英语论文网

ore than 8 million students in a decade from 2000-01 to 2010-11. As of 2011, India has 42 central universities, 275 state universities, 130 deemed universities, 90 private universities, 5 institutions established and functioning under the State Act, and 33 Institutes of National Importance. Other institutions include 33,000 colleges as Government Degree Colleges and Private Degree Colleges, including 1800 exclusive women's colleges, functioning under these universities and institutions as reported by the UGC in 2012.

Fig. 1, Growth of Higher Education: Universities/Colleges/Students enrolment/Teaching Staff: 1950-51 - 2010-11

(Source: Higher Education in India at a glance, UGC Brochure 2012)

The growth is very impressive in numbers but quality is far behind the existed standards and requirements. And that's why quality of higher education in India is a matter of great apprehension. To stand at par with the developed countries we have to first meet out the challenges in imparting education especially in higher education.

Reasons for concern for the quality of Higher Education:

The quality in higher education is the biggest need of the hour as our country is progressing towards becoming the educational hub of the world. Prime Minister Manmohan Singh (2007) said that 'our university system is, in many parts, in a state of disrepaira€|. In almost half the districts in the country, higher education enrolments are abysmally low, almost two-third of our universities and 90 percent of our colleges are rated as below average on quality parametersa€| I am concerned that in many states university appointments, including that of vice-chancellors, have been politicized and have become subject to caste and communal considerations; there are complaints of favoritism and corruption'. These words reflect the concerns for the quality of higher education in India. The quality of higher education in most of our universities and colleges requires substantial improvements. The following problems are common enough to be a cause for quality concern in higher education:

First, curricula, which have remained almost unchanged for decades, have not kept pace with the times.

Second, learning and creativity are at reducing in a system of evaluation that places its focus on memory rather than understanding.

Third, the atmosphere is not favorable to anything beyond the classrooms, for it is caught in a 9.30 to 1.30 syndrome.

Fourth, the academic calendar is no longer untouchable for classes or for examinations, as there are slippages in schedules so much so that, at several places, classes in the time table are not held and results are often declared with a time delay of 6 to 12 months.

Fifth, the infrastructure is not only inadequate but also on the threshold of collapse.

Sixth, the importance attached to research has eroded gradually over time.

Seventh, the boundaries between disciplines have become dividing walls that constitute barriers to entry for new disciplines.

Eight, there is little accountab本论文由英语论文网提供整理，提供论文代写，英语论文代写，代写论文，代写英语论文，代写留学生论文，代写英文论文，留学生论文代写相关核心关键词搜索。