Access and excellence in higher education
M.A. Baby
This article written by Kerala State
Education Minister discusses important issues facing the education
sector in India. It is reproduced here for its relevance to Sri Lanka in
the context of developments similar to what has been discussed in the
article
The institutions to be set up by foreign educational providers are
unlikely to improve access and quality. More public investment in higher
education and academic collaboration with the best universities could
bring in the desired results. Human Resource Development Union Minister,
Kapil Sibal has claimed that access to, and the quality of the Indian
higher education would improve substantially with the entry of foreign
educational providers in the country. The new institutions would add to
the opportunities available in higher education, thereby potentially
increasing enrolment. Improvement of quality could occur both directly
and indirectly. The off-campus centres would directly provide
“world-class education” to the students who can afford it and indirectly
ensure better performance of Indian institutions through competition, so
goes his contention.
Research can contribute to economic development. File photo |
Such arguments assume that there are universal parameters for quality
and that competition would inevitably bring about improvement of
quality.
The organic character
The first of these assumptions ignores the organic character of
higher education. Quality in education cannot be manufactured to order
or transplanted across continents. It is rooted in the environment and
the tradition in which it grows. It is linked up with time and milieu,
with the project of nation-building.
It evolves itself gradually. The short-cut of manufacturing quality
through foreign universities or their Indian imitations ignores the
importance of creativity. New knowledge is created through an arduous
process of research. Scholars point out that the essence of modern
research is interdisciplinarity, which is enriched through assimilation
of knowledge from diverse sources, but degenerates through
transplantation or imitation of external models. Courses transplanted
across continents through off-campus centres will have little
authenticity and relevance to the new environment.
The impact of even the best of off-campus courses of the best of
universities delivered by the best of faculty on the overall quality of
Indian education would be marginal. India’s IITs and IIMs give the clue.
Quality in education |
* Cannot be
transplanted across continents
* Rooted in tradition in which
it grows
* Linked up with time and milieu
* Evolves itself gradually
|
These have all along been isolated islands of excellence,
contributing little to the general improvement of Indian higher
education. While there may be some truth in the accusation of social
insensitivity of these premier institutions, the reasons for their
failure to significantly invigorate Indian higher education run deeper.
External agencies can only play a minimal role in the process of quality
enhancement. Improvement of quality is brought about through an internal
process. External agencies can at best assist the process, but cannot
substitute internal processes.
The unquestioning faith in the usefulness of competition is based on
two myths: that the foreign educational providers would have the same
mission as Indian universities and that both would share the same
platform for their operations.
The avowed mission of public universities in the country is to
contribute to the project of nation-building. It may be that a majority
of the institutions have failed in their mission. The mission would
still be potentially relevant in guiding their destinies. The public
universities continue to undertake the study of basic disciplines,
research and extension because of the compulsions of their vision and
mission.
Would the foreign educational providers be bound by the mission of
nation-building? It is unlikely that foreign universities would be
driven by altruistic motives of improving Indian higher education -
which is what Sibal’s bill would apparently expect - if it has no
prospects of profits to offer. Those who come for profit are unlikely to
invest in the study of basic disciplines and research where the
prospects of immediate economic returns are not very promising.
Unhealthy competition
Given the colonial hangover for foreign labels, a substantial number
of bright students are likely to prefer off-campus centres of
second-rate foreign universities to the best of Indian universities.
They would not only ruin their academic prospects, but also
potentially contribute to the intellectual impoverishment of Indian
institutions. Whatever little research is undertaken in the Indian
institutions is likely to suffer as a result of unhealthy competition
with foreign educational providers.
In their struggle for survival, average universities might compete
with foreign educational providers in offering marketable courses at
competitive rates and neglect their primary responsibilities towards the
study of basic disciplines, research and extension.
The National Knowledge Commission presumes that setting up 1,500
universities and 50,000 colleges could address the question of access. A
mere increase in the number of institutions or seats alone would not
ensure greater access.
What we need is equitable access, which foreign educational providers
will not provide, more so as there is no cap on the fees and no
provision for reservation of seats - both of which would tend to
strengthen the existing iniquities in Indian higher education. In a
country like India where the majority of the people live below the
poverty line, access to higher education would be critically dependent
upon the quantum of subsidies available.
How, then, do we increase access to and quality in, higher education?
The modernization of higher education requires huge investments. The
Indian requirement of inclusiveness further demands massive public
investment. The Central budget for higher education for the current
fiscal shows only an increase of 15 percent over the last year. This
compares poorly with the 112 percent increase in Kerala’s budget for
higher education over the same period.
Academic collaboration
Academic collaboration with the best of universities could help
improve quality, unlike direct intervention by foreign educational
providers. While such collaborations have always existed, we need to
increase their scope and extent in the future.
As a matter of fact, efforts are being made in different parts of the
country to promote collaborative learning. The Kerala State Higher
Education Council, for example, has evolved two innovative schemes for
national and international academic collaboration.
The national-level program envisages exchange of teachers between the
universities in the State and universities in other States. Exchanges
have already taken place between universities in Kerala and West Bengal.
Tamil Nadu has evinced interest in such exchanges with universities in
Kerala. The scheme is likely to be implemented in the next academic
year.
The “Erudite” scheme which has been implemented in the State is a
scholar-in-residence program which provides avenues for teachers and
students to collaborate with internationally reputed scholars.
A large number of scholars including Nobel laureates have visited the
universities in the State during the last one year. Testimonies of the
teachers and students of these universities and the visiting scholars
show that the benefits have been mutual. The essence of such mutually
beneficial academic collaboration is partnership based on equality. It
cannot be based on a relationship of superiority and inferiority. It has
to recognize the kaleidoscopic character of quality in higher education
and the value of mutually enriching collaborative learning processes.
Courtesy: The
Hindu
The writer is
Education and Culture Minister of the Kerala Government |