ISSN (Print) - 0012-9976 | ISSN (Online) - 2349-8846

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Teachers’ Perspectives on Higher Education Policies

The faculty/teaching base that predominates the Indian higher education system should be tapped to enhance quality at affiliated colleges.

While recently resifting through a set of data I collected on Indian higher education quality issues, I re-engaged with previous literature that struck me as I reflected on policy creation and implementation and how it affects quality, particularly at affiliated colleges. I mused particularly on Amrik Singh’s article titled “Academic Standards in Indian Universities: Ravages of Affiliation,” published in this journal about the “ravages of affiliation” (Singh 2003) which have bloated the already gigantic, continuously growing system. It left me wondering what his reflections might be after dispensing meaningful insights regarding mechanisms for shoring up the system. Surely, he would not have aspired for the affiliated system to balloon to the whopping total of 41,435 institutions by the 2015–16 academic year, a growth of nearly 5,900 institutions just since the 2011–12 academic year (UGC 2016).

While Singh did not solely focus on the question of quality directly and the difficulty in its maintenance through the affiliated system, it is clearly a fundamentally underlying issue in his argument regarding the system’s ills, and furthermore, one of the components that needs to be interrogated in order to improve the system. Ironically, this system, instituted in 1857 by the coloniser (initially with three universities in English medium) in the design of the University of London’s “federal university” which affiliated colleges (Agarwal 2006), was disbanded at the University of London itself in 1858, the year following its Indian establishment (Singh 2003).

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Updated On : 3rd Oct, 2017
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