NAAC, higher education[india]

1. Sourabh Muktibodh, Professor
Old G.D.C. Indore (M.P,)
India

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NATIONAL MISSION ON EDUCATION
THROUGH INFORMATION AND
COMMUNICATION TECHNOLOGY (NMEICT)
For India to emerge as a knowledge super power
of the world in the shortest possible time it is
imperative to convert our demographic
Advantage into knowledge powerhouse by
nurturing and honing our working population
into knowledge or knowledge enabled working
population.

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Higher education in India
Philip G. Altbach
INDIA IS rushing headlong toward economic success
and modernisation, counting on high-tech industries
such as information technology and biotechnology to
propel the nation to prosperity.
Unfortunately, its weak higher education sector
constitutes the Achilles' Heel of this strategy. Its
systematic disinvestment in higher education in
recent years has yielded neither world-class research
nor very many highly trained scholars, scientists, or
managers to sustain high-tech development.

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. The recent London Times Higher Education
Supplement ranking of the world's top 200
universities included three in China, three in
Hong Kong, three in South Korea, one in
Taiwan, and one in India (an Indian Institute
of Technology at number 41— the specific
campus was not specified). These countries
are positioning themselves for leadership in
the knowledge-based economies of the
coming era.

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India has significant advantages in the 21st century
knowledge race. It has a large higher education sector —
the third largest in the world in student numbers, after
China and the United States. It uses English as a primary
language of higher education and research. It has a long
academic tradition. Academic freedom is respected. There
are a small number of high quality institutions,
departments, and centres that can form the basis of
quality sector in higher education. The fact that the
States, rather than the Central Government, exercise
major responsibility for higher education creates a
rather cumbersome structure, but the system allows for
a variety of policies and approaches.

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The rise in the number of part-time teachers and
the freeze on new full-time appointments in many
places have affected morale in the academic
profession. The lack of accountability means that
teaching and research performance is seldom
measured. The system provides few incentives to
perform. Bureaucratic inertia hampers change.
Student unrest and occasional faculty agitation
disrupt operations. Nevertheless, with a semblance
of normality, faculty administrators are able to
provide teaching, coordinate examinations, and
award degrees.

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Few in India are thinking creatively about
higher education. There is no field of higher
education research. Those in government
as well as academic leaders seem content
to do the "same old thing." Academic
institutions and systems have become
large and complex. They need good data,
careful analysis, and creative ideas

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India has survived with an increasingly mediocre higher
education system for decades. Now as India strives to
compete in a globalised economy in areas that require
highly trained professionals, the quality of higher
education becomes increasingly important. So far,
India's large educated population base and its reservoir of
at least moderately well-trained university graduates have
permitted the country to move ahead. But the
competition is fierce. China in particular is heavily
investing in improving its best universities with the aim of
making a small group of them world class in the coming
decade, and making a larger number internationally
competitive research universities.

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The bigger challenge is that the students do
not choose to study in fields that will best
contribute to economic growth — or to their
own job prospects. Also, employers
regularly complain that graduates are not
adequately prepared for available jobs.

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While it is true that Indian academics, by international
comparisons, are relatively well paid, they are not
necessarily effective. Academics, and especially college
teachers, are constrained by rigid bureaucracy. Further,
their work is not carefully evaluated — salary increases
and promotions are awarded rather on the basis of
seniority. Unfortunately, when salaries were increased in
2006, this boon was not accompanied by any reforms in
the teaching profession or requirements for evaluation. A
System of Academic Performance Indicators for
promotion and appointment of professors and lecturers is
yet to take roots. It appears that Indian academics want
to do a good job and most are committed to their
profession. However, structural impediments and an
ossified culture get in the way.

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Weaknesses Identified:
1. Abundance of un-nurtured talent.
2. Lack of timely and easy availability of knowledge
resources to all.
3. Opportunities lost because of difficult access to
information and guidance.
4. Mismatch between demand and supply of knowledge
and skills
5. Lack of collaborative learning
6. Questionable quality of teaching at various places
7. Non-standardized testing

12. 8. The lack of a legal framework that links the
qualification and certification framework to the
prescribed requirements for the job and a
regular performance appraisal of those who
prepare the content and of those who deliver
and teach it.
9. The growing digital divide
10. A lack of personalized monitoring and long
term tracking of growth and enhancement in
learning, skill and performance.
11. A very low percentage of digital literacy
12. Lack of encouragement to excel

13. 13. Substantial duplication of efforts at various levels
14. Time mismatch between school hours and
employment hours for those learners who have to
simultaneously earn the livelihood for their families.
15. Alack of access to institutions
16. A lack of access devices to digitally bypass
shortcomings of Institutions and teachers
17. A lack of multi-layered networks for knowledge
absorption and knowledge propagation.
18. The lack of a strong contingent of motivated
teachers.
19. Inefficient functioning of the knowledge delivery
mechanism.

14. 1. A large human resources of high intellectual
caliber
2. A large number of expert faculty in almost every
field
3. A growing middle class with a high priority for
education
4. A number of world class institutions of learning
& research
5. Technological and Communication backbone to
take their advantage in the field of knowledge
empowerment of the mass of learners

15. 
To make quality the defining element of higher
education in India through a combination of
self and external quality evaluation, promotion
and sustenance initiatives.

16. 1.
To arrange for periodic assessment and accreditation of
institutions of higher education or units thereof, or specific
academic programmes or projects;
2.
To stimulate the academic environment for promotion of
quality of teaching-learning and research in higher education
institutions;
3.
To encourage self- evaluation, accountability, autonomy
and innovation in higher education;
4.
To undertake quality-related studies, consultancy and
training programmes, and
5.
To collaborate with other stakeholders of higher education
for quality evaluation, promotion and sustenance.

17. To promote the following core values among the HEIs of
the country:
1. Contribution to National Development
2. Fostering Global Competencies among Students
3. Inculcating a Value System among Students
4. Promoting the Use of Technology
5. Quest for Excellence

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NAAC,IQAC and – objectives and significance
Importance and methods of systematic
documentation and innovative practices in
SSR preparation/ presentation
Teaching Learning Methodology- innovative
practices
Role of IQAC in Monitoring the Path of
Excellence.
Best practices and governance
Science Education

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Our Speakers
Dr. Bhavesh Patel
Dr. Narendra Chouteliya
Dr.S.N. Yadav
Dr. S.L. Garg
Dr. Mangal Mishra
Dr. Ramesh Mangal
And Large participation from Principals, IQAC
co-ordinators and faculty members.

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This seminar is hopefully going to stir the
teaching community and might help the
colleges to understand the process, utility
and significance of NAAC accreditation in a
positive and healthy mood.

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“….We need a metamorphosis of
education-from cocoon a butterfly should
emerge. Improvement does not give a
butterfly, only a faster caterpillar.”

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Thanks
Best of luck to all of us.