Education, earnings and income distribution: An inquiry into equity issues involved in the government financing of higher education in India—A study of the M. S. University of Baroda

Prospects ◽  
1986 ◽  
Vol 16 (4) ◽  
pp. 550-554
Author(s):  
Jandhyala B. G. Tilak
Keyword(s):  
Higher Education ◽  
Income Distribution ◽  
Equity Issues ◽  
Government Financing ◽  
Education In India ◽  
The Government

scholarly journals Attitude of Public towards Higher Education: Conceptual Analysis

2016 ◽  
Vol 2 (12) ◽  
pp. 19 ◽  
Author(s):  
Anuja Roy ◽  
Jacqueline Kareem
Keyword(s):  
Higher Education ◽  
Human Resource ◽  
Well Being ◽  
Poverty Line ◽  
Resource Potential ◽  
The People ◽  
Education In India ◽  
Indian Higher Education ◽  
Males And Females ◽  
The Government

Indian higher education has never received much prominence when compared to the primary level. Academicians of our country have already pointed out that for economic and social well-being of our country majorly depends on the quality and widespread of higher education in our country. The main obstruction is the misconceptions by the general public of our country which is accompanied by the economic issues. The vision of Ministry of Human Resource and Development heads the department of Higher Education whose aim is to realize India’s human resource potential to its fullest in the education sector, with equity and excellence. Higher education is a costly affair when we take into consideration the fact that almost 20% of the population still lie under the poverty line. There is still a gap in the level of enrolment between males and females. The government is trying hard to overcome this disparity. Skills have often been ignored in our country’s scenario. Thus, higher education should also promote and encourage technical education. An All India Survey on Higher Education was initiated only in 2011, only because none of the sources had a complete picture of the data on higher education. The large amount of population is also a problem as it becomes difficult to cater to the needs of each individual or group. The resources are scarce when compared to the people demanding for it. We should try to identify the problems, and then we should work towards solving those problems. Public of our country should be willing to send their children for higher education; they should be having a positive attitude towards higher education. This paper discusses several steps that can be untaken to bridge the gaps in the system of higher education in India.

scholarly journals Equity and Equality in Higher Education- India Calling…

2019 ◽  
Vol 2 (2) ◽  
pp. 18-24
Author(s):  
Preeti Oza
Keyword(s):  
Higher Education ◽  
Social Mobility ◽  
Communication Technology ◽  
College Graduates ◽  
Good Health ◽  
The Internet ◽  
Developing Nation ◽  
Education In India ◽  
Present Context ◽  
The Government

Higher education in India is always a socio-political way and a powerful engine of social mobility. It adds to the benefits to society as more people earning Higher Education credentials. It is proven that college graduates earn more. They are less likely to be unemployed. They are more likely to vote, more likely to volunteer, and more likely to maintain good health. India as a Globalised and developing nation has been little systematically progressing on the educational front since its independence. The government is making progress in reaching out to all the classes of its society. The improvement in the country’s economic front has resulted in the upscaling of communication technology. The advent of the internet, have vastly leveraged the promotion of education across all verticals. But at the same time, the idea of Equity and Equality needs to be redefined in the present context of the newly established notion of ‘Inclusivity’. This paper deliberates on the various ideas and approaches of Higher Education in India on ‘Inclusivity’ in general and Equity and Equality in particular.

scholarly journals Massification, Marketisation and Loss of Differentiation in Pre-Entry Marketing Materials in UK Higher Education

2019 ◽  
Vol 8 (11) ◽  
pp. 304
Author(s):  
Elizabeth Knight
Keyword(s):  
Higher Education ◽  
Information Needs ◽  
Well Being ◽  
Widening Participation ◽  
Equity Issues ◽  
Higher Education System ◽  
Student Cohorts ◽  
The Government ◽  
The Uk ◽  
Uk Higher Education

Since the mid-1970s, the higher education system in the UK has massified. Over this period, the government policy drivers for higher education have shifted towards a homogenised rationale, linking higher education to the economic well-being of the country. The massification of higher education has involved a widening of participation from traditional students to new and diverse student cohorts with differing information needs. The increased positioning of students as consumers by higher education means the student choice process has become complex. Drawing on a recently conferred doctorate, this article asks whether the messages sent by institutions about the motivation for undertaking a degree have changed during the recent period of massification of UK higher education. It asks how such changes are reflected, overtly or in coded form, in the institutional pre-entry ‘prospectus’ documents aimed at students. Taking a discourse-historical approach, the work identifies six periods of discourse change between 1976 and 2013, analysing prospectuses from four case-study institutions of different perceived status. The research finds that the materials homogenise gradually over the period and there is a concordant concealment of the differential status, purpose and offer of the institutions, alongside an increase in the functional importance of the coded signalling power of the differential prestige of undergraduate degrees within the UK. This research’s finding that the documents produced by institutions have become increasingly difficult to differentiate highlights equity issues in provision of marketing in terms of widening participation and fair access aims.

Impact of Globalization on Core Engineering Education in India

2008 ◽  
Vol 7 (1) ◽  
pp. 55-68
Author(s):  
Duru Arun-Kumar
Keyword(s):  
Higher Education ◽  
Specific Knowledge ◽  
Knowledge And Skills ◽  
Colonial Legacy ◽  
Technology Sector ◽  
Employment Pattern ◽  
Education In India ◽  
Per Se ◽  
New Interpretation ◽  
The Government

AbstractThe education system in India continued to be based on the colonial legacy of bureaucratic administration even after fifty years of independence. But, under globalization and liberalization policies of the government, engineering higher education has acquired a new interpretation of increasing credential value, where the degree per se is more important for securing a high-paying job, primarily in the software and information technology sector, than for acquiring specific knowledge and skills. This is reflected in the employment pattern of the graduates with a core engineering background.

Innovations in Higher Education in India

2020 ◽  
pp. 162-183 ◽  
Author(s):  
Sebak Kumar Jana ◽  
Adwaita Maiti
Keyword(s):  
Higher Education ◽  
Online Courses ◽  
Economic Productivity ◽  
Innovative Strategies ◽  
Knowledge Based ◽  
Quality Of Higher Education ◽  
Knowledge Based Economy ◽  
Education In India ◽  
Ict Infrastructure ◽  
The Government

The present century is an age of knowledge-based economy. Though India's achievement in the field of higher education in the post-independence period is remarkable, gross enrollment ratio in higher education and the quality of higher education in India is not encouraging. ICT infrastructure is one way of stimulating growth in national innovation and economic productivity. According to NSSO survey in India, in higher education, 85.4% of students are able to operate computers, 81.6% of students are able to search the internet, and 78.2% of students are able to e-mail. The Government of India has taken various innovative strategies in higher education including online courses and facilities. The chapter has also highlighted different digital initiatives in higher education in India. In India MOOCs are offered by SWAYAM, IITBX, mooKIT, and NPTEL. Other digital innovation includes E-PG Pathshala, SWAYAM Prabha, e-Shodh Sindhu, Shodh Gangotri, Shodhganga, AISHE, National Academic Depository (NAD), etc.

Quality Enhancement in Higher Education Institutions in India

2016 ◽  
Vol 6 (1) ◽  
pp. 29-40
Author(s):  
Katta Rama Mohana Rao ◽  
Chandra Sekhar Patro
Keyword(s):  
Higher Education ◽  
Higher Education Institutions ◽  
Quality Enhancement ◽  
Higher Education System ◽  
Quality Of Higher Education ◽  
Education In India ◽  
Skill Requirement ◽  
The Government ◽  
Quality In Higher Education

Higher education system in India has been expanded in a remarkable way, particularly in the post-independence period, to become one of the largest systems of its kind in the world. However, the Gross Enrollment Ratio (GER) is far below when compared to developed and many developing countries. The Government of India has focused on increasing the access and ensuring equity during successive plan periods. The resultant growth, though impressive, failed to ensure desired Quality in Higher Education. Only a few Higher Education Institutions earned reputation for high quality services. Globalization has resulted in significant changes in the knowledge economy and ushered new conditions for the provision of higher education to cater the skill requirement all across the globe. Under these circumstances, focus on quality enhancement of higher education in India assumes greater significance. This paper analyses the growth of higher education in India, the major quality concerns, the government initiatives and challenges for enhancement of quality of higher education in India.

Critical Perspectives on the Political Economy of Higher Education in India and Globally

2017 ◽  
Author(s):  
Prabhat Patnaik
Keyword(s):  
Higher Education ◽  
Creative Thinking ◽  
Social Role ◽  
Private Institutions ◽  
Publicly Funded ◽  
For Profit ◽  
Large Numbers ◽  
Education In India ◽  
Skilled Personnel ◽  
The Government

There are two alternative perspectives on higher education, one of which sees it as a means of augmenting the recipient’s employment prospects and earning capacity through the imparting of skills, while the other sees it as fulfilling a social role beyond merely supplying skilled personnel. While the conversion of higher education into a commodity that is sold for profit in commercially run private institutions is in sync with the first perspective, the second demands that education should be primarily the responsibility of the government and should be mainly publicly funded. The second perspective informed the anti-colonial struggle in the developing world and the policies of the dirigiste regimes that came up post-decolonization. But under the subsequent neoliberal regime, the first perspective has come to the fore, and there has been a significant commoditization of higher education. This has the effect of excluding large numbers of students from deprived backgrounds from the ambit of higher education, of constricting free and creative thinking, and consequently of destroying rational discourse and giving free rein to fascist, semi-fascist, and fundamentalist forces that can do great damage to the fragile structures of developing societies. An awareness of these dangers is necessary if appropriate interventions to prevent such a denouement are to be undertaken in the sphere of higher education.

The Future of Higher Education in India

2018 ◽  
Author(s):  
C. Raj Kumar
Keyword(s):  
Higher Education ◽  
Education Policy ◽  
Academic Standards ◽  
The Future ◽  
Education In India ◽  
World Class ◽  
The Government ◽  
World Class Universities ◽  
Role Of The Government

The chapter is a discussion on the future of higher education in India. It examines the current academic standards in Indian universities and the need for establishing world-class universities in India and, also discusses the role of private universities in higher education, the role of the government in framing education policy, and the challenges that face the higher education sector in India. In conclusion, the author highlights the goals of higher education and how they could be achieved.

Reforms and Initiatives in Higher Education System

2021 ◽  
pp. 102-112
Author(s):  
Pooja Walia ◽  
Manju
Keyword(s):  
Higher Education ◽  
Education System ◽  
Quality Of Education ◽  
Higher Education System ◽  
Knowledge Based ◽  
Quality Of Higher Education ◽  
Education In India ◽  
The Government ◽  
Political Economic

Higher education is the most powerful tool to build a knowledge-based society. National Knowledge Commission (2006) recommended that there is a need to focus on quantity and quality of higher education. New reforms in the education system help to maintain creativity, adaptability and quality of education. There is a felt need for reforms in education due to sociological, political, economic and technological changes. In this context higher education in India is undergoing a big transformation in terms of structural, institutional, transactional and evaluation reforms. The digitalisation of higher education has also been initiated by the government of India in a big way. For the last two decades, the higher education system has positively leapt in various directions to meet the global challenges and ever-increasing demands of the society. This paper highlights reforms and new initiatives taken by the Ministry of Human Resource and Development (MHRD) for the higher education system of India.

scholarly journals National Education Policy 2020: What is in it for a student, a parent, a teacher, or us, as a Higher Education Institution/University?

2020 ◽  
Vol 2 ◽  
pp. 70-79
Author(s):  
Mridul Madhav Panditrao ◽  
Minnu Mridul Panditrao
Keyword(s):  
Higher Education ◽  
Education Policy ◽  
Human Resource Development ◽  
Education Institution ◽  
Complete Control ◽  
National Education ◽  
National Education Policy ◽  
Education In India ◽  
The Government ◽  
The Impact

Ministry of Human Resource Development of Government of India has projected an elaborate and all-encompassing National Education Policy 2020 (NEP2020). Before independence, the education in India was under the complete control of the “Masters, the British Empire.” The education policies, like the one drawn by Macaulay, as would be obvious, were not for providing any quality education to the Indians, but to churn out the “Babus;” clerks and bureaucrats, to serve the masters, pure and simple. After independence, the society went through series of changes, policies were charted and certain reforms were brought in, but the impact was still not achieved. In 2015, the GOI adapted, “2030 Agenda for Sustainable Development (SD)” and since then the impetus has been initiated. The final culmination of a long drawn and all-inclusive process is NEP2020. NEP2020 has been a very elaborate planning document. The salient features of the issues, principles, aims, vision, challenges and solutions have been dealt with in this article. The main focus has been on the higher education and its implementation. Due importance also has been accorded to other issues such as vocational education, research and online and digital education to mention a few. Overall, it is a commendable and a very positive step forward on the part of the government. Only the time will judge, how much net effective output is actually garnered.

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