said, but added the overall quality of
education was substandard in many private universities. Most of these universities are
not accredited to the National Assessment and Accreditation Council, he said.

C. Gopalkrishnan, director of the Institute of Management under Nirma University, a

private university in Ahmedabad, said the quality of education in many government
institutions was also substandard. “Many government institutions are performing badly
on academic and research parameters due to poor governance,” he said. “Similarly,
many institutions in the private sector are not doing well or indulging in irregularities
because the regulations and quality-control measures have not been implemented
properly.

16 | H I G H E R EDUCATION IN INDIA AND HECI

 CHAPTER-IV : SCRAPING OF UGC

Indian higher education is a highly complex and fragmented system.18 One of the major
reasons for its current dismal state is the presence of multiple regulators with varying
quality and standards of monitoring and assessment.19

The UGC was established as an autonomous, statutory body which was appointed by
the Central government, but the government’s role was specifically restricted and the
contribution of serving professors (“at least four”) was ensured among its ten members.
Four members were to be drawn from the different fields of social production and from
“the learned professions”. One-half of these were not to be officials of either Central or
State governments. Two officials would be members as “representatives of the Central
government”. The Chairperson was specifically not to be an official of either the Central
or a State government.

The role of government should be there in policy making for the betterment of the
Committee, but with the rising domination of certain political leaders has harshly
dismantled the soul of its objectives. There have been a steep decline in the quality
ensured, also the dominance has given rise to Universities on paper, but never on
ground, kind of situation. It is hurting the very core of country’s population career and
ultimately making the nation suffer at its worst.

To maintain the UGC’s autonomy and prevent any kind of direct political interference
by the government, the UGC Act explicitly lays down the condition that the Chairman
of the Commission “shall be chosen from among persons who are not officers of the
government or any State government”. But these policies are not working as they were

18
KM Joshi and Kinjal Vijay Ahir, Indian Higher Education: Some reections, Intellectual Economics, 2013,
Vol. 7, No. 1(15): 4253. https://www.mruni.eu/upload/iblock/76b/003_josh.pdf.
19
MHRD, 2009, e Committee to Advise on Renovation and Rejuvenation of Higher Education, Ministry of
Human Resource Development, 2009, 2.5, 52, Accessed on July 28, 2018. https://www.aicte-
india.org/downloads/Yashpal-committee-report.pdf#toolbar=0

17 | H I G H E R EDUCATION IN INDIA AND HECI

meant to be and political influence has been into the roots of its system and corrupting
its principles and policies.

India currently has 903 universities, 39,050 colleges and 10,011 standalone institutes.20
These universities and their affiliated colleges are often criticised for being substandard
as they are overwhelmingly underfunded and mired in politics of both the state and the
central governments. This is because the chairpersons/heads of these institutes are
invariably political appointees under the respective University Acts.21 These are also the
institutes regulated by the UGC. Among other issues, UGC has been criticised by
academics for mis-utilisation of power and mismanagement of funds ( Yash Pal
committee , 2009 and Hari Gautam Committee, 2015).22

The UGC had come in for a lot of criticism in the last few years for failing to maintain
the quality of higher education. The reform of the UGC has been under discussion since
the Knowledge Commission was constituted in 2005. This was further reiterated by the
Yash Pal Committee in 2009 and more recently in 2014 by the Hari Gautam Committee
under the present government. After the Yash Pal Committee’s suggestion, Kapil Sibal
[the then HRD Minister] had introduced the Bill on Higher Education and Research
Commission in 2011.

The government is trying to take that suggestion forward. The main reason for the
reform of the UGC pointed out by the Knowledge Commission and the Yash Pal
Committee was not the quality as much as the issue relating to the organisational
structure of the UGC, which has implications for quality and efficiency. These

20
AISHE, 2018, All India Survey on Higher Education 2017-18, Ministry of Human Resource
Development, 2018, 5-27, Accessed on July 30, 2018. http://aishe.nic.in/aishe/
viewDocument.action?documentId=239.
21
MHRD, 2009, e Committee to Advise on Renovation and Rejuvenation of Higher Education, Ministry of
Human Resource Development, 2009, 3.3, 60, Accessed on July 28, 2018. https://www.aicte-
india.org/downloads/Yashpal-committee-report.pdf#toolbar=0
22
Rohinee Singh, A year on, HRD NITI Aayog undecided on Hari Gautam committee report, Daily News &
Analysis, July 07, 2016.http://www.dnaindia.com/india/report-a-year-on-hrd-niti-aayog undecided-on-
hari-gautam-committee-report-2231963 Note: e Hari Gautam Committee was formed by the then HRD
minister Smruti Irani to review UGC but the report was never made public.

18 | H I G H E R EDUCATION IN INDIA AND HECI

committees pointed out that the organisation structure of the UGC was fragmented in
higher education, including policy making. There are two main stakeholders in higher
education, the Centre and the State. At present, of the total number of universities, about
68 per cent are State universities—public and private—and most of the colleges are also
with the States.

Also, the Preamble of the Act states that to promote “uniform standards of quality...
there is need for creation of a Body that lays down uniform standards and ensures
maintenance of the same through systematic monitoring.” Now, here we clearly have a
changed scenario. “Uniformity” of standards and quality were not part of the mandate of
the UGC and terms like “systematic monitoring” were not part of its procedures. The
UGC Act 1956 specifies the functions of the Commission as follows: “It shall be the
general duty of the Commission to take, in consultation with the Universities or other
bodies concerned, all such steps as it may think fit for the promotion and co-ordination
of University education and for the determination and maintenance of standards of
teaching, examination and research in Universities.”

For the purpose of performing this important function, the UGC allocates and disburses
grants to universities, “provided that in making any grant to any such University, the
Commission shall give due consideration to the development of the University
concerned, its financial needs, the standard attained by it and the national purposes
which it may serve.”

The existing regulatory structure, as reflected by the mandate given to the UGC,
required redefinition based on the changing priorities of higher education. There has
been a general decline in higher education funding over the years. Over the years,

19 | H I G H E R EDUCATION IN INDIA AND HECI

UGC's micromanagement of state institutions has led to the decline in not only the
quality of education in these institutes but their autonomy as well.23

UCG found to be an inadequate regulatory structure for higher education that has
resulted in a visible deterioration in standards. The fund-granting process of the UGC
and the technical education regulator All India Council for Technical Education
(AICTE) has been plagued with allegations of corruption and inefficiency. Union
government senses that Creation HECI offers a tremendous opportunity for the
government to take a giant leap towards fixing a broken system at a time when the
quality of human capital is increasingly determining the success of nations.

Setting minimum standards such as faculty qualifications and infrastructure will be only
one part of the commission’s mandate. The risk of political interference is the biggest
challenge as the financial dispensation will, under the new scheme, be directly under
government control. In regard with IIT and IIM, both sets of institutions have been
granted a greater degree of autonomy in terms of board appointments, fee structures and
admissions. But such autonomy went only so far; in January, the government proposed
a new law establishing a Council of Institutes headed by the HRD minister.

23
Dinesh Abrol, Governance of Indian Higher Education: An Alternate Proposal, Social Scientist, Vol. 38,
No. 9/12 (September-December 2010): 143-177. https://www.jstor.org/stable/27896293.

20 | H I G H E R EDUCATION IN INDIA AND HECI

CHAPTER-VI : HECI- HIGHER EDUCATION COMMISSION OF INDIA

The Higher Education Commission of India’s (HECI) strength has been increased to 14
members but it will reduce the academic component to just two serving professors.
Three Secretaries, of Higher Education, Skill Development and Enterprise, and Science
and Technology, will be inducted from the “stakeholder Ministries”. Two other Central
government appointees are the Chairpersons of the All India Council of Technical
Education (AICTE) and the National Council for Teacher Education (NCTE). While
there will be two serving Vice Chancellors, they need not be academics, as we have
seen them being drawn not only from the bureaucracy but also from the armed forces,
and even a “doyen of industry”, but unfortunately there is no room now for
representatives from agriculture or forestry or from other “learned professions”.

The HECI’s Chairperson and Vice-Chairperson are to be appointed by a permanent

search-and-selection committee headed by the Cabinet Secretary and including the
Secretary, MHRD, along with three co-opted academicians. The UGC Act’s stipulation
regarding the non-official status of the Chairperson has been removed although the fact
that the Chairperson can be an “Overseas Citizen of India” has been specifically
provided for.

The Central government’s control is further enhanced by allowing it to remove

members of the HECI before the completion of their term not only for conviction for an
offence which “in the government’s opinion” involves moral turpitude but also for
“such other disqualifications as may be prescribed.” UGC members could not be so
easily removed before their term was completed.

One of the stated purposes of the HEC is to provide “maximum governance with
minimum government

HECI will be the new, apex regulator for university and higher education in India. It has
to set benchmarks for academic performance, ensure that institutions adhere to these

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and act against those that violate standards. Draft legislation appears to be part of a
stated overarching strategy towards greater autonomy in institutes of higher learning,
including the premier Indian Institutes of Technology and Indian Institutes of
Management. The broad thrust of the Higher Education Commission legislation is to
separate governance from funding. The proposed commission will focus on academic
issues, such as course curricula, faculty standards and outcomes, leaving “monetary
matters” to the ministry of human resource development.

The HECI will not only be an unashamedly government-controlled body, it will also be
endowed with far greater powers than the UGC ever was.

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CHAPTER-VII : CONCLUSION

There is much work to be done – on all aspects of higher education. We believe

that these Bills will lay the foundation for creating a modern framework to
improve quality and check malpractices in the Higher Education space in India.
Economic success of a country is directly dependent and determined by their
education system. Our Indian Education System is presently confronted with a
great paradox. UGC (University Grant Commission) which fails to provide what
they are required to. The new challenge before the country at the beginning of the
twenty first century is to become a developed society by the year 2020, which
requires that not only a vibrant economy driven by knowledge has to be ushered
in soon, but also a new society where justice and human values prevail has to be
created. Higher Education Commission of India is in accordance with the
commitment of the government to reform the regulatory mechanism to provide
"more autonomy" to higher education institutes to promote excellence and
facilitate holistic growth of the education system. It will provide stability to the
higher education in India and give it a flourishing development.

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BIBILIOGRAPHY

ARTICLES:

 NOOR BRARA, In India, a Rise of Private Universities and Liberal Arts

Programs.
 Prabhat Patnaik , The Proposed Abolition of the UGC.
 Akshaya Mukul , UGC a failure, must be scraped.
 Obadya Ray Shaguri, HIGHER EDUCATION IN INDIA Access, Equity,
Quality

Websites:

https://files.eric.ed.gov/fulltext/EJ1131773.pdf
https://www.ugc.ac.in/oldpdf/pub/he/heindia.pdf
https://www.britishcouncil.in/sites/default/files/understanding_india.pdf
http://www.ean-edu.org/assets/highereducationindiashaguri.pdf
https://www.business-standard.com/article/economy-policy/modi-govt-is-set-to-
replace-ugc-with-higher-education-commission-118062700680_1.html
http://mhrd.gov.in/sites/upload_files/mhrd/files/upload_document/ugc_act.pdf
https://timesofindia.indiatimes.com/home/education/news/UGC-a-failure-must-
be-scrapped-HRD-panel/articleshow/46764087.cms
http://mhrd.gov.in/sites/upload_files/mhrd/files/document-
reports/RepoRevCom-DmdUniv.pdf

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