2011 UNIVERSITY AND SOCIETY - UGC · towards maintaining socio-economic cohesion in the Indian society, the Government of India has initiated wide ranging reforms in the field of

University Grants CommissionBahadur Shah Zafar Marg, New Delhi - 110002

2011

UNIVERSITY AND SOCIETY

ISSUES AND CHALLENGES

Some Ideas from Leading Practitioners of Higher Education

(Based on the Conference of Vice-Chancellors ofCentral and State Universities)

Edited by

Prof. Ved Prakash

UNIVERSITY AND SOCIETY:ISSUES AND CHALLENGES

Some Ideas from Leading Practitionersof Higher Education


Edited by

Prof. Ved Prakash

University Grants CommissionNew Delhi

C O N T E N T S

Page No.

Preface 1

1 Background 3

2 Raison d'etre of the Conference 9

3 Major Recommendations 12

3.1 Theme: Access, Equity, Engagement & Outcomes 12

3.2 Theme: Content and Quality 18

3.3 Theme: Research and Innovations 26

3.4 Theme: Faculty Development andInter-University Resource Sharing 32

3.5 Theme: Internationalization in Higher Education 36

3.6 Theme: Alternative Mode of Delivery ofHigher Education 43

3.7 Theme: Models of Financing Higher Education 47

3.8 Theme: Good Governance 56

Annexure

1 List of Participants 67

2 Programme Schedule of the Conference 110

1University and Society: Issues and Challenges

PREFACE

Reforms in Higher Education are intensely under discourseamongst the stakeholders of higher education, ranging from theGovernments, University leaders and eminent thinkers in the fieldof education. It hardly needs mention that as most reform initiativesin higher education have to take roots at the university level, theuniversity leadership acquires a significant role in shaping policyplanning process at the macro level and in recommending strategiesfor achieving the targets set. It is in this context that initiatives werelaunched by the University Grants Commission (UGC) in bringingtogether Vice-Chancellors of Central and State Universities in thecountry from March 25-26, 2011 at Vigyan Bhavan, New Delhi tobrainstorm on issues critical to higher education. This was doneto ensure that the consultations are not limited to a few but involvethe entire leadership of the university system to highlight the criticalissues and make insightful contributions for possible approachesfor future policy interventions.

This document is collection of some ideas synthesized from thedeliberations of leading practitioners of higher education, ideas asthey have emerged in the Conference of the Vice-Chancellors ofthe Central and the State Universities. The deliberations toucheda variety of themes ranging from Access, Equity, Engagement &Outcomes; Content and Quality; Research and Innovations;Faculty Development and Inter-University Resource Sharing;India's Global Engagement in Higher Education; AlternativeModes of Delivery of Higher Education; Models of Financing, andImperatives for Good Governance.

2 University and Society: Issues and Challenges

I have ventured to encapsulate the deliberations in this volumewith the hope that it becomes a frame of reference for taking theconcerns of higher education further towards fructification. Theissues and challenges are reflective of the role, particularly in adeveloping economy the university system has to play in societaltransformation.

It is hoped that the managers of higher education will takecognizance of the recommendations, contained in this document,and device suitable plans for their effective implementation.

I am grateful to Shri Kapil Sibal, Hon'ble Minister for HumanResource Development, for being a catalyst in suggesting theneed for the discourse and to Ms. Vibha Puri Das, EducationSecretary, for providing the valuable support and guidance inplanning and coordinating the deliberations. I am also grateful toShri Sunil Kumar, Additional Secretary, Government of India, forhis support and suggestions from time to time.

I wish to place on record the valuable support I have receivedin the organization of the deliberations by my colleagues in theUGC. I also wish to acknowledge the contributions of manyeminent educationists who provided the guidance and academicinputs needed for undertaking such a task and to bring thisdocument to its present shape.

(Ved Prakash)Chairman (Actg.)

University Grants Commission

July, 2011New Delhi


University and Society: Issues and ChallengesSOME IDEAS FROM LEADING PRACTITIONERS OF

HIGHER EDUCATION

1. BACKGROUND

1.1 Critical Role of Higher Education

Higher education in India is at the core of the developmentalchallenges facing the society. The challenge of globalcompetitiveness has also been added to other demandingconcerns such as access, equity, privatization andinternationalization. It is necessary, therefore, to redesign its socialfunctions in terms of building strong university-society linkages,creating and disseminating core values along with skills necessaryfor coping with the demands of the 21st century, and preparinggraduates for a multi-cultural and multi-linguistic workplace settings.Needless to mention that as most reform initiatives in highereducation demand changes at the university level, the universityleadership acquires paramount importance in shaping the policyplanning process at the macro level.

Keeping in view the critical contributions of higher educationtowards maintaining socio-economic cohesion in the Indiansociety, the Government of India has initiated wide rangingreforms in the field of higher education. The 11th Five-Year Plan(FYP) initiatives for expansion, inclusion and promotion ofexcellence in higher education, through a series of measuresaimed at revival and rejuvenation of the higher education sectorhave indeed been remarkable. The massive allocation for this


sector during this period has resulted in setting up of a largenumber of higher education institutions in the public sector(Central Universities, Indian Institutes of Technology (IITs), IndianInstitutes of Management (IIMs), Indian Institutes of ScienceEducation and Research (IISERs), Indian Institute of InformationTechnology (IIITs), Schools of Planning and Architecture (SPAs),Colleges etc.). Targeted expansion of participation aimed atequitable access to quality higher education has been no lesslaudable. As a result, the higher education sector, during therecent past, has undergone significant quantitative and qualitativechanges. However, there is a need to further identify anddeliberate on key areas of concern in order to convincingly makeour way forward. It is time to review our achievements andfailures in translating the reform agenda initiated in the 11th FYPperiod into action. It will not only inform us as to what worked andwhat did not, but will also provide critical feedback for setting thereform agenda for the 12th FYP.

The critical role of higher education in the development processhas gained greater emphasis with the emergence of the notionof "knowledge-based economy". As the world is becoming moreand more interconnected and global markets for skills andinnovations emerge, it has become crucial for India to expandequal opportunities to the nation's youth to access highereducation. Higher education, clearly a major contributor toeconomic growth and national development, therefore, mustaddress the rights of all citizens to share its benefits. The fact that'knowledge' is considered an equaliser, calls for expansion ofequitable access to and quality of higher education. In other


words, the university system can improve the growth anddevelopment of our society by increasing the diversity of itsstudent population, by effectively engaging itself in improvingparticipation of the hitherto underserved segments of our population,that is, women, socio-economically disadvantaged, minorities, etc.in the programmes of higher education.

1.2 Imperatives for University Leadership

It is imperative for the university system to think about theprocesses it would adopt in integrating intercultural and socialdimensions into teaching, research and service delivery. It needsto redesign its social function in terms of building strong university-society linkages, emphasizing and disseminating core nationalvalues enshrined in our Constitution, along with skills to cope withthe expectation of the 21st century, and preparing graduates fora multi-cultural and multi-linguistic workplace setting. Needless tomention that, as most reform initiatives demand changes at theuniversity level, improving university governance would matter agreat deal in improving university effectiveness, particularly interms of its function as creator of new knowledge.

1.3 Need to Reduce Elitist Orientation to Higher Education

The higher education system in the country has, to a large extent,remained elitist, offering differential access in respect of gender,residence, wealth and social status. Even when the overallparticipation in higher education is low, its supply has remainedstratified (viz., expansion through greater participation of privateproviders following the market principles). The approach to


expansion of equitable opportunities in higher education also hasnot changed significantly, even though policy planners talk interms of alternative delivery mechanisms. The emphasis hasalways been on the "built it and they will come" approach (i.e.,increase supply of higher education to improve equitable access),which though may create opportunity, often may not encourageincreased participation of the disadvantaged and the marginalisedgroups. This concern has to assume centre-stage in all currentand future discourse on higher education.

1.4 Output of Secondary Education Critical to Higher Education

It is also important to look into the kind of a policy frameworkappropriate for analysis of access, equity and quality in highereducation in India. Development of higher education is largelydependent on the output of secondary education as the secondaryschool sub-sector contributes substantially to access and equityconcerns observed at the entry level of the undergraduatecourses. Access and equity in secondary education largelydetermines the level of differentiation in higher education. Increasedinvestment in secondary (which includes higher secondary)education is a necessary condition to expand equitably qualityhigher education. With the implementation of the Right of Childrento Free and Compulsory Education (RTE) Act, 2009, the need forequitable expansion of quality secondary education has alsobecome necessary. The "interventionist approach" by the universityand the state can significantly influence and expand opportunitiesfor the underserved by assessing the transition loss fromsecondary to higher education and recommending strategies toimprove this situation, and promoting strategic planning and


management at the university level for its greater engagementwith society. Increasing the university efficiency by improvingsurvival rates, quality and relevance of learning must form part ofthe analytical framework of access, equity and quality. Identifyingbarriers to access, opportunities, and developing context - specificstrategies and action programmes for improving quality andrelevance of higher education, therefore, matters in expandingequitable access to and quality of higher education.

1.5 Reform Initiatives in the 11th FYP

Although several reform initiatives have been taken during the11th FYP period, the challenges of raising the Gross EnrolmentRatio (GER) target to 15% by 2011/12 and 27% by the end ofthe 12th FYP period (2016/17), and promoting relevance andexcellence in higher education continue to engage the attentionof the policy-planners in the country. Some of the reformsinitiatives undertaken are:

● Expanding access, particularly to general higher education;

● creating space for non-profiteering private providers in highereducation;

● deciding the optimum size of a university (in terms of numberof affiliated colleges);

● setting up of Inter-University Centres (IUCs);

● reforming admission, curriculum and assessment procedureswith focus on common entrance test;

● restructuring academic programmes;

● universalizing the semester system;


● continuous internal evaluation and assessment, introductionof choice-based credit system;

● mandatory accreditation system and creation of multipleaccreditation agencies of unquestioned professionalism;

● restructuring the National Eligibility Test (NET)/State EligibilityTest (SET);

● revamping Academic Staff Colleges (ASCs) and teacherdevelopment programmes;

● expansion of research programmes;

● promotion of autonomy and accountability of institutions ofhigher learning; and

● promoting inclusive policies and programmes in the domainof higher education.

1.6 Approach to Proposed Initiatives in the 12th FYP

On the eve of the 12th FYP, it is important to think differently toaddress the above-stated development concerns involving aparadigm shift in the approach to reforming higher education. The12th FYP, therefore, should create space for greater universityautonomy and accountability (i.e., encouraging local solutionswhile retaining a regime of central approval) for expandingequitable access to higher education. This calls for a major shiftin the approach of the Central Government/ University GrantsCommission (UGC) in providing funding support to the universitysystem. It is time now to move on to build partnerships (Centraland State Governments) for addressing emerging issues of


access, equity and quality through an improved programmaticdesign, rather than the discrete centrally/UGC sponsored schemes.A comprehensive university reform programme needs to bedesigned and implemented jointly by State and CentralGovernments for promoting strategic planning and recognisingperformance at the university level for accessing resources.However, there is a need to identify and deliberate on key areasof concern in order to make our way forward.

2. RAISON D'ETRE OF THE CONFERENCE

It is in this context that the UGC organised a two-day Conferenceof Vice-chancellors of Central and State Universities from March25-26, 2011 at Vigyan Bhawan, New Delhi with the overallobjective of taking stock of the initiatives undertaken during the11th FYP period for improving access, equity and quality of highereducation, identifying development constraints and makingrecommendations for policy planning and development interventionsduring the 12th FYP period. It is significant to mention that asagainst the previous practice of limited consultations in providinginputs to the Plan formulation, this Conference provided a majoropportunity for all the leaders of the university system to highlightthe critical issues and make insightful contributions for possibleapproaches for future policy interventions.

2.1 Conference Agenda

The Conference had the following specific objectives:

(i) To identify development issues, challenges and reformagenda in higher education for the 12th FYP period; and


(ii) To provide inputs for policy planning and to carry forward thereform process into the 12th FYP period.

2.2 Thematic Areas for Deliberation

The overriding theme of the Conference was "University andSociety: Issues and Challenges", as the main purpose of theConference was to come out with inputs for policy planning anddevelopment strategies for making higher education relevant tothe contemporary as well as the future needs of our society atlarge, while making it more inclusive by ensuring enhancedparticipation of under-served segments of our population. In all,the following eight broad thematic areas had been identified forfacilitating discussions during the Conference:

(i) Access, equity, engagement and outcome;

(ii) Content and quality;

(iii) Research and innovations;

(iv) Faculty development and inter-university resource sharing;

(v) Internationalization in higher education;

(vi) Alternative modes of delivery of higher education;

(vii) Models of financing; and

(viii) Good governance.

2.3 Participation and Mode of Deliberation

Nearly 250 Vice-Chancellors of Central and State universities,eminent educationists and officials from the Union Ministry ofHuman Resource Development (MHRD) & UGC and national


level resource organisations participated in the Conference(Annexure-I). Besides two plenary sessions, eight parallel technicalsessions were devoted to each of the thematic areas in order tocome out with specific recommendations for facilitating the designand implementation of reform programmes during the 12th FYPperiod (Annexure-II).

The Hon'ble Minister for Human Resource Development, ShriKapil Sibal, inaugurated the Conference with a strong emphasison the need for university autonomy and accountability foraddressing the issues of access, equity and relevance during the12th FYP period. He highlighted the need for introducingcollaborative reform programmes (by the State and CentralGovernments) for the development of higher education in thecountry. The plenary session was followed by technical sessionsfor thematic discussions to arrive at concrete recommendationsas inputs for policy planning during the 12th FYP. The core issuesunder each theme were highlighted, scope of deliberations havebeen documented and specific recommendations of the eightthematic groups have been summarized in the sections thatfollow.

While delivering the valedictory address, the Hon'ble Minister ShriKapil Sibal requested the Vice-Chancellors to critically reflect onthe recommendations of the Conference and identify those whichwould be carried out during the 12th FYP period. In view of thismandate, the Vice-Chancellors, therefore, were requested tospecify theme-wise recommendations of the Conference that arecritical for implementation during the 12th FYP. It is hoped thatthis would help immensely not only in developing an Approach


Paper on higher education for the 12th FYP but also feed intothe agenda of the next meeting of the Central Advisory Board ofEducation (CABE) Committee on Higher Education.

3. MAJOR RECOMMENDATIONS

Each group had discussed in detail, among others, the keyquestions of critical concern in their respective areas as containedin the Background Note prepared for the Conference, and cameout with specific recommendations. Since the themes of theConference were cross-cutting, as expected, the recommendationsof the Groups were overlapping as they appeared in the minuteddeliberations of the Groups as such. Such a repetition has beenavoided in documenting the final proceedings of the Conferenceand the recommendations have been included in the thematicgroup where they fitted the best.

3.1 Theme: Access, Equity, Engagement & Outcomes

(a) Core Issues

Even though our higher education system is one of the largestin the world, the GER is far below the world average. The nationaltarget is to increase the GER to 15% by the end of the 11th FYPperiod (2011-2012) and 30% by 2020. While this goal requireshigher capacity for intake, it also requires steps to improve accessto higher education across gender and different social groups, andto bridge the rural-urban divide in order to ensure more equitableoutcomes in educational participation. The policy measures andprogrammes which were aimed at improving access and equityconcerns in education in the past have certainly yielded some


results and a large number of students from socially andeconomically disadvantaged sections are now entering the highereducation institutions. However, results show that there are stilllarge disparities across the social and economic groups particularlyin enrolment in professional disciplines. Some studies show thatdespite increasing support to students from the marginalizedgroups, there is dearth of mentoring inputs for such studentsresulting in their high rates of drop-out and failures. The followingcore issues were discussed on this theme:

● The effectiveness of the existing policies and programmesin improving access and equity in the higher educationsystem and measures taken at the institutional or at theGovernment level to further improve access and equity;

● Measures attempted at the institutional level to support andmentor students from socially and economically marginalizedbackgrounds;

● Causes and ramifications of a large amount of the enrolmentcapacity created in the unaided sector remaining unutilized;

● The issue of underutilized capacity in a number of disciplinesin public-funded institutions because of such factors as lackof demand, stringent eligibility requirement or greater demandfor market-oriented courses;

● Full utilization of the existing enrolment capacity beforefurther expansion; and

● Remedies to improve the situation that although access mayhave increased, often through a high financial burden on


families, a significant proportion of the graduates do not findemployment.

(b) Scope of Deliberations

Considering the fact that 'access and equity' are cross-cuttingthemes (strongly linked to themes on quality and financing), theyhave been looked into within the overall framework of the IndianConstitution (i.e., Articles 38 & 39 mandated the state to worktowards reducing inequalities between income, status, facilitiesand opportunities and build an economic order that does not resultin the concentration of wealth and sub serve the common andcollective good).

University Information Management System (UIMS)

The integrity and authenticity of basic statistics about ouruniversities/ institutions of higher learning is an important input forplanning and equitable utilisation of our resources. Profilinguniversities/its affiliated colleges, assessing transition loss fromschools to colleges; and identifying the out-of-college youth andbarriers to their access are critical for informed policy planning andstrategic interventions. The 12th FYP recognises the critical roleof information (both at the university and government levels) inevidence-based planning and management of higher education,and accordingly, strengthen UIMS on a priority basis.

Out-reach Programmes

University-society engagement needs to be increased by expandingoutreach programmes of various types (mostly to be designed at


the university level), counselling, diagnostic studies, action research,targeted college preparatory activities/information sharing at thehigher secondary level organised by the university in its catchmentarea may promote access and equity.

Bridging Inequality Gaps

Policy emphasis during the 12th FYP must focus on state-supported expansion of higher education in terms of expansionand up-gradation of facilities in public-funded institutions andmaking use of the opportunities of the underutilised spaces andfacilities in non-aided institutions, including designing the rightkind of Public Private Partnership (PPP) models. The mode ofexpansion that encourages profiteering should be checked, if notstopped altogether, while also creating enabling institutionalenvironment to encouraging philanthropic support to highereducation. As disparities, particularly in respect of participationof Scheduled Castes (SCs), Scheduled Tribes (STs), OtherBackward Classes (OBCs), Minorities and Economically WeakerSections (EWS) are high, the need in the policy planning is toencourage university level interventions to address the rootcauses of inequality (i.e., variations in the socio-economic statusof the target groups). This implies allowing greater flexibility andautonomy at the university level with increased facilities anduntied-funding support to plan and implement local specificinterventions, for example, increasing funding and empoweringuniversities to provide proper economic support to thedisadvantaged groups. The case of Kerala in adopting thestrategy of deepening the university level interventions to increaseparticipation (GER around 18%) and reduce disparities is worth


citing in the policy planning process. There should be differentialpolicies to accommodate the needs of infrastructure, teacher andstudent support services in colleges/universities located in backwardand remote rural areas.

Diversification of Courses in Public-Funded Institutions

In recent years, expansion of higher education has happened ina truncated manner, encouraging growth of unaided professionaland technical institutions, without ensuring their quality that hasfurther fuelled disparities in higher education, while doubtedly,increasing the overall opportunities. Moreover, the arts andhumanities segment with low labour market pay-offs and highopportunity costs has virtually stagnated. Most of the lessprivileged groups are found participating in this segment of highereducation. The need, therefore, is to diversify courses in public-funded institutions and create work opportunities in the campuses.The need for expanding Community Colleges was felt critical toencourage participation and retention of the disadvantaged groupsin higher education. The university/college should assess thesocial needs and tailor the courses to those needs.

University - Industry Linkages

The university-industry/labour market linkages continue to beweak with virtual absence of feedback channels and mechanismsfor delivering quality and relevant education. Promoting university-labour market feedback by designing an effective system tomonitor the outcomes of higher education in relation to the needsof the labour market and society may raise access and equity.


Financing for Better Access and Equity

Financial crunch is the crux of not being able to meet the diverseneeds of the university and colleges, particularly state-fundedinstitutions, to enable them to act effectively to promote accessand equity. Besides, with rigid and limited size for student loan,the disadvantaged have little scope to access courses having highmarket premium. The problem gets multiplied by the low level ofcurrent expenditure in higher education (less than 1% of the GrossDevelopment Product (GDP), while the national commitment is toinvest 1.5% on higher education out of the total of 6% of the GDPin education. Where from to find funds to implement the expansionand equity related interventions in higher education? The statefunding, while diversifying modes of financing higher education,needs to be increased. Efficiency of government subsidies in theform of targeted scholarships, stipends, low fees, student loans,etc. need to be improved. Cost-sharing strategies, to be compatiblewith improved access and equity, must be accompanied bymeasures which remove financial barriers to admission andretention, especially for the disadvantaged groups. Measures mustbe initiated for effective student financial aid system, need-basedgrants (particularly to state universities and colleges in remoterural areas), loan schemes to compensate for the unequaleducational opportunities, preferably from the secondary schoollevel onwards.

(c) Recommendations

In respect of sustaining access, equity, engagement andoutcomes, the following emerged as the major recommendations,


of the Conference:

● Strengthening of the University Information ManagementSystem (UIMS) for informed decision making and promotingevidence-based planning.

● Inclusive policy to focus on state-supported expansion andupgradation of facilities in existing government-fundedinstitutions of higher education and optimum utilization ofspaces and facilities of unaided institutions through appropriatePublic Private Partnership (PPP).

● Greater flexibility and autonomy with increased facilities anduntied funding support to remove disparities and to increaseparticipation of SCs, STs, OBCs, Minorities, PhysicallyChallenged and EWS through local and universityinterventions.

● Strengthening of colleges and universities in terms of physicaland human resources, located in backward and remote ruralareas through differential policies.

● Equity measures to compensate for unequal educationalopportunities through loan schemes.

3.2 Theme: Content and Quality

(a) Core Issues

The content and quality of higher education continues to be amajor area of concern. In spite of several initiatives by the UGCand the universities, the content and quality of higher educationstill presents a lot of challenges for further improvement. Quality


of teaching and research is closely associated with continuousdevelopment of educational infrastructure, instructional designprocess, quality of curriculum, competence and motivation of thefaculty and reforms in the examination system. The process ofcurricular design and implementation needs greater attention. Themethod of induction of competent teachers in our universities andcolleges needs revamping. The following core issues werediscussed on this theme:

(a) Curriculum

● Alternate approaches being attempted by the Universitiesfor development and revision of curricula and syllabi;

● The degree of flexibility in developing curricula for variousprogrammes of study keeping in view the needs of thesociety, industry and the market; the desirable balancebetween the disciplinary focus and inter-disciplinaryorientation;

● Various possible approaches in the choice of options ofcourses across faculty and departments including inter-university mobility through credit transfer; and

● Approaches for integrating campus-based and field-based learning.

(b) Instructional Design and Assessment & Evaluation

● Innovative strategies being adopted by the universityfaculty in curricular transaction which is worthy of widerdissemination; and


● A desirable strategy for defining credits and theirequivalence to facilitate credit transfer across institutionsand to define equivalence of qualifications.

(c) Infrastructure Facilities

● Need for benchmarking standards and norms forinfrastructure facilities (including classrooms, laboratories,libraries and other physical facilities, etc.) for differenttype of institutions of higher learning and modalitiesneeded for improvement in this regard; and

● Nature and scope of sharing of facilities across institutionsof higher learning.


The past five years have witnessed heightened interest in highereducation and its role in nation building. Major emphasis hasbeen put on access, equity and excellence. These are indeedvery appropriate and worthy goals but their achievement requires,besides additional resources, a strong desire to implement long-delayed reforms in the higher education system. While intellectualfreedom has to be the bedrock of a University, parameters ofaccountability also need to be spelled out and performance ofthe faculty needs to be open to scrutiny. Institutional autonomyhas to be wedded with an institutional culture that puts highpremium on creating new knowledge and imparting knowledgein the most creative manner for enhancing the quality of highereducation.


Perspective Plan

All the universities seeking UGC funding should seriously examinethe 'Action Plan for Academic and Administrative Reforms' andcome up with perspective plan.

Semester System and Credits

The UGC could initiate development of model curricula for eachsubject (discipline-wise) with model course materials/combinationsand recommend quality learning resources with diversifiedevaluation strategies for universities and colleges to refer to andadopt as per their requirement. The semester system as well ascredits should be implemented across all Central and Stateuniversities without any further delay. Credit should be clearlydefined and credit transfer among educational institutions shouldbe facilitated. The period between examination and declaration ofresults should be compressed. Every undergraduate courseshould be backed by appropriate text books, reading materials,assignments, quizzes and e-materials, for digital learning inputs.

Mandatory Websites

Every university should have a website which should be constantlyupdated. The website should include information on all teachersand their research activities and courses taught should beavailable on the university/college/institution website and shouldbe updated every year before the start of the admission process.All the information related to admission policy, courses andcurricula, inputs and expected outputs of each course should also


be displayed on the university website. It should further bemandatory that courses are revised at least every three years.Every course described on the website should provide the dateon which it was revised.

Assessment of Teachers and Courses

Mandatory assessment of teachers and courses by students cango a long way towards quality improvement. Similarly, assessmentof university/college/institution administration by teachers shouldalso improve the functioning of the university. These assessmentsshould be appraised by an Advisory Committee of the universityand appropriate follow up action should be taken in the spirit ofimproving individuals' performance and the quality of the system.

Entrance Examination

Currently, every university/institution tends to have its ownentrance examination. The quality of these examinations is notmonitored. There should be a few well organized national levelexaminations and universities should be encouraged to subscribeto these. The Central Universities should take the lead in thisregard.

Assessment and Accreditation

External assessment of colleges/universities/institutions is a must.Major parameters should be teaching standards, course content,research achievements, books and patents, provision of information,student evaluation of faculty, achievements of faculty, academicstandards, infrastructure and facilities like instrumentation centres,


computer centres, etc., affirmative action and sports. While theNational Assessment and Accreditation Council (NAAC) (or anyother body) should do macro-level institutional evaluation, themicro-level evaluation and improvement of teaching-learningprocesses and related aspects should be carried out by eachinstitution for which NAAC should develop performance parametersand guidelines. To incentivise reforms and performance, colleges/universities/institutions with high level of performance should berecognized by NAAC (or similar body) and provided additionalfunding by UGC/MHRD to achieve global standards in researchand teaching.

Resource Allocation

Existing resource allocation in the schemes of the UGC forupgrading infrastructure and teaching in colleges and universitiesin rural, remote and educationally backward areas is inadequateand more resources should be allocated to this activity. In general,up-gradation of affiliated colleges should be a major activity in the12th FYP.

Professional Development and Quality Assurance

Internal Quality Assurance Cells (IQAC) should be strengthenedin every institution/university/college and a yearly report should beposted on the website of the concerned institution. There shouldbe systematic and continuous training on pedagogy for allteachers of colleges and universities, incorporating student-centricand participatory methods as part of continuing professionaldevelopment and quality assurance. Training on instrumentation,


practical work, field work and ICT tools should be given dueimportance.

Performance of State Universities

State universities require serious attention and support to improvetheir quality of teaching and research. Central government mustsupport State universities through additional grants. This supportshould be in two forms - those that have excellence should beprovided additional funding for reaching higher standards, thosethat are in remote or under-developed areas should be providedadditional funding for improving standards.

Dual Degree Programmes

Four year dual degrees, as for example - B.A. (Hons.) inEconomics and Mathematics, B.Sc. (Hons.) in Biology and Mathsor 4 year B.S. degrees as suggested by the Science Academicsbe started to encourage inter-disciplinary approaches to frontierareas of learning, in selected colleges. To begin with, autonomouscolleges should switch to 4-year integrated degree programmes.Meritorious students with 4-year degree may be admitted directlyto Ph.D. programmes with one year course work for which theyshould earn credits and grades. Another way to implementinterdisciplinary approach would be to have undergraduate degreewith a Major subject and a Minor subject. Also to prepare effectiveteachers at the school level - 4-year B.Sc.- B.Ed. and 4-year B.A.B.Ed. degrees initiated as an integrated model of professionalizingteacher education and should be offered in the Universities /Colleges.


Student Support for Academics

Research institutes in science, technology and social sciencesshould be encouraged to run summer workshops for undergraduatestudents. Students should be able to earn credits for these.Special remedial classes should be organized by the colleges/universities for students admitted under affirmative action and forother interested students. Information on remedial classes shouldbe displayed on the college/university website. These classesshould be included in the workload of the teacher. A NationalEducation Communication Network could facilitate inter-universityteacher exchange, interactive learning, resource sharing, facultyand staff development and research and student evaluation.

Affiliated Colleges

The number of affiliated colleges with any university should notbe more than 50. Current numbers in many cases are too high.New Central Universities should not affiliate any colleges. All thenew Central Universities should consider starting undergraduatecourses preferably 4 year's Bachelors' courses, to set qualitybenchmarks in undergraduate education and to prepare youngundergraduates of proven value to post-graduate education.

(c) Recommendations

In respect of Content and Quality in higher education, thefollowing emerged as the major recommendations, of theConference:

● Evolving a Perspective Plan by each university for Academic


and Administrative Reforms and implementation by alluniversities.

● Each university to have a website containing updatedinformation on admission policy, courses and curricula,faculty inputs, faculty profile, research specializations of eachfaculty and department.

● Adoption of semester and choice-based credit system withwell-defined policies of credit transfer to be implementedacross all central and state universities.

● Increased use of technology for expanding equitable andquality tertiary education.

● Use of Information and Communication Technology (ICT) inuniversity administration and governance, teaching andlearning process, and examination system.

● Addressing the issue of shortage of faculty. Incentive policiesto be introduced to attract and retain the quality faculty.

3.3 Theme: Research and Innovations

(a) Core Issue

The issues of research and innovation need to be addressed atvarious levels, viz., (i) the way the research programmes such asM. Phil and Ph. D are organized and carried out; (ii) time andenergy devoted by the faculty in carrying out independentresearch projects (iii) the outcome and quality of researchesundertaken by the faculty and researchers; and (iv) integratingresearch with teaching. There is a need to enhance the


involvement of faculty working in the post-graduate and researchdepartments, and colleges to engage themselves in regularresearch; presently they are predominantly engaged in classroomteaching. The initiatives taken by the UGC in this direction needto be supported and supplemented by creating appropriatemechanisms and structures in universities and colleges so thatteachers could be motivated to undertake research projects,especially on themes which can improve teaching-learningprocesses.

Institutions that have had a long and reasonably good academicculture of research and innovations too have been facing seriousprocedural problems such as lack of administrative support, delayin clearance of research proposals, timely release of funds andinstitutional monitoring of research needs. Most of our universitiesneed to strengthen the support for Intellectual Property Rights(IPR) related initiatives in order to encourage successful patentingas well as innovation in teaching and research.

The following core issues were discussed on this theme:

● Motivating factors to enhance research activities in aninstitution; kind of initiatives that could be helpful for thispurpose;

● Scope for enhancing the participation of a large number ofuniversity departments and colleges in advanced research,including interface with university and industry;

● Kind of policies and mechanisms that could help to strengthenthe abilities to avail of the UGC initiatives for research,including elimination of procedural bottlenecks;


● Efficient methods to make IPR initiatives more pervasive inthe higher education institutions; and

● Evolving the norms, standards and regulations to ensure thequality of the research degrees offered by the university-system in different disciplines.


Keeping in view the critical role of research and innovations inempowering our nation to acquire competitive edge in aninterconnected world, the group deliberated on the followingconcerns to promote research and innovation in Indian universities:

Fillip to Research and Innovations

A budget in each FYP for individual university should be allocatedfor research and innovations. The decision to fund the researchof the faculty members should be made at the university level.To motivate the new and younger faculty, a provision of "Start-upFund' should be initiated and institutionalized. For motivating thefaculty members, Research and Development (R&D) Projectguidelines should be made investigator friendly. Travel grant forstudents/Ph. D scholars for undertaking short term visits in thecountry or abroad may be provided for training, capacity building,collaborative research and for presenting papers in seminars andconferences.

Specialization-Oriented IUCs

More speciality-oriented Inter-University Centres (IUCs) may becreated, particularly in view of the enormous benefits presently


accruing to the faculty/scientists from the existing IUCs. Provisionof "Central Instrumentation Facility' catering to all the facultiesshould be made. To maintain the instruments and their runningcosts, a Corpus Fund with the support of UGC may be createdin each university. A data bank of all the major equipment maybe maintained at the university level and shown on university webpage to enable collaborations and for optimal utilization by all thestake holders. An IUC for informal knowledge systems pertainingto cultures, communities, heritages, endangered languages, etc.should be set up by the UGC.

Appointment System

There is a need to formalize the concept of Joint AppointmentSystem between universities and national laboratories. There isalso need to enhance the present strength of about 150,000 fulltime scientists by at least 3-fold, i.e., 450,000 over a reasonabletime frame.

Identification of Research Thrusts

Thrust areas at the national level should be identified in boththeoretical and experimental sciences in all disciplines. Priorityshould be accorded to research projects for funding in these thrustareas on mission mode. In a major shift in policy paradigm, co-location of Research Labs/Institutions in the University systemought to be encouraged.

Innovation Clusters / Innovation Incubators

University Innovation Clusters should be set up in all geographical


locations with the university acting as a nodal point of such acluster, with a view to building an innovation network with industry,other universities and R & D Labs. This would ensure optimumuse of human and infrastructural resource. An Innovation Incubatorshould be established to create the necessary linkages betweenthe university, relevant local/national industry, research labs. /Institutions, Civil Society and the Government. The funding forsuch initiatives on creating clusters and incubators be realizedthrough PPP. For universities/institutions located in remote/rural/less developed areas special steps should be taken to developtheir human resource and infrastructural capacities. These stepsmay include 'mentoring' by reputed National Institutions/Labs./Industry/Individual, etc.

A concerted and collective effort may be made by universities andresearch institutions located in various geographical regions toaccess, coordinate and develop cross border resources andknowledge pools. Measures like incentive networking with thecross border academic and research institutions and exchange ofscholars, professionals and experts could be undertaken in orderto facilitate the same. To encourage university-industry partnership,adequate measures should be taken including fiscal incentives.

Enhancing National Professorships

The existing "ENCORE" scheme of UGC should be furtherstrengthened. In addition to the existing provisions (approx.1,000)National Professorships of Eminence (to make use of expertiseof people of Indian origin to contribute teaching and research) maybe created and implemented.


Intellectual Property Rights

An Intellectually Property Rights (IPR) Cell should be establishedin each university. A consortium of IPR firms be created to advisethe faculty and the students on filing of patents in differentdisciplines and making them aware of copyright issues. Provisionof generous support for filing patents by students, scholars andfaculty be made either at the institution level or by fundingagencies such as UGC/DST/CSIR/ICMR/DBT.

Plagiarism-free Outputs

In order to ensure quality of research/intellectual output, bestpractices for citation must be followed. All written and oralinformation should be properly cited. Appropriate steps such aspre-screening of thesis/ research manuscripts should be taken toensure plagiarism-free output. UGC could be repository ofknowledge in terms of all the theses and their abstracts, projectreports, etc. And the details be made available online on the UGCwebsite.

Issues of Critical National Concern

A conscious and substantive initiative must be designed andundertaken to address the issues of critical national importancelike climate change, natural resource management, disastermanagement and national security in a collective and integratedframework. This would call for strong and comprehensivecoordinated collaborations among the national, regional and localinstitutions.


Broadband Connectivity

A long-term and far-reaching intervention is required to transformthe quality and scale of connectivity including broad-band servicesthat would reach the remotest geographical entity and educationalinstitutions.

(c) Recommendations

In respect of Research and Innovations, the following emerged asthe major recommendations of the Conference:

● Earmarking of budget allocation for research and innovationsfor individual universities.

● Establishment of specialization-oriented Inter-UniversityCentres (IUCs).

● Establishment of Innovation Incubators to create necessarylinkages between the university, relevant local/national industry,Research labs, civil society, through PPP mode.

3.4 Theme: Faculty Development and Inter-UniversityResource Sharing

(a) Core Issues

Faculty development is central to the issues of quality andexcellence in higher education. In order to ensure continuous flowof talented and qualified teachers to meet the needs of expansionand consolidation of higher education, a special drive may beneeded to attract and incentivize talent to pursue teaching andresearch as a career. Post-induction, the faculty needs tocontinuously update themselves for the new knowledge and skills


is a must. The initiatives taken by the UGC through setting upof Academic Staff Colleges for conducting refresher courses andorientation programmes have to be reviewed with respect to theirroles, functions and infrastructure facilities. The academicperformance audit needs to be further strengthened. The followingcore issues were discussed on this theme:

● Possible ways of addressing the critical faculty shortages inthe short term and medium term;

● Efficient and workable approaches to faculty development,improvement and incentives;

● Successful approaches institutionalized on sharing inter-institutional faculty resources; need for streamlining nationalpolicies for faculty exchange; and

● The nature of minimum facilities and working ambience toattract and retain competent faculty in universities.


The importance of quality teaching and its requisite orientationneeded for the faculty, particularly, in the context of curriculum andresearch was reiterated by the Group. Meeting the shortfalls inteacher deployment and faculty development were consideredcritical both for improving access and quality of higher educationin the country. The following core issues were discussed on thistheme:

Searching and Nurturing Younger Talent

A search process to recruit young faculty may be instituted


providing start-up research grant and optimized infrastructurefacility. Special efforts should be made to recruit reputed facultyas Professors as this will have tremendous multiplier effect,besides instituting Young Faculty Awards for outstanding faculty.Research Students may be assigned teaching jobs as is thepractice in other countries and they may be given teachingexperience certificate for the same. Post-Doctoral Fellowshipssupported by the UGC should be introduced.

Service Conditions

Uniform rules and regulations regarding retirement age benefitsfor all universities in India be made mandatory. Faculty selectionthrough a pool selected by the UGC Faculty Recharge Programmecould be made use of by the universities deficient in facultyresources. Nationwide accreditation of faculty should be initiated.Nationwide registry of faculty at all levels be made. NationalEligibility Test needs to be rationalized with restructuring ofcurricula. Data base of qualified unemployed potential teachersshould be created.

Faculty Development Initiatives

Selection of Nodal Centre of Excellence for collaborative researchregion wise and nation-wide may be created. Faculty DevelopmentGrants for outstanding Departments for a period of 10 years fromthe UGC may be introduced. Adjunct Faculty Programme of theUGC for attachment of foreign faculty and from other institutionsmay be introduced. Short term training programme for teachersin areas such as pedagogy, research methodology, teaching


learning practices, management of research, etc. may be started.Consultancy by faculty needs to be promoted.

National Knowledge Network

National Knowledge Network to augment classroom teaching maybe introduced. Sharing of lectures by eminent faculty and coursedelivery through IT connectivity and NKN may be promoted. Thiswould enhance academic productivity. Networking Centres betweenUniversities/Research institutions to develop cross disciplinaryperspectives may be established. Mobility of teachers may bepromoted through clusters of neighbouring Institutions. Databasefor resource sharing amongst the universities using NKN andINFLIBNET may be created.

Extending Scope of IUCs

The IUCs of the UGC - three in the Research and three in theServices Area are already functional. IUCs have succeeded inpromoting Inter University resources, sharing of resources andachieving synergy with universities with knowledge generation.There is a need to promote such IUCs particularly in areas of LifeSciences, Earth Sciences, Mathematical Sciences, Humanities &Social Sciences and Medical Sciences.

Review ASCs

ASCs have served useful purpose in the Faculty Development.With changing time the need is to review ASCs and to restructureASCs in terms of augmenting research and teaching skills. Thenomenclature of ASCs may be changed faculty development


centres. Induction course for all freshly recruited faculty should beconducted immediately after recruitment. The syllabus of orientationcourses should be standardized all over India.

(c) Recommendations

In respect of faculty development and inter-university resourcesharing, the following emerged as the major recommendations ofthe Conference:

● Introduction of faculty exchange programs between prominentuniversities and universities located in remote areas.

● Introduction of Faculty-Student mentorship programmes tofacilitate integration of students, academically and socially.

● Creation of Indian Education Service (IES) to maintain qualityof faculty and to bring diversity in profile of universities.

● Development of Networking Centres between universities andresearch institutions to promote cross disciplinary perspectives.

3.5 Theme: Internationalisation in Higher Education

(a) Core Issues

There is an increasing realization that generation of new knowledgeis a major concern for which university-system stands, and thiscan be better achieved by inter-disciplinarily, international networkingand exchange of ideas between students, scholars and institutions.The quality of teaching and research within Indian highereducation institutions can be further promoted through diversestrategies of collaboration within India and abroad. This will


facilitate exposure to different cultures, branches of learning andcreate understanding of society and polity of different nations. Itwill also enhance both the physical and academic infrastructureand resources of educational institutions in India.

Internationalization in higher education has acquired a newdimension in our higher education discourse. There is a felt needto nurture a partnership between our academic institutions anduniversities around the world to develop prestigious linkages.However, at present, there are various regulatory and financialissues that need to be addressed to successfully internationalizehigher education system without compromising with the nationalobjectives of nation building and modernization. Internationalizationin higher education is a two way process: within India and outsideIndia. Within the former, internationalization implies: Diversity ofstudents including foreign students; Presence of internationalfaculty; Collaborative research; Information and CommunicationTechnology; Setting up of branch/offshore campuses of foreignuniversities; Programmatic collaboration which can have exchangeof curricula, teachers, teaching-learning and evaluation practices.Outside India, internationalization implies: Students going to studyabroad at all levels of higher education; Outflow of faculty andresearchers, professionals; Setting up of branch campuses ofIndian institutions abroad.

However, there are various regulatory, financial and administrativeconstraints. At present, there is no regulation to enable the entryof foreign universities as the degree conferring authority vests withthe Universities to be established under an Act. Even if the


Foreign Education Providers Bill enables foreign universities tomake an entry into India, the regulations pertaining to them needto be clearly spelt out. However, with regard to programmaticcollaborations, issues relating to different modes of collaborationand award of degrees need to be clearly articulated. On thefinancial front, Indian universities need to be provided funds tocreate facilities of academic collaborations and the necessaryphysical infrastructure.

At the Government of India level, visa policies and proceduresneed to be streamlined. An issue of greater importance is themotivation and receptivity of the different stakeholders particularlythe faculty in the Indian universities. While there may be variousarguments for and against the different modes of delivery andpractices of internationalization, the Vice Chancellors may havetheir views so as to create policy facilitation as well as aframework for planning. The following core issues were discussedon this theme:

● The scope and extent of attracting foreign students for highereducation in India; kind of programmes and facilities can helpthis process;

● Opportunities and constraints in inducting foreign faculty ofeither Indian or foreign origin to our higher educationinstitutions;

● Utilizing the potential of ICT for encouraging collaborativeteaching and research;

● The major pull and push factors in the international migrationof Indian students and faculty; and


● Setting up of branch campuses of Indian institutions abroadto help in internationalization process.


The nomenclature "Internationalization in Higher Education" wasquestioned and it was suggested that "International Cooperation"or "India's global engagement in Higher Education" could be usedinstead. Besides, questions were raised on whether IndianUniversities were ready for internationalization with regard to boththeir physical and academic infrastructure. The Indian Universitieswere bound by territorial jurisdiction which needed to be phasedout if student and faculty mobility was to be achieved and diversitywas to be encouraged. A model of 'hubs and hinterland' wasreferred to for empowering existing Indian Universities. Thefollowing core issues were discussed on this theme:

Accreditation Mechanism

All universities in the country may be required to go forcompulsory accreditation. There should be multiplicity of accreditingbodies and their credibility should be acceptable.

Faculty Shortage

The issue of faculty shortages need to be addressed on an urgentbasis. Further, faculty had to be provided continuous opportunitiesto upgrade their qualifications and knowledge base.

Implications of Establishing Foreign Universities

If foreign universities began functioning in India, poaching of


faculty from Indian Universities, for some time, was going to bea big issue adding to the problem of shortage of faculty faced byIndian universities. It would be crucial to improve the quality ofour own higher education institutions and empower our existinginstitutions in the country to arrest brain drain. This would helpretain Indian students as well as attract foreign students to India.The "dynamic conflict of interest" between the developing and thedeveloped countries also needed to be understood and analysedproperly in this context. The distinction between higher educationfor better human capital and for better trade is to be underlined.There is scepticism about good quality foreign universities actuallycoming to India to set-up campuses. A reasonable proportion ofthe profit may be allowed to be repatriated. Even if the foreignuniversities did come to India, it would be necessary to providea level-playing field for both Indian and foreign universities.Issues pertaining to fee structure, faculty salaries, curriculum tobe followed and affirmative action policies were some of the areasin which discrepancies were apprehended.

'Navratna' Departments

The idea of 'navratna' departments in the universities may alsobe introduced like 'navratna' universities to promote outstandingdepartments of excellence.

Arrangements for Tie-Up with Foreign Institutions

Indian universities should be encouraged to engage with foreignuniversities for tie-ups between departments, for faculty exchanges,student exchanges and so on. All Memorandum of Understandings


(MoUs), however, to be signed by Indian universities with foreignuniversities and departments of good standing in their owncountries have to be done on equal terms and on the basis ofreciprocity. The issues of regional imbalances and socio-economicinequality should be critically examined in the context ofinternationalisation in higher education.

Transfer Credit System

It is necessary to move to a transfer credit system to enablemobility of students across different universities. This is requiredto happen at two levels; (a) between Indian Universities within thecountry; and (b) between Indian Universities and foreignUniversities.

Apprehensions

Every Indian university need to have a nodal office to deal withforeign students as well as the foreign universities. It is alsorequired to collect information about foreign universities so thatall information could be available to the university and itsdepartments at one single window. Research done in collaborationwith foreign universities or within the campuses of foreignuniversities that might be set up in India raise questions aboutpatents and the possible erosion of indigenous knowledge.Proper safeguards need to be institutionalised. There was astrong feeling that foreign universities would offer only thosecourses which would have commercial returns, e.g., professionaland technical courses. In the process, social sciences andhumanities would suffer. Hence, foreign universities coming to


India should be asked to provide holistic programmes. Steps needto be taken to streamline and rationalize visa regulations tofacilitate the smooth entry of selected students from abroad.

Applying ICT

ICT needs to be extensively used for online admissions, testing,communications with applicants and also for academic use. Forthis, bandwidth needs to be increased and strengthened.

National Testing Norms

The quality of foreign students entering Indian Universities needsto be tested through online entrance examinations which could bepatterned along SAT, GRE, GMAT, etc. It is necessary to establishequivalence of degrees and diplomas etc. so that these arerecognized abroad and vice-versa. This may facilitate both furthereducation and employment. Mechanisms can also be developedto establish reciprocal programmes for undergraduate studentsspending one semester in foreign universities and also organizedual degrees with foreign universities.

(c) Recommendations

In respect of internationalization of higher education, the followingemerged as the major recommendations of the Conference:

● Internationalization of Indian universities by augmentingphysical and academic infrastructure.

● All universities and colleges to go in for compulsoryaccreditation.


● Introduction of credit transfer system at national level forstudent mobility.

● MoUs between foreign and Indian universities to beencouraged to enable faculty and student exchange.

● Equivalence of Indian and foreign degrees to be established.

3.6 Theme: Alternative Mode of Delivery of Higher Education

(a) Core Issues

At present, 18 to 20 per-cent of enrolment in higher education isin the programmes offered by the Indira Gandhi National OpenUniversity (IGNOU) and State Open Universities. However, thereis a substantial number of students who are enrolled in variouscorrespondence courses with the State Universities and theCentral Universities. The Distance Education Council (DEC) isauthorized to regulate the standards of distance educationprogrammes run by the IGNOU and the State Open Universities.The correspondence courses offered by the State and the Centraluniversities are regulated by the universities concerned.

There is an opportunity to exploit the Open and Distance Learning(ODL) mode, particularly with the advances in technology. This willincrease access and the reach of the institutions to all cornersof India. This mode of delivery may provide enormous opportunitiesof learning to those who have missed the opportunities for formaleducation because of various reasons. It may also provideopportunities to those who are already employed and seek toenhance their qualifications. However, the perceptions about the


quality of programmes under ODL to be at par with the regularcourses where face to face teaching is used need to beconvincingly tackled. With the advances in ICT, the boundarybetween face-to-face and ODL modality is getting blurred. Whilethere should be an attempt to use online teaching modes in theface-to-face programmes, similar opportunities should also be anintegral part of ODL programmes to derive optimum advantage inlearning achievement. The following core issues were discussedon this theme:

● The credits earned through the ODL; modalities toaccommodate in the face-to-face learning;

● Identification of programmes which are more amenable forODL than others;

● Best models available for development and delivery of e-content for various levels of courses; and

● Special mechanisms are required for monitoring the qualityof programmes offered through the ODL modality in differentinstitutions (Open Universities, State Universities, StateInstitutions etc.).


Higher education in India is at the cross roads of various reformsand there is an urgent imperative to seek means of enhancingthe GER. While the establishment of new universities is on theanvil, seeking to strengthen alternative modes of delivery of highereducation is equally important. Open & Distance Learning (ODL)is now becoming mainstream. The inherent nature of ODL


comprising of flexibility, modularity and addressing target issuesof social inequality, gender disparities makes it a feasible tool forenhancing access. Further programmes available in the modularand credit system in ODL institutions could be extended toconventional universities as well. As such, alternative modes suchas ODL and e-learning can contribute significantly towards thegoal of expansion higher education in the country.

The following core issues were discussed on this theme:

Blurring Boundaries between Formal and ODL Systems

In consonance with the requirements of new modes of delivery ofhigher education, the governance structures of these universities willhave to be articulated differently. In an ideal situation, the focusshould be on delivery of quality higher education independent of themode which means that the borders between "conventional", dualmode and ODL should get blurred. All universities should be enabledto use technology to its fullest extent to offer programmes boththrough face-to-face mode and through technology enabled means.

Norms and Standards in ODL

The Distance Education Council (DEC) may be an autonomousbody to coordinate standards in Open & Distance Learning. It mayfunction through linkages with various professional bodies foraccreditation purposes. While there are many private players indistance education and on-line learning, the State Open Universitiesshould be supported financially in order to deliver qualityprogrammes. The investment should be both in faculty developmentand training, curriculum development and deployment of technology.


All programmes are amenable to Open & Distance Learningpractices. To ensure quality, benchmarks will have to be identifiedfor activating Study Centres which have the requisite, physical andhuman infrastructure. In general, institutions may be encouragedto offer general degree programmes through alternative modesand wherever specific/high end requirements are needed, thecriteria will have to be specified.

Accreditation of ODL System

ODL can be on a strong wicket only if it is played well and itsprocesses are comprehensively addressed. A strong accreditationmechanism which emphasises on internal quality checks andexternal reviews is important. Student Satisfaction Surveys, andoutcomes assessments may become minimal requirements. Someimportant criteria for which key performance indicators are to beworked out for quality evaluation are: Curriculum, Pedagogy,Technology Infrastructure, Student Support Services, Credit transferand Governance.

In respect of Alternative Modes of Delivery of Higher Education,the following emerged as the major recommendations of theConference:

● Use of ICT in further development and growth of conventionaland distance mode of higher learning to reach the remoteand less developed segments of population areas.

● Promotion of technical, vocational and professional educationthrough ODL with hands-on-experience in AICTE approvedinstitutions.


● Introduction of credit transfer system between and among theconventional and ODL systems for meaningful convergencebetween the two modes.

3.7 Theme: Models of Financing Higher Education

(a) Core Issues

Public finance for higher education increased significantly in the11th Five-Year Plan. However, it is much less than the normativefigure of 1.5% of GDP (Centre and States) recommended by thevarious Commissions and Committees set up to reform Indianeducation from time to time. It is also inadequate in relation tothe expansion needs of the higher education sector. Privatefinance has also come into higher education to some extent inthe last two decades but this is mainly concentrated in a few areasand is principally market driven. The following core issues werediscussed on this theme:

● The role of public financing of higher education; Mechanismfor provision of funds to public institutions to promote itsobjectives and whether in the form of block grants orimproving the existing method and whether funding be norm-based, that is, on the basis of enrolment, inclusion, andoutcomes;

● Examining the practice of Central Government fundingthrough the UGC followed currently to State Universities,affiliated colleges, aided and unaided institutions;

● Implication of the practices the Central and State institutionsare currently following to augment their revenues which


include self financing courses, education through distancemode, fees and charges collected from affiliated colleges,etc.;

● Alternatives which the Universities and Colleges can exploreto augment their existing resources with due regards toautonomy, equity and efficiency;

● Enhancing possibilities of State Governments to contributemore towards financing higher education;

● The current constraints in attracting private investment inhigher education; increasing and maximizing philanthropicinvestments in higher education;

● The specific models of public-private partnership that can beconsidered either in the context of publicly or privatelymanaged higher education institutions; and

● The existing models of financing subserve the overallbalanced growth of the higher education system includinginter-disciplinary balance, basic and applied disciplines;needs to meet the goals of access, equity and quality.


Financing higher education and funding mechanisms are the mostcrucial aspects for development of higher education. Although thedemand for higher education has increased enormously over theyears, the central and state governments' financial support toinstitutions of higher education has declined in real terms.However, there is around a 9-fold increase in the 11th FYP


allocation compared to the 10th FYP grants to higher education.New models of financing higher education based on well establishednorms and improvements in the existing system of funding by thecentral and state governments, therefore, are critical developmentconcerns in higher education. The following core issues werediscussed on this theme:

Augmenting Public Funding

The public financing of higher education needs to be augmentedto 1.5% of GDP as recommended by various Commissions &Committees on higher education. The UGC should evolve a newfunding pattern for Central Government funds through UGC andthe State Government funds to universities and colleges based onobjective and transparent norms based funding under three broadcategories: (a) minimum substantive grants on mandatory basisto all universities based on objective criteria; (b) provision ofmaintenance grants to all universities based on transparent andobjective criteria; and (c) performance linked incentive grantsbased on assessable indicators to be made available as per theireligibility.

Norms for Grants

The basic norms for providing minimum substantive mandatorygrants to universities and colleges may include inter-alia:

(a) Student enrolment pro-rata basis;

(b) Adherence to Government of India reservation policy;

(c) Student-Teacher ratio;


(d) Teacher-Non teacher ratio;

(e) On-campus support services grants like teaching-learning-evaluation infrastructure, Library cum e-resources, hostels,play ground and sports facilities, counseling, guidance &placement services, etc. and

(f) Off-campus support services grants for extracurricular activitieslike NSS/NCC/NSO and extension activities.

Criteria for Maintenance Grants

The criteria for maintenance grants for universities/colleges maybe based on:

a) Student strength and the institutions' stage of development;

b) Expenditure on teaching and non-teaching staff;

c) Per-student annual expenditure at UG/PG/Research andother levels;

d) Per-student expenditure on libraries, hostels, estates,examinations, administrative and management activities; and

e) Fellowships, scholarships, free-ship and other student supportsystems offered by the institution.

Performance-based Incentive Grants

Norms for performance based incentive grants may include:

a) Inclusiveness in excess of the reservation percentage ofcentral/state governments;

b) Fee subsidies/scholarships/free-ships/funding, support formeritorious students at the Institutional level;


c) Filling up of all teacher vacancies;

d) Introduction of e-governance and digital library with e-resources;

e) Strict adherence to all UGC/Statutory Council Regulations;

f) Regular faculty development programmes;

g) Academic productivity;

h) Administrative & financial accountability as evidenced byaudit reports; and

i) Matching grants for resources mobilized by the institution.

Review of Pattern of Faculty Support

The present practice of faculty support only for the Plan periodand insisting the State Governments to take over the responsibilityof funding after the Plan period involves practical difficulties andalso creating uncertainty in the future of the tenure of such facultysanctioned by the UGC. The UGC may adopt a system of blockgrants of recurring nature in respect of faculty support of the StateUniversities or institutions not fully funded by the CentralGovernment through UGC. That is, a fixed percentage of allfaculty salary of the University concerned (at least 15%) be paidon an annual basis in lieu of the present system of supportingonly the sanctioned posts for the Plan period only.

Fee Structure

The Central and State Universities be statutorily required to adoptrevision of fee structure payable by the students by at least 10%for every three year period.


Provision of Section 12 B of the UGC Act

All Government and Government aided Colleges affiliated tovarious Central and State Universities, after getting authenticatedintimation from the State Government concerned, should beautomatically brought under Section 12 B of the UGC Act makingthem eligible for central government grants through UGC. A similarprocedure can also be adopted for all the new public Universitiesestablished by the Act of the State Governments. A large numberof Government and Government aided Colleges and some of theState Universities are deprived of UGC basic grants and otherscheme based support for want of the technical requirement of12 B recognition of the UGC. This creates a vicious circle inbecoming eligible for the UGC grant. On the contrary, the CentralUniversities/Institutions become eligible for the UGC grant fromthe very date of inception without the precondition of 12 B whichreally enables the Central Universities to take off without facingdifficulties. All the Government and Government aided institutionsbe given UGC assistance without insistence on 12 B recognitionas a precondition. Under certain schemes of UGC, a matchinggrant from the college management or State government isinsisted upon. This condition is easily fulfilled by the private aidedcolleges. However, Government colleges find it difficult to utilizethe grants from such schemes due to procedural and bureaucraticdelays on the part of the State Governments. The governmentcolleges be exempted from the condition of prior sanction ofmatching grants for those schemes.

All the State Governments be advised to convert the self financingcourses offered by State Universities, Government and Government


aided colleges as government approved courses with appropriateaid and make the faculty members attached to the self financingcourses as regular faculty subject to the condition that theseinstitutions strictly adhere to Government approved fee structurefor these courses as well as the reservation policy of therespective State Government.

Channelling of Funds to Affiliated Colleges

The channelling of the Central Government fund to the affiliatedColleges be made directly to the respective institutions givingthem necessary powers to utilize the grant upon intimation to theconcerned State Government and the affiliating University. Themonitoring of the implementation of the schemes for which fundinghas been made could be undertaken by the respective affiliatingUniversities.

Models of PPP

Follow-up steps may be taken in introducing the following modelsof public-private partnership in higher education which is beingconsidered by UGC/Planning Commission:

i) Basic Infrastructure Model: the private sector invests ininfrastructure and the government runs the operations andmanagement of the institutions in turn making annualizedpayments to the private investor.

ii) Outsourcing Model: Private sector invests in infrastructureand runs operations and management and the responsibilityof the government is to pay the private investor for thespecified services.


iii) Equity / Hybrid Model: Investments in infrastructure is sharedbetween government and private sector while operation andmanagement is vested with the private sector

iv) Reverse Outsourcing Model: Government invests ininfrastructure and the private sector takes the responsibilityof operation and management.

Promotion of Inter-disciplinary Programmes

A special scheme of funding may be introduced to encourageinstitutions to offer inter-disciplinary programmes of teaching andresearch. Any administrative / regularization difficulties arising outof these programmes in terms of work load calculation, facultyrecruitment and qualification norms be sorted out providing thenecessary flexibility to the institutions. The proposal for UGCgrants must be scrutinized at the University / Institution level bya Planning Board consisting of external experts and to beforwarded to the UGC. The present practice of submitting theconsolidated proposals of individual departments to the UGC,without critical scrutiny, should be avoided. The present practiceof UGC sending a visiting team to Universities to examine andsanction proposals to various departments should be avoided asit involves enormous delay in the process of allocation and releaseof funds. The UGC grants may be determined on the basis of thepast performance and future requirements.

Community Colleges

To increase the GER, efforts be made to initiate communitycollege model by which the school dropouts would be enabled to


join main stream higher education by means of associate Degree/Certificate/Diploma programmes.

Academic Audit

The public and private aided institutions take up the AcademicAudit involving external experts once in 3 years. This should bea pre-condition for the eligibility of these institutions for fundingsupport.

Mechanism of Releasing Grants

The present practice of releasing further installments of the grantonly upon submission of utilization certificate causes undue delayin receiving and utilizing grants. The release of second installmentshould not be withheld for want of utilization certificate of the firstinstallment. However the release of third installment be effectedonly after receipt of utilization certificate for the first installment.Above all, the institutions must adopt maximal degree of e-governance, de-bureaucratization and transparency in fundmanagement.

Norm-based Funding

Norm-based funding for every Central and State University isanother area of concern. However, quantum of norm-basedfunding should vary from university to university with definedminimum standards. Time to time block grants may be given bythe UGC to both the State and the Central Universities on thebasis of relevance of the programmes offered and their performancein academic and professional fields.


(c) Recommendations

In respect of Modes of Financing Higher Education, the followingemerged as the major recommendations of the Conference:

● State Governments to provide liberal funding to stateuniversities and its colleges.

● Central Government to supplement funding of state universitiesand its colleges through additional grants.

● Augmentation of public finance to higher education upto 1.5%of the Gross Domestic Product (GDP).

● Norm-based pattern of funding under three broad categories:– Minimum substantive grant– Maintenance grant to all the universities– Performance linked incentive grant

● Models of Public Private Partnership (PPP)– Basic Infrastructure Model– Outsourcing Model– Equity/Hybrid Model– Reverse Outsourcing Model

● The present practice of UGC sending visiting teams touniversities to ascertain their financial requirements may bedone away with. The UGC grants may be determined on thebasis of the past performance and future requirements.

3.8 Theme: Good Governance

(a) Core Issues

The principle of autonomy and the relevant spheres of autonomy


in universities and higher education institutions have beenstressed by a number of Committees. Nevertheless, the autonomyof universities in different spheres continues to be constrained byseveral factors, often invoking principles of accountability. Thereare also several other issues which impinge on the governanceof higher educational institutions. These issues differ betweencentral and state universities, between universities and theiraffiliated colleges. It is important to note that while most of theuniversity teaching departments are directly governed by theuniversity administration, a large number of government and aidedcolleges are governed by the departments of higher educationwhich come under the State government and governing councilsin the case of aided or private institutions. The leave rules andprocedure for obtaining study leave is tardy, bureaucratic and timetaking. The following core issues were discussed on this theme:

● The levels of academic, administrative and financial autonomythat exist among different types of higher education institutions;

● Setting up standards for certain minimum accountabilitystandards/norms; kind of self-regulation that would be helpfulfor ensuing autonomy;

● Promoting a significant constituency which strives for bothautonomy and excellence;

● Encouraging divergent perspectives and creative deviance inour system for the purpose of achieving excellence;

● Reasons why institutions do not always exercise autonomyin the spheres that are available to them; overcoming theproblem;


● Maximizing financial autonomy (which can be considered asa critical dimension of overall autonomy of the institutions) ina situation in which institutions receive public funds and areaccountable for their proper use in accordance with theprescribed rules;

● The existing practice of affiliation has implications for theways universities can be governed and how they can achievedifferent objectives. They also have implications for theaffiliated institutions and various constituents, as often theseaffiliations are granted on a temporary basis;

● The nature and quantum of representation of Governmentnominated members in the Executive Council, Senate andAcademic Council;

● The desirable qualification of the members to be nominatedto the Governing bodies of public as well as privately fundedinstitutions; and

● The issues of governance that are forced by the StateGovernment/UGC/Universities/other regulatory bodies andtheir implications.


Academic freedom is sacrosanct, and in the exercise of thatfreedom, rests the ability of universities to innovate and promotecreativity and excellence in teaching and research. Therefore,good governance requires setting up of appropriate institutionalstructures, framing policies and practices for promoting academicfreedom. Accordingly, academic autonomy is key ingredient in the


exercise of academic freedom and self assessment is a necessarycondition for ensuring accountability. Importantly, autonomy doesnot start and stop at the institutional level, i.e., the university. Itpercolates throughout the entire system of higher education andconcerns the relationships, external as well as internal, to theuniversity. Centralisation and concentration of power is antitheticalto autonomy. The above principles need to be seen in the currentcontext. The autonomy of the universities is currently undulyconstrained and the constraints fall broadly into the followingcategories: (a) Financial issues and funding practices; (b)Bureaucratic hurdles; (d) Political interference; and (e) Legal andregulatory framework.

The Conference felt that the central universities are less constrainedand enjoy greater autonomy than the state universities. Further,institutions funded directly by the MHRD like the IITs and IIMsappear to have greater autonomy than the central universitiesfunded through the UGC. Therefore, how funds are channelledappears to correlate significantly with institutional autonomy andacademic freedom. Also the central universities have greaterfunding than the state universities, indeed the financial constraintsfor the state universities are a serious impediment to, and asignificant cause for eroding, university autonomy in various ways.

Scope of Autonomy

Academic freedom is absolutely essential for academic excellence.Academic autonomy shall not be possible without autonomy inadministrative matters and decision-making processes. Further,academic and administrative autonomy shall have no meaning


and will not be effective unless the academic institutions enjoyautonomy in financial matters. Academic, administrative andfinancial autonomy does not mean a blanket freedom to universitiesand their constituents - the students, teachers, staff, schools,faculties, departments, centres and colleges to do whatever theywant. Instead, the autonomy must mean freedom to achieveacademic goals.

Erosion of Autonomy - Evasion of Accountability

It is necessary that all overt and covert attempts to erode orcorrode autonomy must be as much resisted as the blatant andclandestine tendencies to evade public accountability. It cannot beover-emphasised that the absence of accountability is as muchdetrimental to academic excellence as the loss of autonomy.University autonomy is often seriously hampered, curbed andcurtailed by overloading the decision making bodies of theuniversities (the AC, the EC and the Court) with political andbureaucratic nominees and people with vested interest andthereby vitiating the decision-making process and adverselyaffecting the quality of decisions made. While the composition ofthese bodies may give representation to various stakeholders, thenominees must be people with requisite qualifications and highintegrity. Academic institutions funded through public exchequerare established with the sole purpose of pursuing academicexcellence and must meet the expectations of the society in thisregard. However, their ability to impart quality teaching and tocreate new knowledge through excellence in research andpublication rests on academic, administrative and financialautonomy.


External versus Internal Autonomy

Universities often lose out on the argument for greater autonomyon account of their inability to accord autonomy to their ownconstituents, internal organs and sub-units. It is necessary thatboth autonomy and accountability be extended to all constituentsand stakeholders within the university system and must not berestricted to the relation between the university and the externalspheres of governance. Autonomy should percolate to all levelsincluding the lowest.

Issues of internal accountability should be built in the followingprinciples:

a) Evaluation of teaching performance by students;

b) Strengthening assessment through the IQAC and obtainingfeedback on the assessment of the University by itsconstituents;

c) Introducing a "Code of good practices", on the linesrecommended by the MHRD Committee;

d) Restricting inbreeding in recruitment at all levels;

e) Subjecting institutions to mandatory accreditation and externalreviews every five years;

f) Systems of governance focusing on sound financialmanagement and practices;

g) Effective systems of decentralisation at all levels;

h) Fairness and transparency in decision-making processes; and

i) Highest standards of probity of the academic and administrativeleadership.


Appointment of Vice-Chancellors

Political and bureaucratic interference in the appointment of ViceChancellors and such key university functionaries, as Registrars,Finance Officers and Controller of Examinations, etc. shall haveto be avoided with concurrence of political and bureaucraticleadership. The Vice-Chancellor is the leader of the universitysystem. Her or his appointment norms must adhere to theminimum qualifications prescribed in the UGC Regulation 2010.The Vice-Chancellors should have experience of academicadministration and should be able to provide academic leadership.The process of appointment of Vice-Chancellors should be fullytransparent and information on nominations received, short listedpanel and final selection should be publicly available in all cases.Finally, the Vice-Chancellors should be selected on national basis.

Acts and Statutes of Universities

Provisions in the Acts and Statutes of several state universitiesrestrict autonomy and have not been revised over long periods.It can also take a very long time to change them and bring themin sync with the regulations of the UGC or policy directives of theCentral Government. The centre should create model Acts andStatutes and rules of governance and, if necessary, these couldbe implemented through appropriate constitutional reforms.

Enhancing Funding to Universities

There was a close link between the adequacy of financing as wellas the financing modes available to the universities and autonomyavailable to universities. Starving universities with a resource-


crunch are compelled to resort to such modes and mechanismsof funding that further incapacitate them for taking sound financialdecisions and jeopardises their academic autonomy. TheConference felt that there was an urgent need to enhance overallfunding to higher education. Several Vice-Chancellors from StateUniversities emphasised the need for the Centre to provideadequate finances to State Universities and for reduction ofdisparity between the allocation of grants between Central andState funded Institutions. While timely availability of adequateresources is important, it is equally necessary that the universitiesare given necessary freedom and flexibility to best utilise theavailable resources for realising the larger objectives of theuniversities. To this end:-

a) The budgets should be allocated at the beginning of thefinancial year and subsequent releases should be automatic.

b) The conditionality attached to grants and allocations of fundsneed to be simplified.

c) There should be clear move towards a predictable norm-based funding with powers to universities to allocate andutilise available resources in various competing priorities ofthe university.

d) The norms should provide for incentives for performance anddisincentives and penalties for non-compliance and non-performance.

e) Special state priorities, if any, should be limited in numberand should be addressed through an additional fundingwindow.


Size of Affiliation

Large number of colleges affiliated to the universities tends tooverweigh the universities with examination and other regulatoryresponsibility and weakens the facilitative and promotional functions.The Conference felt that the number of colleges attached to asingle university should not exceed more than 50. The statescould create mentoring universities to facilitate the developmentof affiliated colleges but, in turn, these universities should notaffiliate more than a certain number of colleges, say 50.

Unitary Discipline Universities

At the other extreme, growing number of small single stream orspecialised universities also create a special class of issues forgovernance. Proliferation of such universities should be discouragedand universities should preferably be "comprehensive" in characteras recommended by the Yashpal Committee.

Decision Making

Reforms are needed to cut down the time taken in routineadministrative decision making and in other non-academic taskswhich regularly engage and take up a lot of time of theadministrative as well as the academic staff of the universities.

E-governance

E-governance should be used to improve the efficiency,transparency and responsiveness of the university governancesystem.


Nature of Academic Discourse

Respect for divergent in discourse by the academic faculty andtheir creative deviance need to be encouraged in the universitysystem to create an academic climate of insightful outputs inteaching and research. There should be a class of very eminentacademics for whom there should be no age of retirement.Teachers should have the freedom to design innovative courses.Inter-disciplinarily should be encouraged.

(c) Recommendations

In respect of good governance, the following emerged as themajor recommendations of the Conference:

● Setting up of appropriate institutional structures, framingpolicies and practices for good governance.

● Academic freedom, autonomy and accountability to beensured through self-assessment.

● Freedom from political and bureaucratic interferences inappointment of Vice-Chancellors and key functionaries.

● Process of appointment of Vice-Chancellors to be transparentand information on nominations received, short-listed panelsand final selection to be in public domain.

● Central Government to create Model Acts, Statutes and Rulesof Governance.

● Strengthening of assessment through Internal QualityAssurance Cells (IQAC) and introduction of Code of GoodPractices.


● Use of e-governance to increase efficiency, transparency, andresponsiveness.

● Number of colleges affiliated to a university to be restrictedto 50.

● Observance of Code of Professional Ethics for University andCollege Teachers.

The recommendations outlined under various thematic concernsof higher education now need to be put on the anvil ofimplementation in the context of emerging concerns for the 12thFive-Year Plan. It is hoped that the Vice-Chancellors of the Centraland State Universities as also policy planners will apply theirinsightful minds to design appropriate strategies for immediate,short-term, medium-term and long-term goals, which can improvethe quality of higher education in the country.


Annexure-I

List of Participants

A - Ministry of Human Resource Development

1. Shri Kapil SibalHon'ble Minister for Human Resource DevelopmentGovernment of IndiaShastri Bhavan, New Delhi.

2. Mrs. Vibha Puri Das, IASSecretary (Higher Education)Ministry of Human Resource DevelopmentGovernment of India, New Delhi.

3. Ms. Anshu Vaish, IASSecretaryDepartment of School Education and LiteracyMinistry of Human Resource DevelopmentGovernment of India, New Delhi.

4. Shri Sunil Kumar, IASAdditional Secretary (Higher Education)Department of Higher EducationMinistry of Human Resource DevelopmentGovernment of India, New Delhi.

5. Shri N.K. Sinha, IASAdditional Secretary (TEL)Department of Higher EducationMinistry of Human Resource DevelopmentGovernment of India, New Delhi.


6. Shri S.K. RayAdditional Secretary & FADepartment of Higher EducationMinistry of Human Resource DevelopmentGovernment of India, New Delhi.

7. Shri Amit Khare, IASJoint SecretaryMinistry of Human Resource DevelopmentDepartment of Higher Education, Govt. of India, New Delhi.

8. Shri Anant Kumar Singh, IASJoint SecretaryMinistry of Human Resource DevelopmentDepartment of Higher Education, Govt. of India, New Delhi.

9. Shri V. Umashankar, IASPS to Hon'ble HRMGovernment of IndiaNew Delhi

10. Shri G.S. BothyalJoint SecretaryMinistry of Human Resource DevelopmentDepartment of Higher Education, Govt. of India, New Delhi.

11. Shri R.D. SahayDirectorMinistry of Human Resource DevelopmentDepartment of Higher Education, Govt. of India, New Delhi.


12. Shri G.R. RaghavenderDirectorMinistry of Human Resource DevelopmentDepartment of Higher Education, Govt. of India, New Delhi.

13. Smt. Mamta VermaDirector, Press Information BureauMHRD, Govt. of India,New Delhi.


B - Discussion Leaders

1. Dr. Sam PitrodaAdvisor to the Prime MinisterPlanning Commission,Yojna Bhawan, New Delhi.

2. Dr. T. RamasamySecretaryDepartment of Science & TehcnologyMinistry of Science & TechnologyGovernment of India, Technology Bhawan, New Delhi-110016.

3. Prof. Deepak PentalDepartment of GeneticsUniversity of Delhi South CampusBenito Juarez Marg,New Delhi - 110 021.

4. Prof. Ajit KembhaviDirectorInter University Centre for Astronomy and AstrophysicsPost Bag No.4, Pune - 411 007.

5. Prof. V.S. PrasadFlat No.302, Hallmark Residence, Arora Colony, Road No.3,Banjara Hills, Hyderabad - 500 034.

6. Prof. G. Haragopal8-1/284/263Osmania University Colony,Sheikhpeth, Hyderabad - 500 008.


7. Prof. Rupa ShahMatru Chaya, 5th Floor, Flat No.19,70, Marine DriveMumbai - 400 020.

8. Prof. N. MukundaVice-President,Indian Academy of SciencesP.B. No.8005, C.V.Raman Nagar,Sadhashivanagar P.O,Bangalore - 560 080.

9. Prof. S.K. Saidapur108, Shripad NagarSaptnapurDharwad - 580 001.

10. Prof. Anil K. GuptaCentre for Management in AgricultureIndian Institute of ManagementVastrapur, Ahmedabad - 380 015.

11. Dr. Praveen ChaddahDirector, UGC-DAE Consortium for Scientific ResearchUniversity Campus, Khandwa Road,Indore - 452 017.

12. Prof. G.K. ChadhaChief Executive OfficerSouth Asian University, JNU CampusNew Delhi - 110 067


13. Prof. P. Rama RaoFlat No.301, Naimisum, Plot No.22, Tri Nagar ColonyHyderabad - 500 073.

14. Prof. Amit RoyDirector, Inter University Accelerator Centre,Aruna Asaf Ali Marg,New Delhi - 110 067.

15. Prof. P.N. Tandon1, Jagriti Enclave, Vikas MargDelhi - 110 092.

16. Prof. V.R. Mehta5928, Qutub Enclave, Phase-IVGurgaon

17. Prof. N.R. Madhava Menon'Devi Priya', Pariksha BhawanSai Ram Road, Pooja Pura,Trivandrum - 695 012.

18. Prof. H.P. DikshitDirector-General, School of Good Governance &Policy AnalysisC-402, 4th Floor, Narmada Bhawan, 59, Arera Hills,Bhopal - 462 011.

19. Prof. C. ThangamuthuPlot No.43, 6th Main St.Lakshmi Nagar Extension, Porur,Chennai - 600 116


20. Prof. H.A. RanganathDirectorNational Assessment and Accreditation CouncilP.B. 1075, Nagarbhavi,Bangalore - 560 072.

21. Prof. S.P. Thyagarajan5, Ist Main Road, Nehru Nagar,Adyar, Chennai - 600 020.

22. Prof. M. AnandakrishnanNo.8, 5th Main Road,Madan Apartment, 2nd floorKasturba Nagar, Adyar,Chennai-600 020.

23. Prof. Panjab SinghChief AdvisorFoundation for Advancement in Agriculture andRural DevelopmentSaraswati Kunj, Narayanpur, Daphi, Near SusuaahiVaranasi - 221 005.

24. Prof. K. Ramakrishna RaoChairmanIndian Council of Philosophical Research, Darshan Bhawan,36 Tughlakabad Institutional AreaMehrauli Badarpur Road,Near Batra HospitalNew Delhi - 110 062.


C - Vice-Chancellors

1. Prof. P.K. Abdul AzisVice ChancellorAligarh Muslim UniversityAligarh 202 002

2. Prof. Tapodhir BhattacharjeeVice ChancellorAssam UniversitySilchar-788 011

3. Dr. B. HanumaiahVice ChancellorBabasaheb Bhimrao Ambedkar UnivesityVidya Vihar, Raebareli RoadLucknow-226 025

4. Prof. D.P. SinghVice ChancellorBanaras Hindu UniversityVaranasi-221 005

5. Prof. Janak PandeyVice ChancellorCentral University of BiharPhaneeshwarnath RenuHindi Bhawan, ChhajjubaghPatna.


6. Prof. R.K. KaleVice ChancellorCentral University of GujaratPlot No. 95/1, Sector-2 AGandhinagar-382 007

7. Prof. Mool Chand SharmaVice ChancellorCentral University of HaryanaGovt. B.Ed. College BuildingNamaul DistrictMahindergarh (Haryana)

8. Prof. Furqan QamarVice ChancellorCentral University of Himachal PradeshPO Box No. 21, DharamashalaDist - Kangra - 176 215

9. Prof. D.T. KhathingVice ChancellorCentral University of JharkhandState Guest HouseRanchi

10. Prof. A.M. PathanVice ChancellorCentral University of Karnataka2nd Floor, Karya Saudha,Gulbarga UniversityGulbarga-585 106.


11. Prof. Abdul WahidVice ChancellorCentral University of KashmirTransit CampusSonwar (Near G.B. Pant Hospital)Srinagar-190 004.

12. Dr. Jancy JamesVice ChancellorCentral University of KeralaJimanis, SP-16/375,Sreekaryam, P.OTrivandrum-695 01

13. Prof. Jai Rup SinghVice ChancellorCentral University of PunjabP.O. Box No - 55,Bathinda-151 001Punjab.

14. Prof. M.M. SalunkheVice ChancellorCentral University of RajasthanC/o Mr. Parvinder Singh,Principal SecretaryRoom No. 207, Main Building Secretariat,Jaipur-302 005


15. Prof. B.P. SanjayVice ChancellorCentral University of Tamil NaduC/o Collectorate AnnexeTiruvarur-610 001

16. Prof. N.S. GajbhiyeVice ChancellorDr. Harisingh Gour VishwavidyalayaSagar - 470 003 Madhya Pradesh

17. Prof. S.K. SinghVice ChancellorHemwati Nandan Bahuguna Garhwal UniversityDistrict Garhwal, Srinagar-246174.

18. Janab Najeeb JungVice-ChancellorJamia Millia IslamiaJamia NagarNew Delhi - 110 025

19. Prof. Binod KhadriaChairperson, ZHCES,School of Social SciencesNominee of Vice-ChancellorJawaharlal Nehru UniversityNew Mehrauli RoadNew Delhi - 110 067


20. Shri Vibhuti Narayan RaiVice-ChancellorMahatma Gandhi Antarrashtriya Hindi VishwavidyalayaP.B. No.16, PanchteelaWardha - 442 001

21. Prof. Hidangmayum Nandakumar SarmaVice-ChancellorManipur UniversityCanchipur, Imphal - 795 003

22. Prof. Mohammad MiyanVice-ChancellorMaulana Azad National Urdu UniversityGachibowli, Hyderabad - 500 032

23. Prof. K. KannanVice-ChancellorNagaland UniversityP.B. No.132, LumamiKohima - 797 001.

24. Prof. A.N. RaiVice-ChancellorNorth Eastern Hill UniversityP.O. NEHU Campus, Mawkynroh Umshing, Shillong-793022

25. Prof. M. RamadassPro-Vice-ChancellorPondicherry UniversityR. Venkataraman NagarKalapet, Puducherry-605 014


26. Prof. M.P. LamaVice ChancellorSikkim University6th Mile, Samdur,P.O. Tadong, Gangtok,Sikkim-737 102.

27. Prof. Mihir K. ChaudhuriVice ChancellorTezpur UniversityNapaamTezpur-784 028.

28. Prof. C.D. SinghVice ChancellorThe Indira Gandhi National Tribal UniversityMakalsadan, AmarkantakMadhya Pradesh

29. Prof. Arunoday SahaVice ChancellorTripura UniversitySuryamaninagar-799 130

30. Prof. A.K. SinghVice ChancellorUniversity of AllahabadAllahabad-211 002


31. Prof. Dinesh SinghVice ChancellorUniversity of Delhi, Delhi - 110 007AndProf. Vivek SunejaPro-Vice Chancellor &Prof. Anand PrakashDean, International Relations

32. Prof. Seyed E HasnainVice ChancellorUniversity of HyderabadP.O. Central University CampusHyderabad-500 046.

33. Prof. Y. SatyanarayanaVice ChancellorA.P. University of LawPalace Layout, PedawaltairVisakhapatnam-530 017.

34. Prof. Beela SatyanarayanaVice ChancellorAdikavi Nannaya UniversityJaya KrishnapuramRajahmundry, A.P. 533 105.

35. Prof. Syed Samsul AlamVice ChacellorAliah University21, Haji Mohammad Mohsin Square, Kolkata-700016.


36. Prof. C. ThangarajVice ChancellorAnna University of TechnologyCPT Campus, TharamaniChennai-600113

37. Prof. I.A. HamalVice ChancellorBaba Ghulam Shah Badshah UniversityRajouri Camp OfficeOpp. Channi Himmat-185 131.

38. Dr. Bimal Chandra MalVice ChancellorChhattisgarh Swami VivekanandTechnical UniversityNorth Park Avenue, Sector-8Bhilai

39. Prof. P.B. SharmaVice ChancellorDelhi Technological UniversityShahbad DaultapurBawana Road, Delhi-110042.

40. Prof. Girijesh PantVice ChancellorDoon UniversityCampus Office,388/2, Indira Nagar, Dehradun.


41. Prof. S.V. SudhakarVice ChancellorDr. B.R. Ambedkar UniversityEtcherla-532 410.

42. Dr. Manoj SoniVice ChancellorDr. Babasaheb Ambedkar Open UniversityAhmedabad - 380 060.

43. Dr. S.K. Srivastava, RegistrarNominee of Vice ChancellorDr.Shukantla Mishra UP Viklang Vishwaivydlaya,Mohaan Road, Lucknow-226 017.

44. Prof. Gopa DattaVice ChancellorGaur Banga UniversityRabindra AvenueMalda College CampusDistt Malda-732 101

45. Prof. A.R. TragVice ChancellorIslamic University of Science and Technology,One University Avenue, Awantipora, Pulwana-192 122

46. Dr. Jaiprakashreddy Sannabasanagouda PatilVice ChancellorKarnataka State Law UniversityHubli


47. Dr. Pankaj ChandeVice-ChancellorKavikulguru Kalidas Sanskrit VishwavidyalayaPrashaskiya BhavanMauda Road, Ramtek - 441 106

48. Prof. Salil Kumar RoyVice ChancellorKolhan UniversityChaibasaWest Singhbhum

49. Dr. Shashiranjan YadavVice ChancellorKrantiguru Shyamji Krishna VermaKachchh UniversityCS-60, Jubilee GroundBhuj, Kachchh-370 001

50. Prof. Srinath BaruaVice ChancellorKrishna Kanta Handique State Open UniversityLast Gate, DispurGuwahati-781 006

51. Prof. .M.K. Durga PrasadVice ChancellorKrishna UniversityAndhra Jateeya Kalasala CampusRajupeta, Machllipatnam - 521 001


52. Prof. S.K. SinghVice-ChancellorMadhya Pradesh Bhoj (Open) University,Kolar Road, DamkhedaChunabhatti, GovindpuraBhopal - 462 016

49. Dr. Ganga Ram JakherVice ChancellorMaharaja Ganga Singh UniversityNational Highway No.15,Jaisalmer Road, Bikaner

54. Dr. Mohan GuptVice ChancellorMaharishi Panini Sanskrit VishwavidyalayaDewas Road, Ujjain-456 0

55. Prof. Faizan MustafaVice chancellorNational Law UniversityP.O. Box 28, Cuttack-753 001.

56. Prof. Ranbir SinghVice ChancellorNational Law UniversitySector-14, Dwarka, New Delhi.

57. Prof. Manimala DasVice-ChancellorNetaji Subhas Open University1, Woodburn Park, Kolkata-700 020.


58. Prof. A. Ramachandra ReddyVice ChancellorYogi Vemana UniversityVemanapuramKadapa - 516 003

59. Dr. Rajnish AroraVice-ChancellorPunjab Technical UniversityKapurthala -144 601

60. Prof. J.V. Prabhakara RaoVice ChancellorRayalaseema UniversityKurnool -518 002

61. Dr. Sunil Kumar VarmaVice-ChancellorSarguja UniversityAmbikapur, Surguja-497 001.

62. Dr. P.L. JaniVice ChancellorShree Somnath Sanskrit UniversityVelaval, Distt. Junagarh-362 268.

63. Prof. R.N.K. BamezaiVice ChancellorShri Mata Vaishno Devi UniversityKatra, Sub-Post OfficeSMVD University-182 320 (J & K).


64. Dr. Tapati MukherjeeVice ChancellorSidho-Kanho-Birsha UniversityParibesh Bhawan, 10A, Block-LASector-III, Salt LakeKolkata-700 098

65. Dr. (Mrs.) Grace HelinaProfessor and HeadDepartment of Exercise Physiology and BiomedicineTamilnadu Physical Education & Sports UniversityEVA Sampat MaaligaiCollege Road, Chennai

66. Dr. A. Jothi MuruganVice ChancellorThiruvalluvar UniversityFort CampusVellore-632 004.

67. Prof. Deba Kumar TripathyVice chancellorVeer Surendra Sai University of TechnologyP.O. Burla Engg. CollegeDistt. Sambalpur

68. Prof. C.R. Visweswara RaoVice ChancellorVikrama Simhapuri UniversityV.R. College CampusNellore - 524 003


69. Prof. K. KrishnakumarVice ChancellorYashwantrao Chavan MaharashtraOpen University, DnyangangotriNear Gangapur Dam,Nashik-422 222

70. Prof. B. SatyanarayanaVice ChancellorAndhra UniversityWaltairVisakhapatnam-530 003

71. Prof. K. RaghukandanHead of the Department of Marketing/EngineeringOn Deputation forVice ChancellorAnnamalai UniversityAnnamalainagar-608 002&Dr. RM. KathiresanProfessror & HeadDepartment of AgronomyAnnamalai UniversityAnnamalainagar-608 002.

72. Dr. Rajinder MishraVice ChancellorBabasaheb Bhimrao Ambedkar UniversityMuzaffarpur-842 001


73. Dr. N. Prabhu DevVice ChancellorBangalore UniversityJnanabharathiBangalore-560 056

74. Prof. Ajoy Kumar RoyVice ChancellorBengal Engineering and Science UniversityShibpur, Howrah-711 103

75. Dr.(Mrs.) Pankaj MittalVice ChancellorBhagat Phool Singh Mahila VishwavidyalayaKhanpur Kalan, Sonipat

76. Dr. C. SwaminathanVice ChancellorBharathiar UniversityCoimbatore-641 046

77. Dr. K. MeenaVice ChancellorBharathidasan UniversityPalkalaierurTiruchirappalli-620 024

78. Prof. Suresh Veer Singh RanaVice ChancellorBundelkhand UniversityKanpur Road, Jhansi-284 128


79. Dr. Ramachandran ThekkedathVice ChancellorCochin University of Science & Technology,Kochi - 682 022

80. Sh. H.S. ChahalVice ChancellorDeenbandhu Chhotu Ram University of Sc. & Tech.Murthal (Haryana)

81. Prof. Kandarpa Kumar DekaVice ChancellorDibrugarh UniversityDibrugarh - 786 004

82. Dr. V.M. PandharipandeVice ChancellorDr. Babasaheb Ambedkar Marathwada UniversityAurangabad - 431 004

83. Dr. R.B.MankarVice ChancellorDr. Babasaheb Ambedkar Technological UniversityVidyaviharLonere - 402 103 Distt. Rajgad

84. Prof. D.N. JauharVice ChancellorDr. Bhim Rao Ambedkar UniversityAgra - 282 004.


85. Prof. P.K. SinhaVice ChancellorDr. Ram Manohar Lohia Avadh University,Faizabad - 224 001.

86. Mr. Bimal N. PatelDirectorGujarat National Law UniversityE-4, GIDC, Electronics Estate,Gandhinagar-382 028.

87. Dr. Akshai AggarwalVice ChancellorGujarat Technological UniversityJACPC BuildingL.D.College of Engg CampusNavrangpura, Ahmedabad

88. Prof. E.T. PuttaiahVice ChancellorGulbarga UniversityJnana GangaGulbarga-585 106.

89. Dr. Dilip K. BandyopadhyayVice ChancellorGuru Govind Singh Indraprastha UnivesityOld Delhi College of Engg. CampusKashmere Gate, Delhi-110 006


90. Prof. Ajaib Singh BrarVice ChancellorGuru Nanak Dev UniversityAmritsar-143 005

91. Dr. Hemixaben RaoVice ChancellorHemchandracharya North Gujarat University, PB No.21,University Road, Patan-384 265AndDr. J.H. Pancholi

92. Dr. Anand PawarVice Chancellor (i/c)Hidayatulla National Law UniversityRaipur-492 001.

93. Prof. Pradip Narayan GhoshVice-ChancellorJadavpur UniversityMain Campus 188,Raja S.C. Mallik RoadKolkata - 700 032

94. Prof. Naveen MathurVice-ChancellorJai Narain Vyas UniversityJodhpur - 342 011


95. Prof. D. Narasimha ReddyVice-ChancellorJawaharlal Nehru Technological UniversityKukatpally, Hyderabad - 500 085

96. Prof. Mazahir KidwaiVice-ChancellorJiwaji UniversityGwalior - 474 011

97. Prof. V. Gopal ReddyVice-Chancellor (i/c)Kakatiya UniversityVidyaranyapuriWarangal - 506 009

98. Dr. Umesh SharmaNominee of Vice-ChancellorKameshwara Singh Darbhanga Sanskrit UniversityKameshwar NagarDarbhanga - 846 008

99. Dr. A. MurigeppaVice-ChancellorKannada UniversityHampi, Vidyaranya, Hospet TalukBellary Distt.-583 278.

100. Dr. P.K.M. TharakanVice-ChancellorKannur UniversityMangattuparamba, Kannur Univ Campus P.O.,Kannur - 670 567


101. Prof. H. B. WalikarVice-ChancellorKarnatak UniversityPavate Nagar, Dharwad.

102. Dr. P.G. TadasahNominee of Vice ChancellorKarnataka State Women's UniversityBijapur-586 1010

103. Prof. V.P.S. AroraVice-ChancellorKumaun UniversityNainital - 263 001

104. Lt. Gen. Dr.Devinder Dayal Singh SandhuVice-ChancellorKurukshetra UniversityKuruckshetra - 136 119

105. Prof. S.A. BariVice-ChancellorKuvempu UniversityJnana Sahya Dr.I,Shankaraghatta - 577 451,Shimoga Distt.

106. Prof. Ramesh K. GoyalVice-ChancellorM.S. University of BarodaFatehganj, Vadodara - 390 002


107. Dr. R. Karpaga KumaravelVice-ChancellorMadurai Kamaraj UniversityPalkalai NagarMadurai - 625 021

108. Dr. Arvind KumarVice-ChancellorMagadh UniversityBodh Gaya - 824 234

109. Prof. S.K. BediNominee of Vice-ChancellorMaharshi Dayanand UniversityRohtak - 124 001

110. Prof. K.B. PandeyVice-ChancellorMahatma Gandhi Chitrakoot Gramodaya VishwavidyalayaChitrakoot - 485 331, Distt. Satna

111. Prof. Avadh RamVice-ChancellorMahatma Gandhi Kashi VidyapithVaranasi - 221 002

112. Dr. P.M. Rajan GurukkalVice-ChancellorMahatma Gandhi UniversityPriyadarshini Hills,P.O. Kottayam- 686 560


113. Prof. Girijesh KumarHead, Department of EducationNominee of Vice-ChancellorMahatma Jyotiba Phule Rohilkhand UniversityDoli Lal Agarwal MargBareilly - 243 006

114. Prof. Manjunatha PattabiVice-ChancellorMangalore UniversityNew Administrative BldgMangalagangothriMangalore - 574 199

115. Prof. K.. SaxenaFaculty of Management StudiesNominee of Vice-ChancellorMohanlal Sukhadia UniversityPatapnagarUdaipur - 313 001

116. Prof. (Mrs.) Aruna S. AnanthakrishnanVice-ChancellorMother Teresa Women's UniversityKodaikanal - 624 102

117. Prof. K.V.S. SarmaNominee of the DirectorNational Academy of Legal Studies and Res. University3-4-761, BarkatpuraHyderabad-500 027


118. Prof. S.S. SinghDirectorNational Law Institute UniversityBhopal-462 003.

119. Prof. R. VenkataraoDirectorNational Law School of India UniversityNagarbhavi, P.B. No.7201Bangalore - 560 072.

120. Dr. Shiba Prasad RathVice-ChancellorNorth Orissa UniversityShri Ram Chandra ViharTakatpur, BaripadaDistrict Mayurbhanj-757 003

121. Prof. Shiv Kumar PandeyVice-ChancellorPandit Ravishankar Shukla UniversityRaipur-492 010

122. Prof. R.C. SobtiVice-ChancellorPanjab UniversityChandigarh-160 014

123. Prof. K. MuthuchelianVice-ChancellorPeriyar UniversityGovernment Engineering College CampusSalem-636 011


124. Dr. S.S. TiwariNominee of Vice-ChancellorPunjabi UniversityPatiala-147 002

125. Dr. Mukesh PandeyNominee of Vice-ChancellorRajiv Gandhi Proudyogiki VishwavidyalayaAirport Bypass, Gandhi NagarBhopal-462 036

126. Dr. Vilas S. SapkalVice-ChancellorRashtrasant Tukadoji Maharaj Nagpur UniversityRavindranath Tagore MargNagpur-440 001

127. Prof. Mohd. Iqbal AliVice ChancellorSatavahana UniversityJyothinagarKarimnagar-505 001.

128. Dr. A.A. DangeVice ChancellorShivaji UniversityVidyanagarKolhapur-416 004

129. Prof. Nilakantha PatiVice ChancellorShri Jagannath Sanskrit VishvavidyalayaSrivihar, Puri-752 003


130. Dr. M. Basheer Ahmed KhanVice ChancellorSido Kanhu Murmu UniversitySantal ParganaDumka-814 101 131 Dr. J. PrasadVice ChancellorSree Sankaracharya University of SanskritP.B.No.14, Kalady-683574

132. Dr. S.B. NimseVice ChancellorSwami Ramanand Teerth Marathwada UnivesityDnayanteerth VishnupuriNanded-431 606

133. Prof. V. VijayakumarVice ChancellorTamil Nadu Dr. Ambedkar Law UniversityNo.5, "Poompozhil",P.S. Kumarasamy SalaiChennai-600 028

134. Prof. Pramjeet Singh JaswalVice ChancellorThe Rajiv Gandhi National University of LawPatiala-147 001

135. Prof. Mahendra P. SinghVice ChancellorThe West Bengal National University of Juridical Science12 LB Block, Sector-IIISalt Lake City


136. Dr. D. KumarPro-Vice ChancellorTilka Manjhi Bhagalpur UniversityBhagalpur-812 007.

137. Prof. Suranjan DasVice ChancellorUniversity of Calcutta87/1, College StreetKolkata 700 073.

138. Prof. Varun SahaniVice-ChancellorUniversity of JammuBabasaheb Amebedkar Road,New CampusJammu Tawi - 180 006

139. Prof. Alok Kumar BanerjeeVice-ChancellorUniversity of KalyaniKalyani - 741 235

140. Dr. A. JayakrishnanVice-ChancellorUniversity of KeralaThiruvananthapuram - 695 034

141. Prof. Manoj K. MishraVice-ChancellorUniversity of LucknowLucknow - 226 007


142. Col. (Dr.) G. ThiruvasagamVice-ChancellorUniversity of MadrasChepauk, Chennai-600 005

143. Dr. V.G. TalwarVice-ChancellorUniversity of MysoreCrawford Hall, Mysore - 570 005

144. Prof. Arunabha BasumajumdarVice-ChancellorUniversity of North BengalP.O. North Bengal UniversityDist. DarjeelingRaja Rammohunpur-734 013

145. Prof. B.L. SharmaVice-ChancellorUniversity of RajasthanJaipur-302 055

146. Prof. Sunder LalVice ChancellorV.B.S. Purvanchal UniversityJaunpur-222 002.

147. Dr. Subhash Prasad SinhaVice ChancellorVeer Kunwar Singh UniversityArrah-802 301.


148. Prof. Nanda Dulal PariaVice ChancellorVidyasagar UniversityWest Midnapore-721 102

149. Dr. Ravindra Nath BhagatVice ChancellorVinoba Bhave UniversityP.B.No.31Hazaribag-825 301

150. Prof. Sabyasachi Sen GuptaVice ChancellorWest Bengal University of TechnologyBF-142, Salt LakeSector 1, BidhannagarKolkata-700 064


D - Commission Members

1. Prof. Ved PrakashChairman (Acting)University Grants CommissionBahadur Shah Zafar MargNew Delhi - 110 002.

2. Prof. K. Ramamurthy NaiduMember, UGCMountainview ApartmentsG-5, Door No. 8-3-269/3/5 & 11Beside Shangri La ApartmentsRoad No. 2, Banjara HillsHyderabad - 500 034.

3. Prof. S. Xavier Alphonse, S.J.Member, UGCJesuit ResidenceLoyola CollegeChennai - 600 034

4. Prof. Seyed E. HasnainMember, UGCVice ChancellorUniversity of HyderabadHyderabad - 500 046.

5. Dr. (Mrs.) Meenakshi GopinathMember, UGCPrincipalLady Shri Ram CollegeNew Delhi - 110 024.


E - Coordinators

1. Prof. R.G. HarsheFormer Vice-Chancellor, University of AllahabadB-301, La Paloma ApartmentsHouse No.8-2-693, Road No.12Banjara Hills,Hyderabad - 500 034.

2. Dr. K. BiswalAssociate ProfessorNational University of Educational Planning and Administration17-B, Sri Aurobindo Marg,New Delhi - 110 016.

3. Prof. Sydney RebeiroA-681, Sarita ViharNew Delhi - 110 044.

4. Prof. Biswajit DasDirector, Centre for Culture Media and GovernanceJamia Millia IslamiaNelson Mandela House, Mujeeb BaghNew Delhi - 110 025.

5. Prof. Santosh PandaStaff Training and Research Institute of Distance Education(STRIDE)Indira Gandhi National Open University, Madian Garhi,New Delhi - 110 068.


6. Prof. Ranabir SamaddarDirector, Calcutta Research GroupGC 45, Sector-3, Salt Lake CityKolkata - 700 106.

7. Prof. V.K. JainJawaharlal Nehru UniversityNew Delhi - 110 067.

8. Prof. H.D. DevarajDirectorDr. A.L. Mudaliar Centre for Basic Sciences DevelopmentUniversity of Madras,Chennai - 600 025.

9. Prof. Sudhanshu BhushanHead, Higher & Professional Education,National University of Educational Planning and Administration17-B, Sri Aurobindo Marg,New Delhi - 110 016.

10. Prof. Jaspal S. SandhuDean, Faculty of Sports Medicine,Guru Nanak Dev UniversityAmritsar - 143 005.

11. Prof. (Mrs.) Kavita SharmaDirector, India International Centre,40, Max Mueller MargNew Delhi - 110 003.


12. Prof. Binod KhadriaZakir Husain Centre for Educational StudiesSchool of Social SciencesJawaharlal Nehru UniversityNew Delhi - 110 067.

13. Prof. Sachidananda SinhaAssociate ProfessorSchool of Social Sciences, Centre for the Study ofRegional Development,Jawaharlal Nehru University, New Delhi - 110 067.

14. Prof. (Mrs.) Latha PillaiPro-Vice-ChancellorIndira Gandhi National Open UniversityMaidan Garhi, New Delhi - 110 068.

15. Dr. (Mrs.) Kulwinder KaurDepartment of SociologyJamia Millia IslamiaNew Delhi - 110 025.

16. Prof. P. DuraisamyDepartment of EconometricsUniversity of MadrasChepauk, Chennai - 600 005.

17. Dr. Saumen ChattopadhyayAssociate ProfessorSchool of Social Sciences,Zakir Hussain Centre for Educational Studies,Jawaharlal Nehru University, New Delhi - 110 067.


18. Prof. Ravi SrivastavaProfessor, SSSSSS, Centre for the Study of Regional Development,Jawaharlal Nehru UniversityNew Delhi - 110 067.

19. Prof. Furqan QamarVice ChancellorCentral University of Himachal PradeshPO Box No. 21, DharamashalaDist - KangraHimachal Pradesh - 176 215

20. Dr. T.R. KemDirectorConsortium of Educational Communication (CEC)Aruna Asaf Ali RoadJNU CampusNew Delhi.

21. Prof. Jagdish AroraDirectorINFLIBNET CentreGujarat University CampusNavrangapura,Ahmedabad - 380009

22. Dr. (Mrs.) Veera GuptaSecretaryCentral Board of Secondary Education,Preet Vihar, Delhi - 110 092.


F - UGC Officers

1. Dr. (Ms.) N.A. KazmiSecretaryUniversity Grants CommissionBahadur Shah Zafar MargNew Delhi-110002.

2. Dr. K. GunasekaranAddl. Secretary (I) / Director (Admn.)University Grants CommissionBahadur Shah Zafar MargNew Delhi-110002.

3. Dr. P. PrakashAddl. Secretary (II)University Grants CommissionBahadur Shah Zafar MargNew Delhi-110002.

4. Mr. A.K. DograJoint SecretaryUniversity Grants CommissionBahadur Shah Zafar MargNew Delhi-110002.

5. Dr. C.S. MeenaJoint SecretaryUniversity Grants CommissionBahadur Shah Zafar MargNew Delhi-110002.


6. Dr. (Mrs.) Renu BatraSecretaryUniversity Grants CommissionBahadur Shah Zafar MargNew Delhi-110002.

7. Dr. K.C. PathakJoint SecretaryUniversity Grants CommissionBahadur Shah Zafar MargNew Delhi-110002.

8. Dr. Dev SwarupJoint SecretaryUniversity Grants CommissionBahadur Shah Zafar MargNew Delhi-110002.

9. Dr. (Ms.) Ratnabali BanerjeeJoint Secretary,University Grants Commission Eastern Regional Office,Kolkata.

10. Dr. K.P. SinghJoint SecretaryUniversity Grants CommissionBahadur Shah Zafar MargNew Delhi-110002.

11. Dr. (Mrs.) Urmila DeviJoint SecretaryUniversity Grants CommissionBahadur Shah Zafar MargNew Delhi-110002.


12. Dr. G. SrinivasJoint SecretaryUniversity Grants CommissionSERO & WRO, Hyderabad.

13. Dr. (Mrs.) Manju SinghJoint SecretaryUniversity Grants CommissionBahadur Shah Zafar MargNew Delhi-110002.

14. Mr. S.C. ChadhaJoint SecretaryUniversity Grants CommissionBahadur Shah Zafar MargNew Delhi-110002

15. Dr. (Ms.) H.K. ChauhanJoint DirectorUniversity Grants CommissionBahadur Shah Zafar MargNew Delhi-110002.

16. Mr. M.S. YadavCSOUniversity Grants CommissionBahadur Shah Zafar MargNew Delhi-110002.


University Grants CommissionBahadur Shah Zafar Marg, New Delhi - 110002

2011

UNIVERSITY AND SOCIETY

ISSUES AND CHALLENGES

Some Ideas from Leading Practitioners of Higher Education


Edited by

Prof. Ved Prakash

Documents

2011 UNIVERSITY AND SOCIETY - UGC · towards maintaining socio-economic cohesion in the Indian society, the Government of India has initiated wide ranging reforms in the field of