State Higher Education Plan Haryana

The map on the cover is an artistic representation of the state map of Haryana. I II State Higher Education Plan Haryana

Message We are committed to the cause of transforming the socio-economic reality of As the nation gears up to face the challenges the state through education. Haryana has a of being a global economy, education has rich culture and is known for its agricultural been rightfully identified as one of the most strength. The State has produced several important components of nation building. If warriors and sports personalities. Recent India wants to emerge as a global leader, it studies indicate that there has been a gradual must transform itself to a knowledge based economic shift in the State where service sector society which is not possible without a radical is fast emerging as an important source of transformation in the higher education sector employment and revenue generation. Some of the country. For such a transformation to states of Haryana such as Gurugram have occur, each and every State of the country emerged as technological and corporate must make a concentrated effort towards hubs. There has been growth, but his growth reenergizing its higher education insti tutions has been uneven. and policies. It is crucial that the higher education Rashtriya Uchchatar Shiksha Abhiyna (RUSA) institutions in the State take note of offers an effective framework for planning. It these emerging and changing realities is imperative that Haryana attains maximum of Haryana and respond to the needs of benefit from the funding offered under skill development and knowledge creation RUSA in order to effectively respond to the in order to transform its youth for the infrastructural, quality, access and equity challenges of 21st century, instilling in them a challenges that has affected the Indian global outlook. The higher education system higher education sector across the county. must be aware of the strengths of State and I would like to congratulate Prof. C Raj. offer training to further enhance them, Kumar, the Vice Chancellor of O.P. Jindal while at the same time, it must address Global University (JGU), Prof. Y.S.R. its weakness by offering effective courses and Murthy, Registrar, JGU and the members enabling students to overcome them. of International Institute for Higher Education It is also important to understand such Research and Capacity Building (IIHED) an educational, economic and social organized consultations with various transformation is not possible without stakeholders and painstakingly collected ensuring the inclusion of women and minority and compiled all data required for section of the State. We strongly support preparing the Plan. the construction of more government and Though the past decades have witnessed women colleges in the State, especially in a greater will amongst the policy makers, the backward districts. educational leaders and governments to The State Higher Education Plan (SHEP) further the cause of higher education in the for Haryana reflects our vision for a State, a lot remains to be done. Haryana progressive and stronger Haryana, where will have 67 per cent of its population in social and economic transformation through the age group of 15-59 years by 2026. quality education becomes the order of the It is vital to make adequate efforts to day. harness this strength towards enhancing the demographic dividend of the State. Whether Haryana is able to realize its full Shri Ram Bilas Sharma Education & Languages, Technical Education, potential in future will largely depend upon Tourism, Civil Aviation, Parliamentary its ability to nurture, educate and develop Affairs, Archaeology & Museums and its population enabling them to contribute Hospitality Minister, Haryana effectively in its growth.

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Foreword As far as the State of Haryana’s approach towards HE is concerned, the state shows good I am delighted to announce the successful position in terms of the political, economic completion of the State Higher Education and demographic profile. Haryana has the Plan (SHEP) for Haryana under the Rashtriya potential to become the ultimate destination Uchchatar Shikhsha Abhiyan (RUSA), Ministry of HE in India. However, there are certain of Human Resource Development (MHRD), areas in the current education system that Government of India (GOI). need particular attention for Haryana to attain this status. These largely include problems of The SHEP for Haryana is an outcome of lack of infrastructure, vacant faculty positions, deliberations, discussions and collaboration low quality of teaching and subpar level of with all the stakeholders committed towards research work. The quality of education has the goal of promoting higher education (HE) been compromised as the rich HE institutions in Haryana. have become richer whereas poor institutions have remained poor. Despite of the fact that In this effort, I would like to extend my heartiest amongst all states and union territories (UTs) congratulations to Prof. (Dr.) C. Raj Kumar, in the country, Haryana has one of the best the Vice Chancellor of O.P. Jindal Global figures for per capita income, in comparison University (JGU) and all the members of the of these states and UTs, it spends a very International Institute for Higher Education small proportion of its gross state domestic Research and Capacity Building (IIHEd), product on higher education. This concern JGU for their contribution towards drafting necessitates not only an urgent need to look the SHEP for Haryana. The proposed plan into more public funding in HE but also better for Haryana provides a rigorous Analyses of prospects of Public Private Partnerships (PPP) the prevailing trends that are shaping the HE in order to generate more financial resources landscape in the State. It entails perspective for the HE institutions in Haryana. The planning, thus chalking a roadmap for the Haryana Government is in fact committed future of HE in Haryana. to creating centres of excellence under the PPP model. With this model, the HE system The role of the HE sector has become will have the capacity to reach out with the indispensable in a world of global latest knowledge, technology and research to competitiveness and a rapidly changing as many youth as possible across the state. market, where borders no longer seem to be a of HE, especially in the case of Haryana constraint. It is imperative that we acquire the where social categories are embedded in necessary skills, knowledge and innovation the social structure. The Gross Enrolment to harness the benefits of demographic Ratio (GER) in HE which is calculated for dividend, and support the emerging collective the age group of 18-23 years, for the state needs of our changing society. In order to of Haryana stands at 27.9 which is better achieve this, education must serve a purpose than the corresponding national figure towards institution building and through it, which is 23.6. However, the female GER nation building. The opportunities offered in for the state is 26.7 (national female GER is our universities and colleges, therefore, must 22.7) and the GER for the Scheduled Caste gear towards an informed set of educational category, stands only at 18.3 (national SC possibilities that are oriented towards our GER is 18.5) in the state. In order to develop national interests. India’s growth story would an ethos of learning, education system in never be complete in the current global India needs to adopt sensitivity towards its scenario without focusing on research and students. Marginalized groups should be technology-driven education system that not only supports industry but also contributes to 1 All India Survey on Higher Education, 2014-15 (Provisional), Government of India larger social goals of the country. (GOI), Minister of Human Resource Development (MHRD), Department of Higher Education, New Delhi, 2015.

Foreword | V engaged by the teachers and administrators condition of government institutions in the of the universities as human beings, and not state is poor, reeling under lack of funds and mere objects of patronage or kindness. It is opportunities that needs to be addressed on important that the youth in the HE system feel an urgent basis. Further, very few institutions happy, wanted and engaged in something in Haryana are geared towards research worthwhile not just in an individual goal, and innovation which is another pressing but a connected social goal. The principals, concern for the development of the state. vice chancellors and heads of educational The completion of the proposed plan is only institutions, therefore, must act together a stepping stone towards the fulfilment of our and practise empathy and compassion with goal of making education a primary source of students, especially those who come from a empowerment for the people of Haryana. As marginalised background. a sector, therefore we have a huge challenge on our hands. I firmly believe that with united In this era of globalisation, there is a larger efforts and determination from all involved disassociation of knowledge from its ethical sections—including universities, colleges, goal of learning, where knowledge is treated government departments, international as a mere bundle of skills and information. partners and students—we can rise to this While HE must gear itself towards generating challenge and convert our aspirations for the employment opportunities for the youth, HE system of Haryana into a reality. education must also help in strengthening character among the young generation. It This proposed plan takes into considerations has been increasingly felt that the current opinions reflected by all participants at the education system has been preoccupied with various consultation meetings organised by parameters to measure quality of education. the State of Haryana in collaboration with These measures, though crucial to education, IIHED, JGU. should not detract the education system from its important objective of developing I sincerely hope the SHEP for Haryana is a citizenship that ultimately gets reflected on useful document and makes a meaningful nation building. With the falling standards contribution in transforming the Higher of education, poor enrolment in rural areas, Education landscape in Haryana. social and economic disparities and skewed economic growth trajectory, it is a growing Dr. Mahavir Singh, IAS concern that Haryana might grapple with Principal Secretary social tensions. Thus, it is very important that Department of Higher Education Government of Haryana the HE system of Haryana is not only improved but made an instrument in bringing about a positive social, political and economic change.

The proposed plan has taken into consideration a plethora of concerns in terms of enrolment, gender parity, access of institutions, etc. afflicting the HE system in the state of Haryana. While the growing number of private institutions is a welcome initiative, however an increase in the number of government institutions is required to create opportunities for meritorious students from poor socio-economic background. The proposed plan also recognises that the

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Preface India, Professor Philip G. Altbach (1993) has observed: As we enter the fiftieth year of the establishment “…Indian Higher Education seems like of the state of Haryana, and reflect upon the an enigma enveloped in contradiction. economic development of the state, it is a Pockets of excellent teaching and research reassuring fact that this twentieth state of India are surrounded by a sea of substandard has emerged as one of the best in the country. colleges…Scholarship is often superseded by Haryana is one of the top ranked states in politics and, in many institutions, crisis is the terms of monthly per capita consumption in norm.” urban and rural areas, has a well-established industrial base across key sectors, is a hub Transforming HE in Haryana involves a vision of small and medium enterprises, with that requires Haryana to have a stronger efficient infrastructure and offers a number commitment towards pursuing excellence. of investment opportunities. The Government While global rankings of universities around of Haryana is committed to transforming the the world have made us think critically about socio-economic reality of the state which is the state of higher education in India time manifested in its various initiatives—from and again, with no Indian university in the top ‘Happening Haryana’, ‘Chief Minister’s Good 200 universities for many years until 2015, Governance Associates’ to the formulation of this should not surprise us. What should, ‘Haryana Sports and Physical Fitness Policy however, make us ponder is how the last two 2015’. While Haryana offers a plethora of decades have seen a dramatic increase in economic opportunities, it is essential to the number of universities in Asia, which have check the readiness of the higher education begun to figure among the top universities (HE) sector to accomplish the projected socio- of the world. What is it that Singapore, economic goals of the state. The HE sector in Hong Kong, South Korea, Taipei, Japan Haryana has shown an immense growth in and China have done that we have not? the last fifty years in terms of the objectives While individual scholars and researchers of access, equity and excellence. However, from India have been doing remarkably well it is a disconcerting fact that the HE sector around the world, it is the inability of our own is suffering from institutionalised mediocrity, universities to nurture this talent that needs deeply embedded in many of its educational understanding. Unfortunately, most Indian institutions. There is no greater challenge to universities are not spaces that are inspiring the future of India than the urgent need to enough for knowledge creation, nor have revamp our institutions of higher education. they been designed to ensure the pursuit of It is not enough to talk about the pursuit of serious research and scholarship. Haryana excellence; to establish and develop world- needs to acknowledge this fact immediately class universities, the ecosystem of HE has to and make plans to address the issue of lack change dramatically. of global consciousness.

Many states in India suffer from the situation Professor Altbach (1993) has underlined where there is little correlation between the the need for reforms in Indian HE: academic qualifications obtained and the “…Reform is a key governmental concern jobs that the candidates are seeking. The since it will necessarily involve allocations heart of this problem is the poor quality of resources, changes in institutional and of HE and the inability of institutions to other structures; and it will impact on people empower the students in fulfilling their within the academic system and often on the careers aspirations. The governance of HE wider public as well. In the Indian system, institutions is a significant challenge that there is relatively little insulation of HE from needs to be addressed immediately. One of governmental bodies – a tradition going back the most outstanding scholars on HE in to the colonial period. Unlike the academic

Preface |VII systems of many industrialised nations, which vision for transforming the Indian HE system claim a significant degree of autonomy, needs to focus on a set of specific goals to Indian higher education is directly subject to nurture research. It is essential to identify a governmental involvement. The traditions, selected set of institutions to represent the norms and legal protections of autonomy are, best of public and private institutions and in general, lacking in the Indian context.” significantly enhance their capacities with a view to advance their research agendas. This Thus, effecting transformation in HE institutions will not only help in understanding the key of Haryana will involve five things: substantial challenges that HE institutions face in relation resources and employment of Information, to nurturing research, but will also help us Communication and Technology, a learn from recurring mistakes. Institutional progressive regulatory environment in which reform inevitably requires risk-taking and HE regulators begin to trust universities, a new innovation. governance model for creating opportunities and space for research and scholarship, Professor D.S. Kothari, the Chairman of the an enabling environment within universities Education Commission (1964–66), quoted that will significantly incentivise research in Agarwal (2013), while submitting the and publications, and an attitudinal change report noted: among all stakeholders in the HE sector “…It is characteristic of a world permeated (Kumar, 2014). by science that in some essential ways the future shape of things is unpredictable. The governance of HE institutions need to This emphasises all the more the need for recognise that the past emphasis has been an education policy that contains a built-in to expand the diverse HE sector with a view flexibility so that it can adjust to changing to increase the gross enrolment ratio (GER). circumstances. It underscores the importance Increasing GER is one of the most important of experimentation and innovation…The objectives in HE sector and Haryana has single most important thing needed now is to done fairly well on this indicator with GER get out of the rigidity of the present system. In of 27.9, way above the national GER of a rapidly changing world of today, one thing 23.6. However, one should be cautious that is certain: yesterday’s education system will mere expansion of institutions in the absence not meet today’s, and even less so, the need of a long term vision has led to a situation of tomorrow…” of mediocrity. The misguided approach of building more institutions is not only bad public Universities in Haryana have not adequately policy, but also creates social expectations explored collaborations with international that get belied very quickly when it comes to universities, which are necessary for the the quality of education that is offered and development of new ideas and perspectives. the poor governance that is symptomatic of There are biases and prejudices that many institutions of higher learning. have led to skepticism in promoting any form of collaboration, even among our Building world-class, research-oriented HE own universities. There is also a lack of institutions and universities involve a serious interdisciplinary teaching among different commitment to knowledge creation in the faculties and schools. The bureaucratic sciences, arts, social sciences and humanities. approach of university managements and It is not enough to focus only on building regulators has led to the creation of too laboratories and knowledge parks, promoting many hurdles in the pursuit of any meaningful an industry-academia interface and pursuing collaboration. research grants and creating incubators; we need to go beyond these reforms in Existing policies relating to research order to create a culture of research. The collaborations both within and outside India

VIII | Preface State Higher Education Plan Haryana need to be re-examined and made more In the Union Budget that was presented this progressive and inclusive. They should be year by the Finance Minister, a very interesting made progressive vis-à-vis ensuring greater announcement has been made. This is in autonomy and freedom to universities to relation to the government’s decision to determine who they want to collaborate make 10 public and 10 private institutions with and what the terms of collaboration world-class. This particular announcement is should be. I don’t see any reason why the a welcome initiative and indeed a significant knowledge, wisdom, integrity and experience departure from the past. of the faculty members of the collaborating universities are less important than that of the The President of the country, Mr. Pranab regulators. The issue of academic freedom Mukherjee has time and again emphasised and institutional autonomy is at the heart of the role of public and private HE institution the governance of HE institutions. in the development of a knowledge society in Professor Amartya Sen (2015) has recently India. President Pranab Mukherjee while observed: inaugurating the conference on the “Future “…The government has, I would argue, of Indian Universities” on 21 March 2013 at an inadequate appreciation of the the O.P. Jindal Global University observed: distinction between (1) an autonomous “…The private sector should be encouraged institution supported by the government to play a larger role in our educational system. with the resources of the state, and (2) an Some of the top universities of the world have institution under the command and dictate been built on the initiative of the private sector. of the government currently in office. The In India, the private sector has left its mark universities in Europe going back many in several key sectors like health, transport hundreds of years, have been helped to and financial services. I see no reason why become academically excellent through the Indian private sector cannot replicate its governmental respect for their autonomy. efforts in the higher education sector as well. The British maintain academic independence But, care should be taken to ensure that there in their own country with considerable care, is no dilution in educational standards.”1 even though the British rulers of colonial India very often violated the independence of He has been acutely conscious of the need public academic institutions…” for significantly enhancing the research and knowledge creation agenda of HE institutions. While accountability of the HE institutions are This aspect of research is one of the central important, there is an even more need for challenges of Indian HE system as articulated creating an ecosystem in which institutions of by Professor Sen (2015) in his recent work: excellence could be nurtured. The ecosystem “…One of the areas in which India universities for HE reforms needs to be evolved in both have been less than distinguished, with a few public and private institutions. notable exceptions, is the pursuit of original There is a need to remove the distinctions research. Even when the quality of teaching that exist in relation to public and private has been good (which, alas, is often not the universities; instead, universities ought to be case), research performance tended to be differentiated on the basis of their performance relatively limited in the Indian universities, and contribution. There is also a need for an including in those with highly successful inclusive approach, which involves all aspects record in pedagogy, such as the IITs…” of the HE sector in knowledge creation. This will help in developing a HE system that will assess the quality of education through 1 Speech of the honorable President of India, Shri objective standards and international Pranab Mukherjee at the inauguration of the conference benchmarks rather than making private sector on the “Future of Indian Universities” during 21–23 March 2013 organised by the O.P. Jindal Global education subservient to public universities. University.

Preface | IX The biggest challenge is to create an enabling • Teaching, Faculty Research environment to promote innovation. Archaic and Publications rules and regulations that are constantly flouted have given rise to opportunities The transformation of HE institutions needs for dubious institutions to be engaged in to be led by outstanding faculty members, corruption. There is a need to seek a change who besides being inspiring teachers will in the attitude of government departments also have to be prolific researchers. One of that are involved in policymaking, and the critical challenges for universities is that regulatory bodies that are monitoring and faculty research and publications have been ensuring standards in HE. The deep distrust neglected for several decades. This has led that is prevalent among the institutions to an institutionalised form of mediocrity on the one hand and the government and prevailing in universities where high quality regulatory bodies on the other has made the research and faculty publications are at best, HE sector static. There is little effort in seeking an exceptionally rare phenomenon. The need innovation. This has to change, and quickly. for universities to be knowledge creating No reform of HE institutions is possible institutions must be emphasised in India. The without a careful and calibrated effort to future reputation of educational institutions examine the current framework of the powers ought to be built on the basis of the quality of the government and of regulatory bodies. of teaching, research and publications of the The following ought to become the central faculty and not only by the talent and quality characteristics of this transformation towards of the students. promoting excellence among Indian universities in general and universities of Haryana in particular. • Public Universities, Private Universities and Philanthropy • Regulation, Autonomy and HE institutions have to be imagined as liberal and progressive intellectual spaces Innovation that are able to promote critical thinking in HE institutions need to be made autonomous all disciplines. The existing barriers borne in the true sense of the word. While out of historical prejudices and institutional academic freedom for intellectual pursuits biases need to give way for developing is institutionalised and deeply embedded in more balanced and nuanced approaches Indian universities, the existing regulatory to institution building. While the strength framework has undermined the ability to of public universities in India need to be build their institutional capacities for seeking built on the foundation of a nation building innovation. The labyrinth of regulations agenda, substantial efforts need to be taken that govern the functioning of educational to evaluate the quality and excellence that institutions through laws, rules, and guidelines prevails in these universities. There is a need with a plethora of bodies, including the to expand and support the creation of private, governments at the state and central levels not-for-profit and philanthropically funded that monitor and implement the regulations universities. The future of Indian universities have stifled the possibility of innovation. will depend to a large extent on our ability Universities need to be freed from these to creatively involve the private sector and regulations so that they can develop new corporate philanthropy for supporting both identities. All efforts need to be put in place public and private universities in a substantive to ensure high standard at the time of the manner. establishment of the universities. Once the universities begin functioning, they should have complete autonomy and independence to craft their own destiny.

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• Accessibility, Equity and I would like to profusely thank and appreciate Inclusion the leadership and initiative of the Honourable The big challenge of educational institutions Chief Minister of Haryana, Mr. Manohar is to address the issue of access to HE for a Lal Khattar, the educational vision and large number of young people of India. With farsightedness of the Honourable Minister over 800 million people less than 35 years of Education, Mr. Ram Bilas Sharma and of age, there is a dire and ambitious need the passionate commitment and dedication to educate the young people of India. No of the Principal Secretary, Department of transformation of educational institutions is Higher Education, Dr. Mahavir Singh, IAS possible without paying serious attention to and the former Additional Chief Secretary, the aspirations of the youth of India, many Department of Higher Education, Shri Vijai of whom, may not be able to afford or seek Vardhan, IAS for giving us this opportunity to access to education in Indian universities. contribute to the development of the higher Issues relating to equity and inclusion education sector in Haryana. On behalf of on the one hand and employability and our Founding Chancellor and philanthropist empowerment on the other hand, become Mr. Naveen Jindal and my own behalf, I critically relevant for formulating policies would like to appreciate the extraordinary relating to HE in India. contribution of the Government of Haryana to promote innovation in developing the It will be useful to recollect the words of Dr. higher education sector with a view to Radhakrishnan, the former President of India contributing towards institution building for as to what is a University, “A University is nation building. expected to be a place of higher learning where an individual is helped to acquire more knowledge, refine his or her culture and Professor (Dr.) C. Raj Kumar master philosophy. One should give up greed LL.B. (Delhi), B.C.L. (Oxford - Rhodes Scholar) and selfishness and work hard with devotion. LL.M. (Harvard), S.J.D. (Hong Kong) He or she, as a seeker of higher knowledge, Founding Vice Chancellor O. P. Jindal Global University (JGU) sets aside his or her personal desires, and & Director, International Institute for indulges in higher thinking and absorbs in Higher Education Research & Capacity nobler endeavours. A university is not a mere Building (IIHEd) information shop, it is a place where one’s intellect, will and emotions are disciplined. The university is a sanctuary of the intellectual life of the country, and pursuit of knowledge is the soul of the university”.

It fills me with a sense of pride and at the same with a sense of responsibility to collaborate with the Department of Higher Education, Government of Haryana and present the State Higher Education Plan for Haryana with a vision of transforming higher education eco- system, by innovating financing, promoting a progressive regulatory environment of trust, a new governance model for creating opportunities and space for research and scholarship, by incentivizing research and publications and encouraging attitudinal change among all stakeholders in the HE sector.

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Acknowledgements We extend a special thanks to RUSA Resource Centre, New Delhi for its guidance and in We would like to acknowledge the path particularly, Ms. Sarika Dixit, Consultant, breaking step taken by the Ministry of Human RUSA Resource Centre for sharing her insights Resource Development (MHRD), Government and guiding us in the drafting of the Plan. of India for ushering transformative reforms We are thankful to the vice chancellors, in the state HE landscape of the country by principals, administrative staff, teaching and launching the Rashtriya Uchchatar Shiksha non-teaching staff, students of educational Abhiyan (RUSA). Under RUSA, each state institutions and other stakeholders from HE will lay out its strategy to reform the state HE sector in Haryana for their co-operation sector by drafting State Higher Education in providing the data and other useful Plan. information.

We would like to extend a special thanks to the A special thanks to the vice chancellors, Government of Haryana and the Department principals, academic leaders, faculty of Higher Education for entrusting us with members, industrialists, policy makers, the responsibility of drafting the State Higher resource persons from various universities and Education Plan for Haryana and in extending institutions who participated in consultation their support at every step of the way. meetings for sharing their experience, knowledge and ideas with us. We would like to thank Shri Manohar Lal Khattar, Chief Minister of Haryana and Shri Drafting of this plan would not have Ram Bilas Sharma, Minister of Education, been possible without the leadership and Government of Haryana for signing a guidance of the Prof. (Dr.) C. Raj Kumar, Vice Memorandum of Understanding with IIHEd, Chancellor, O.P. Jindal Global University O.P. Jindal Global University. We acknowledge (JGU) and Prof. (Dr.) Y.S.R. Murthy, Registrar, the help and guidance extended to us by JGU who supported and guided us at every Dr. Mahavir Singh, IAS, Principal Secretary, stage. Government of Haryana for sharing his vision for making Haryana a world class This acknowledgement would not be educational hub which will be known for its complete without extending a special thanks quality education, and Shri Vijai Vardhan, for the effort put in by the members of JGU IAS, the former Additional Chief Secretary, community; faculty members and specially Department of Higher Education, for his student researchers, who gave their valuable meaningful contribution as the Chair of time and input for the completion of this plan. consultation meetings and playing an important role in drafting of State Higher Lastly, it is worth acknowledging that the Education Plan for Haryana. members of the International Institute for Higher Education Research and Capacity A special thanks to Dr. Hemant Verma, Deputy Building, (IIHEd) team of O.P. Jindal Global Director and other officials at the Department University who undertook the enormous of Higher Education, Government of effort of drafting the State Higher Education Haryana, for their valuable inputs in shaping Plan for Haryana and brought this project to the plan and for all the support extended a successful culmination. in acquiring data from the educational institutions across the state. We are also Ms. Anamika Srivastava Assistant Professor thankful to the members of the Department Jindal Global Law School and of Technical Education, their officers and staff Fellow, International Institute for Higher in helping us in collecting data. Education Research & Capacity Building O.P. Jindal Global University

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Contents

Foreword ii Preface V Acknowledgements XI Executive Summary XIII

Part I Vision, Analyses and Recommendations Vision, Mission and Goals 1 Higher Education Landscape in Haryana 4 Methodology 15 Governance 18 Finance 22 Teaching and Learning 29 Research and Knowledge Creation 37 Engineering, Science and Technology (EST) 43 Liberal Arts, Humanities and Interdisciplinarity 46 Sports, Art and Culture 50 Vocational Training, Skill Based Education and Entrepreneurship 58 District Wise Analyses and Recommendations 61

Part II Detailed Data Haryana At a Glance 183 Higher Education Pro le of Haryana 184 Higher Education Institutional Pro le of Haryana 189 State Expenditure on Higher Education 240

References 244

Annexures Annexure I: Reports on the State Level Consultation Meetings 257

Annexure II: Details on the Calculations on District Wise GER: Haryana 291 Annexure III: Sonipat Declaration on World Class Universities in BRICS and Emerging Economies 303

XV Executive Summary vocational training, skill education and encourage entrepreneurship”. • Haryana as a State is in an enviable position in terms of its political, economic • As of March 2016, Haryana has 44 and demographic profile so as to reap universities out of which 1 is a Central the benefits from HE reforms. Haryana is University and 15 are State Universities. one of the top ranked states in terms of Apart from government universities, there monthly per capita consumption in urban are 19 State Private Universites and 9 and rural areas, has a well-established Deemed to be Universities. There are industrial base across key sectors, is a 110 Government Colleges (General hub of small and medium enterprises, and Education) and 97 Government- with efficient infrastructure and offers a Aided Colleges (General and Education), number of investment opportunities. 1 Government College (Professional), 25 Government Polytechnics and • By 2026, 64.3 per cent of the country’s 4 Government-Aided Polytechnics population will fall in the working-age (excluding departments and institutes group of 15–59 years. This is likely to inside universities and Government of contribute in the consequent economic India funded PG research centres) in growth of the country. In case of Haryana, Haryana. There are approximately 500 this figure would be as high as 67 per cent. private colleges of education in Haryana. However, the expected ‘demographic dividend’ is dependent upon the state’s • According to AISHE (2014–15), ability to nourish, educate and train its provisional report, considering all young population. public and private colleges, there are 35 colleges per lakh population making • The Government of Haryana is committed the penetration of colleges per lakh to transform the socio-economic reality of population in Haryana less than States the state which is manifested in its various like Andhra Pradesh (46), Himachal initiatives-from ‘Happening Haryana’, Pradesh (40), Karnataka (47), Kerela ‘Chief Minister’s Good Governance (40), and Telangana (57). Associates’ to the formulation of ‘Haryana Sports and Physical Fitness Policy 2015’. • Multidisciplinary state university should be created in districts like Ambala, • The vision, mission and goals of this Plan Fatehabad, Gurugram, Jhajjar, Kaithal, can be summarised as follows: Karnal, Nuh, Palwal, Panchkula, Panipat “Acknowledging the economic, political and and Yamunanagar which are devoid of demographic strength of Haryana, considering any government university. systemic inequalities existing in the social structures and given the structural challenges • Within the district, there is huge a disparity existing in the higher educational institutions; in terms of block-wise spatial distribution by deploying information communication and of government as well as private higher technology, through stakeholder participation educational institutions. The blocks that and flow of fund through public and private require urgent attention are—Saha and sources, the goal of this plan is to revamp, Shahzadpur in Ambala, Kairu, Badhra, rejuvenate and recreate the higher education Dadri-2 and Bawani Khera in Bhiwani landscape in Haryana and achieve the ,Ballabhgarh in Faridabad, Bhattu, objectives of access, equity, employability, Kalan, Bhuna and Jakhal in Fatehabad, encourage highest standards in teaching and Farrukhnagar and Sohna in Gurugram, learning, promote best practices in research Agroha, Hansi-2, Hisar-2, Narnaud and and innovation, and develop meaningful Uklana in Hisar, Sahlawas, Matenhail,

XVI | Executive Summary State Higher Education Plan Haryana

Beri in Jhajjar, Alewa, Pilukhera, Uchana benefit of collaborating with their new in Jind, Nilokheri and Nissing in Karnal, counterparts from the private sector. Kalayat and Siwan in Kaithal, Babain, Ladwa and Ismailabad in Kurukshetra, • The gap created by the absence of Nizampur, Simha and Satnali in government educational institutions Mahendragarh, Nagina, Tauru and has been filled by private educational Ferozepur Jhirka in Nuh, Morni and institutions. However, the spread of such Rajpur Rani in Panchkula, Hathin and institutions has been skewed towards a Prithla in Palwal, Sanoli Khurd and few districts. While Panchkula, Nuh and Bapauli in Panipat, Kalanaur and Lakhan Fatehabad have less than 20 private Majra in Rohtak, Khol at Rewari, Jatusana educational institutions, Sonipat, Rohtak and Bawal in Rewari, Baraghuda, Odhan and Mahendergarh have more than 65 and Rania in Sirsa, Kathura, Mandlana private educational institutions. Most of and Kharkhoda in Sonipat and Sadhaura the private educational institutions offer and Bilaspur in Yamunanagar. Eventually professional courses only. more colleges should be opened in all other blocks. • Although there are a number of private professional institutions catering to • GER for Haryana is 27.9 with male GER technical education in Haryana but the at 28.9 and female GER at 26.7. GER of lack of government institutions might Haryana is less than the GER of states like hinder the progress of students from Tamil Nadu (46.9), Telangana (43.3), poor socio-economic background. It Manipur (38.9) and Uttrakhand (33.8), is recommended that new government Andhra Pradesh (33.7) and Maharashtra educational institutions providing (29.7). Some of the Union Territories like technical education should be Chandigarh (52.6) and Delhi (41.8) also established in all districts of Haryana. have very high GERs. Details of requirements of each district is given in the ‘district-wise analyses and • Within Haryana, districts with lowest GER recommendations’ section. are Nuh (7.6), Fatehabad (18.4), Sirsa (21.1), Yamunanagar (22.5) and Palwal • According to the latest NAAC data (as (22.8). Haryana is a land of contrasts of March 2016), 7 universities and 177 which manifests in HE sector as well. colleges of Haryana have got valid GER of urban female is as high as 52.8 accreditation. It is disappointing to note in Panchkula, while GER of rural female that out these accredited institutions, from SC category is as low as 3.9 in Nuh. there are only 3 State Universities, 19 Government Colleges and 44 • There has been a considerable rise in the Government-Aided Colleges. While number of private universities in Haryana private institution like O. P. Jindal Global during the Eleventh Five Year Plan University has successfully completed period (2007–2012). Today, there are the NAAC accreditation process within 19 state private universities in Haryana. 6 years of establishment and secured Some of these universities have been the highest ‘A’ grade, there are many established with the vision of promoting educational institutions which are very highest standards in HE sector. Haryana’s old but do not have NAAC accreditation. Government and Government-Aided However, it is worth mentioning that educational institutions should reap the many institutions have now submitted letter of intent to NAAC, showing their willingness to get accredited. Apart from District-wise GER is calculated on the basis of Census NAAC accreditation, currently there are 2011.

Executive Summary |XVII 6 colleges with the ‘college with potential on these universities which are expected for excellence’ status under the UGC to be pioneers in undertaking high-end scheme. research and innovation. This Plan moots for reforms relating to affiliation. • While districts like Nuh and Palwal have got only 1 and 3 colleges accredited • Almost 40 per cent of the sanctioned respectively, there are 17 colleges faculty positions are lying vacant in accredited in Rohtak. Out of the colleges Government and Government-Aided that are accredited, 16.38 per cent educational institutions. There is a rise colleges have got ‘A’ grade, 76.27 per of contractualisation of academic labour cent have got ‘B’ grade and 7.34 percent with the rise in the number of faculty have got ‘C’ grade. members appointed on contractual basis. This results in uncertainty and frustration • At present there are a very few especially amongst young faculty government educational institutions have members. There is an urgent need to NAAC accredited colleges in the state. put concerted effort in recruiting talented All educational institutions need to be faculty members and remunerate them accredited by an accrediting body. This accordingly. may require some consultancy service to the institutional leaders as well as • The student-teacher ratio in the higher administrators, training to the faculty education institutions of Haryana is members and orientation of the student estimated to be close to 18:1 as per body. It is recommended that such the provisional AISHE Report (2014- consultancy service can be provided by 15). While new universities and colleges any competent public or private body. It is which have low student strength, have to be noted that accrediting process does student teacher ratio close to 6:1, some not mean straightjacketing all educational educational institutions have student institutions and should account for teacher ratio as high as 40:1. It is specificities of the region as well as pertinent that student faculty ratio across institutions. Thereby, the accreditation educational institutions is brought close process should be facilitated, not only to the ideal figure of 15:1 by recruiting by the consultancy but also institutional faculty from across the country and representatives as well representatives abroad. from educational institutions in the district which have performed well in terms of • Quality of teaching could not be measured accrediting criterion. directly in the absence of any centralised system of student feedback mechanism. • Vocational education in Haryana This plan proposes the establishment of is primarily provided by the private constructive feedback mechanism in all educational institutions. There are 156 HE institutions. private polytechnics (offering polytechnic course only) whereas there are less than • There is an absence of research culture 30 Government and Government-Aided amongst most of the colleges. It was polytechnics. evident in the discussions that college teachers are burdened with teaching load • The problematic nature of the college and administrative responsibilities and are affiliation system is manifested in the busy in adhering to rules and regulations fact that Kurukshetra University and set by affiliating universities. A few State Maharshi Dayanand University, affiliate Universities of Haryana have emerged majority of colleges in Haryana. This as the flagship institutions in conducting puts immense administrative pressure

XVIII| Executive Summary State Higher Education Plan Haryana

high-end research. They are expected and Physical Fitness Policy, 2015 and to play a major role as torch bearers in advocates co-opting of sports in formal harbingering world class research output education and utilization of institutional from the state of Haryana. resources in promoting sports.

• Haryana requires the deployment of • This Plan moots that Haryana should high-end technology into HE to meet the promote vocational training, skill-based requirement of the contemporary era. This education and entrepreneurship through would include steps from wi-fi enabled increase in public spending, innovative campus to digitisation of library. At the private financing and promoting same time, there is a need to address the relevant and broad based skill as per the issue faced by some of the educational requirement of the economy. institutions which are not able to meet • Dedicated post graduate and research basic minimum infrastructure like fully centres; and new courses should functional classrooms, libraries, toilets, be established to fulfill the district laboratories, availability of internet and specific knowledge and human capital computers and playgrounds. requirement of the industries as well as the society at large. Similarly, new • While Science, Engineering and government polytechnic institutions Technology education will push the should be established in all the district, frontiers of cutting edge research in it is recommended that these polytechnic Haryana, it is also envisaged that Haryana institutions should offer courses which suit would emerge as the hub of liberal arts the demand of the immediate industrial and humanities education. requirements. This would give more scope for efficient industry-polytechnic institution • Sports and Art and Culture form an integral linkages. Proposed district specific higher part of Haryana. Various art forms find education institutions, research centres a special space in the socio-economic and new courses are: Ambalacultural development of • the Researchstate. This department in instrumentation science and Plan complements the Haryanaengineering. Sports • New courses may include bachelor and postgraduate courses in instrumentation science and engineering, retail management, banking and financial law and management, transportation management, urban planning, rural development and transformation and social entrepreneurship. Bhiwani • Post graduate research centre, graduate and post graduate courses focusing on rubber and plastic technology can be started. • New research centre and courses in sports and physical training should be set-up. Faridabad • New professional courses and institutions in industrial training especially in metallurgy and engineering goods technology should be set-up. Fatehabad • Graduate and post graduate courses in agro-processing, food- processing, chemical-processing and agriculture and allied services should be promoted. • More studies and research centres in rubber and plastic technology, petro-chemicals and leather manufacturing and processing technology should be set-up.

Executive Summary | XIX Gurugram • The district is a hub of analytics and IT based multi-national corporations. New courses catering to the demands of this sector should be started to improve the employability of the youth of the region. • New centres and courses specialising in high tech skills required in automobile and auto-part industries should be set-up. • Professional courses/centres catering to the demands and requirements of sunrise industries like leather-based industry, readymade garment industries should be promoted. Hisar • Research programmes and courses focusing on cutting edge knowledge in the area of agro-based engineering and technology should be promoted. • Centres focusing on imparting training on the special crafts of the district should be set-up and promoted. Jhajjar • Post graduate and graduate courses in agriculture technology and agro-based processing technology should be started and encouraged. • New laboratories and study centres for chemical based research should be started. Jind • Vocational courses focusing and imparting training in glass art and paper works should be promoted to cater to the substantial presence of glass and paper based industry. • Focused study and research programmes on agriculture, seed technology, fertilizer and chemical technology, farming techniques and horticulture should be encouraged to help the farmers and agriculture sector of the region which is the backbone of the economy of the district. Karnal • Research programmes and studies in dairy processing and agro-processing should be promoted. • Courses imparting skills in food-processing technology, handling supply chains, cold storages and other related services should be introduced and thoroughly encouraged. • Institutions providing vocational training in textile and cloth spinning and manufacturing, works and arts should be set-up. Kaithal • The skill and knowledge requirement of the agro-based industry of the district should be catered to by the higher educational institutions. • Short-term courses and programmes providing specialised training in skills required for readymade garment and embroidery, silk and artificial thread works should be made popular especially amongst female students from socially and economically challenged households.

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Kurukshetra • New courses in bio-technology to cater to the growing demand of industries like food processing, agro-processing and others. • Vocational courses focusing and imparting training in glass art and ceramic works should be promoted to cater to the growing demands of glass and ceramic-based industry. • Post graduate and research centres for religious studies, mythology, arts and aesthetics; and history focusing on Kurukshetra and Haryana at large can be established in this district. Mahendragarh • Research programmes and courses focusing on cutting edge knowledge in the area of agro-based engineering and technology should be promoted. • Short term and vocational courses catering to the demands of agro-based and medium scale industries like wooden-based, mineral-based and metal based industries should be started and encouraged. Nuh • Research programmes and extensive studies for helping farmers in improving farm practices and techniques should be carried as economy of Nuh is mainly agrarian • Courses and centres promoting specialised skills in agriculture and allied services, agro-based industries and food-technology should be extensively promoted. • More post graduate research centres for gender studies and minority issues should be established. • New courses may include bachelor and postgraduate courses in urban planning, rural development, transformation and social entrepreneurship. Palwal • Post graduate and professional courses imparting technical and industrial training should be set-up to cater to the growing demand of engineering based industries in the region. • Vocational courses and diploma courses imparting knowledge in cotton and textile trades should be started and promoted. • Introduction of bachelor and postgraduate courses in retail management, banking and financial law, management, transportation management and social entrepreneurship. Panchkula • More bachelor and post graduate courses in sunrise sectors like tourism and hospitality should be encouraged. • New courses may include bachelor and postgraduate courses in instrumentation science and engineering transportation management, urban planning, Panipat • Vocational courses and programmes providing specialised training in skills required for cotton textile, readymade garment and embroidery, silk and artificial thread works should be made popular especially amongst female students from socially and economically challenged households. • New bachelor and postgraduate courses in retail, management and social entrepreneurship should be started.

Executive Summary | XXI Rohtak • Post graduate and professional courses and centres imparting the required skills and training for automobile engineering and auto-part production should be started and promoted extensively. • Vocational courses and management programmes promoting self-employment and entrepreneurship should be encouraged. Rewari • Vocational and technical training in engineering, metal-based, repairing and servicing and mineral based technology should be extensively promoted and should be made a part of the college curricula. Sirsa • Research programmes and studies in agro-based, dairying and dairy products, farm technology, best farming practices should be carried out on a large scale. • New bachelor and post-graduate courses in and institutions for rural and urban planning and social entrepreneurship should be started. Sonipat • Post graduate and professional courses and institutions imparting the required skills and training for automobile engineering and auto-part production should be started and promoted extensively in the district especially in regions like Kundli. • Courses imparting necessary skills and knowledge catering to health care, retail, construction, banking and financial services should be started and encouraged. Yamunanagar • New courses may include bachelor and postgraduate courses in instrumentation science and engineering, retail management, banking and financial law, general management, transportation management, urban planning, rural development, transformation and social entrepreneurship. • More vocational courses and industrial training institutions should be set-up to impart the requisite technical, engineering and skill based knowledge to the youth.

Recommendations for perspective planning can be summarised as follows:

Establishment of new colleges • Professional colleges in Educationally Backward Districts and universities/ Upgradation of • Establishment of Cluster University existing institutions • Community Colleges • Academic Staff Colleges • Upgradation of a few of the existing institutions • Upgradation of universities to world class universities

XXII| Executive Summary State Higher Education Plan Haryana

Financing and Resources • Education Loan Scheme for Professional/Applied Science Courses • Innovative utilisation of university resources for revenue generation • Offering summer programmes, faculty development programmes, research methodology courses • Scholarships and innovative financing (cross subsidisation) to support basic science and liberal arts, humanities and interdisciplinarity Infrastructure (Embedding • Wi-fi enabled campus and Enterprise Resource Planning technology) (ERP) • Digitising libraries linked to e-granthalaya scheme • Haryana wide WAN (Wide Area Network) • Cloud account for each student linked to the Digital Locker scheme • Kalpana Chawla Project: Women leadership in technology • Differently abled friendly campus • Establishment of solar panels and sewage water treatment plants

Strengthening of Research • Research excellence award Universities • Sabbatical scheme • Haryana research portal • Summer school programme in research methodology Intellectual and Faculty • Foreign collaborations Development • Institution building centres • Professional development centres • Staff development funds • Teaching excellence awards • Online teaching learning feedback • Faculty recruitment support Equity • Scholarships • Gender sensitisation fora • Role model scheme: Local women achievers • Professional courses linked with job placements • Technology, sports and marginalised • All women university/college in Nuh district Vocation, Skill and • District economy relevant courses and institutions to be Entrepreneurship established Sports • Establishment of full-fledged Sports University in Bhiwani • Complement the Haryana Sports and Physical Fitness Policy 2015

Establishment of state level institute for educational research, policy evaluation and capacity building through public-private partnership.

Executive Summary XXIII|

Part-I

Vision, Analyses and Recommendations

State Higher Education Plan Haryana

1. Vision, Mission and Goals

Formulating the State Higher Education Plan At inception, Haryana inherited a small for Haryana is a gigantic task. Not only does HE sector spread across 5 districts, with 1 it involve the understanding of the HE sector university and 47 colleges. Since then, there but it also requires a deeper understanding has been a remarkable growth in the number of the socio-economic and political factors of HE institutions with the rise in GER. Today, driving the region as a whole. This becomes Haryana comprises 21 districts, with 44 all the more challenging in case of Haryana, university level HE institutions and more than given its diverse blend of social, cultural, 1100 colleges. This has resulted in a GER of economic and political realities. The planning 27.9, way above the national GER of 23.6. process should focus on the current status of these elements, capture the historical context Haryana as a state is in an enviable and envisage the future possibilities. In the position in terms of political, economic process, the aim should be to bring out the and demographic profile so as to reap the strengths and the weaknesses; challenges benefits of a revolution in the HE system. and opportunities; and lay out a vision as well According to some estimates, large cohorts as a roadmap to rejuvenate HE in Haryana. of young adults will add to the working-age population of India in the coming years. This After 69 years of Indian Independence, we is likely to result in the consequent economic are still encumbered with the issues of limited growth of the country. By 2026, 64.3 per cent access and non-equitable and poor quality of country’s population will fall in the age education. Although we are yet to achieve group of 15–59 years. In case of Haryana, the basic quantitative and qualitative targets this figure would be as high as 67 per in HE, the time has come for us to compete cent. However, the expected ‘demographic with the world in the battle of ideas, creativity dividend’ is dependent upon the country’s and innovation. We can no longer delay our ability to nourish, educate and train its young entry into the playfield; time is short and goal population. A revolutionary SHEP is the most posts are moving, we need to act now. powerful arsenal to this end.

Half a century ago, Haryana was carved out In addition to the favourable demographic as a separate state in the northern region statistics, Haryana also has the requisite of India. It was established on the basis potential to become the ultimate destination of language where seven Hindi speaking of HE in India. However, there are certain districts, namely Gurugram, Mahendragarh, areas in its current education system that Rohtak, Hisar, Karnal, Ambala and Jind, needs particular attention. For instance, lack were carved out of erstwhile united Punjab. of infrastructure, vacant faculty positions, While the emergence of Haryana as a state is low quality of teaching and subpar level of argued to be a corollary to the demand of the research work are some of the problematic State of Punjab, Haryana has maintained its areas weighing down Haryana’s HE system. linguistic and cultural identity even under the The pervasive nature of these problematic British rule. For instance, the region between areas call for a revamping of the entire Agra, Khairabad, Himalayas and Ludhiana, education plan. It is thus, necessary to re- with the administrative name of Delhi Sabha imagine the HE system as a whole instead of of the North West Provinces, had a strong funding the present system which is beset with identity of its own and played a major role problems. during the mutiny of 1857.

1 Percentage of total population in the age cohort of 15–59 years, working-age population in 2001, 2011, 2021 and 2026. Source: Census 2001 and 2011, Government of India

Vision Mission

• To make Haryana a knowledge- • To align the teaching and research based community by fueling its HE interests of scholars. landscape to respond to both local • To establish educational institutions and global challenges focused on research, undergraduate • To create a culture of quality and teaching and learning and vocational excellence at an individual and training. institutional level in all aspects of HE. • To provide mentorship to young • To encourage highest standards in professionals and scholars in order to research and publication. establish and sustain a culture of • To incentivise teaching and make research. teachers accountable. • To align teaching feedback and • To establish shared governance research output with the individual structure, facilitative and trustful and professional growth of the scholars. external governance and efficient and • To maintain the ideal student-teacher effective internal governance ratio in order to facilitate a quality- structure. learning environment. • To explore and implement innovative • To design and update the curriculum, ways of financing HE. making it relevant for the learner by • To employ Information, Communication periodically keeping in mind the new and Technology (ICT) to share resources developments in the field of study. and improvise governance structure. • To establish and promote collaborations • To integrate university education with with industries so as to bridge the gap the larger sociological development of between educational output and industry the State by building a tie between demand. secondary schools and universities. • To seek consultancy to become academic

2 State Higher Education Plan Haryana

leaders and provide guidance and “Acknowledging the economic, political and motivation to faculty and students in order demographic strength of Haryana, considering to acquire ‘A’ level accreditation. systemic inequalities existing in the social structures and given the structural challenges Goals existing in the higher educational institutions; by deploying information communication and • Institutional Autonomy and Academic technology, through stakeholder participation freedom: Provide freedom to scholars in and flow of fund through public and private order to disseminate information without sources, the goal of this plan is to revamp, the fear of being fired or ousted. rejuvenate and recreate the higher education • Honesty and Integrity: Emphasise on landscape in Haryana and achieve the promoting best and honest practices objectives of access, equity, employability, in research, publication and all aspects encourage highest standards in teaching and of educational processes. Reducing the learning, promote best practices in research undue pressure on professionals for and innovation, and develop meaningful paper publications or good performance vocational training, skill education and by students in exams which lead scholars encourage entrepreneurship”. to opt for unfair means in academic practice. Focus should, therefore, reside on checking dishonest practices. • Balancing of Teaching and Scholarship: Encouraging teachers to align their teaching and research interests leading to quality output. • The value of Benchmarking: Understanding the importance of benchmarking and adopting a balanced and evolved approach towards inculcating suitable changes for a holistic development of the HE landscape. • Development of E-Resources: Development of e-resources to reduce the burden on finance and provide an ease of access. • Financing Option: Diverse funding options in the form of loans, public private partnerships or industry specific scholarships. • Incentives for Marginalised Group: Given the low literacy rate among women in Haryana, especially in the rural areas, incentives to promote women education should be undertaken.

3 2. Higher Education Structure of Higher Education in Landscape in Haryana Haryana The Structure of HE in Haryana can be The HE system in India is facing an categorised into education imparted by unprecedented transformation driven by universities and colleges. economic, technological and demographic changes. The government is committed to transform the HE sector over the next few University Education years with respect to funding, leadership, accountability, international collaboration, In India, the word “University” implies a teaching and quality assurance. It remains University established or incorporated by or a big question, however, what is actually under a Central Act, a Provincial Act or a happening on the ground in the universities State Act. Additionally, it also includes any and colleges? In case of Haryana, there are such institution as may, in consultation with several structural and ideational impediments the University concerned, be recognised by related to the growth of a stable HE system. the University Grants Commission (UGC) in In order to analyse the current HE landscape accordance with the regulations made in this in the state of Haryana, first the structure regard under the UGC Act, 1956. Universities of HE has been depicted followed by the have the authority to grant their own identification of constraints faced in the degrees. Depending upon the management institutional development. of a university, it can be classified into five categories, namely, Central University, State University, State Private University, Deemed

University Education in Haryana from 1966–2016. Source: Department of Higher Education, Government of Haryana and Statistical Abstract of Haryana 2013−14, Department of Economic and Statistical Analyses, Haryana.

4 State Higher Education Plan Haryana to be University and Institute of National Modern Indian Languages as also in Indian Importance. Philosophy, Ancient Indian History and other aspects of Indology.” Central University The next 15 years since the establishment of A Central University is a university Kurukshetra University marked a dormant established or incorporated by a Central period in Haryana’s university education Act of the Parliament of India. The Central system. It was only in the year 1970 that University of Haryana, located in the district Chaudhary Charan Singh (CCS) Haryana of Mahendragarh, was established under Agricultural University came into being. the Central Universities Act, 2009 of the Thereafter, the Maharshi Dayanand University Parliament. The vision of this University is (MDU) was established in 1976. According “to develop enlightened citizenship for a to the MDU Act, the aim of the institution was knowledge society for peace and prosperity “… to establish and incorporate a teaching- of individuals, nation and the larger world cum affiliating University at Rohtak for the through promotion of innovation, creative encouragement of Interdisciplinary higher endeavors and scholarly inquiry”. As the education and research with special emphasis Central University gets direct funding from the on studies of Life Sciences and Environmental MHRD, GOI through UGC, it is not entitled and Ecological Sciences.” to receive any funds under the centrally sponsored scheme-RUSA. Subsequently, Guru Jambheshwar University of Science and Technology (GJUST) was State University established in Hisar (1995) followed by Chaudhary Devi Lal University, Sirsa (2003), Deenbandhu Chhotu Ram University of A State University is a University which is Science and Technology, Murthal (2006), established or incorporated by a Provincial Bhagat Phool Singh Mahila Vishwavidyalaya, Act or a State Act. The first State University to Khanpur Kalan, Sonipat (2006), Pt. B.D. be established in the region of Haryana was Sharma University of Health Sciences the Kurukshetra University. It was established (BDSUHS), Rohtak (2008), YMCA University in the year 1956, 10 years before the State of of Science and Technology, Faridabad Haryana came into existence. The foundation (2010), Lala Lajpat Rai University of Veterinary of this university was laid by the then President and Animal Sciences, Hissar (2011), Indira Dr. Rajendra Prasad. The university began Gandhi University, Meerpur (2013), Ch. its journey by teaching oriental languages Ranbir Singh Hooda University, Jind (2014) such as Sanskrit, Pali and Prakrit. From and State University of Performing & Visual these humble roots it has now spread to Arts, Rohtak (2014). Thus, numerous State become a multi-faculty university with 16070 Univeristies have come into existence over students, 444 full time faculty members, 180 the past 50 years and have made a mark programmes and 371 affiliated colleges. across various districts in Haryana. In over a period of 60 years, Kurukshetra University has emerged as a teaching- State Private University cum-affiliating research university. The Kurukshetra Universities Acts and Statutes, 1986 (amended in 2012) establishes: Apart from these State Universities, which are government funded universities, there “…Kurukshetra University as a teaching- has been a considerable rise in the number cum-affiliating University at Kurukshetra of private universities in Haryana during the for the encouragement of interdisciplinary Eleventh Five Year Plan period (2007–2012). higher education and research with special A State Private University is a university emphasis on the study of Sanskrit, Prakrit and established through a State/Central Act by a

5 sponsoring body such as a Society registered qualify to get funding under RUSA and are under the Societies Registration Act 1860, supported by the UGC in the same way as or any other corresponding law for the time Central Universities. being in force in a State or a Public Trust or a Company registered under Section 25 One of the oldest ‘Deemed to be University’ of the Companies Act, 1956 (amended in in Haryana is the National Dairy Research 2013). O. P. Jindal Global University was the Institute, Karnal. The Institute was originally first of its kind, established in the district of started as Imperial Institute of Animal Sonipat in the year 2009. Today there are Husbandry and Dairying in 1923 at Bengaluru. 19 private universities in Haryana. However, Thereafter, it was expanded and renamed as one observes that the regional distribution Imperial Dairy Institute in 1936. It was again of private universities is highly imbalanced. renamed as National Dairy Research Institute Out of the 21 districts in Haryana, only 8 after independence in 1947. Subsequently, districts have at least one private university. in 1955, NDRI Headquarter was shifted to Out of 19 private universities in Haryana, 8 Karnal. Facilities at Bengaluru were retained are in Gurugram followed by 3 in Sonipat, to function as a Regional Station to serve the and 2 each in Faridabad and Jhajjar. Palwal, Southern States. In 1961, the B.Sc. course Ambala, Kaithal and Rohtak have one private that the institute offered in Dairying bifurcated university each. into two branches, namely B.Sc. (Dairy Technology) and B.Sc. (Dairy Husbandry). In the same year the institute commenced the M.Sc. programme in Dairying courses at the Karnal unit. It was only in 1989, that the Institute was granted a ‘Deemed to be University’ status and the programme of M.Sc. in Biotechnology was started.

The next Deemed to be University was the National Brain Research Centre. It was

District wise total number of state private universities in Haryana in established in 2002 in the Gurugram district 2015. Source: Department of Higher Education, Government of of Haryana. The mandate of the institute is Haryana. to pursue basic research to understand brain function in health and disease; generate Deemed to be University trained human resources with the capability to carry out inter-disciplinary research in An institution of HE, other than universities, neuroscience and promote neuroscience in working at a very high standard in specific India through networking among institutions area of study, can be declared by the Central across the country. Government on the advice of the UGC as ‘Deemed-to-be-university’. Institutions that Other Deemed to be Universities with are ‘deemed-to-be-university’ enjoy the same their year of establishment respectively academic status and privileges as a university. are—National Institute of Technology To be declared as a ‘deemed-to-be- (NIT, Kurukshetra) (2002), Manav Rachna university’, amongst other eligibility criteria, International University (2008), Lingaya’s an institutions need to be in existence for at University, Faridabad (2009), Maharishi least fifteen years except in case of institutions Markandeshwar University, Mullana, Ambala seeking declaration as an institution ‘deemed- (2011) Indian Institute of Management to-be-university’ under the de novo category (IIM, Rohtak) (2011)National Institute of . There are nine Deemed to be Universities in Haryana. Deemed to be Universities do not District-wise GER is calculated on the basis of Census 2011.

6 State Higher Education Plan Haryana

Food Technology, Entrepreneurship and Regional Engineering Colleges of India, this Management (NIFTEM), Sonipat (2012) and institution too, had been a joint enterprise Indira Gandhi Defence University (approved of the State and Central Governments. by Central Cabinet in 2010), Gurugram, However, this institute was conferred the which is expected to become functional from status of a Deemed University on 26 June 2018-19. 2002. Since then it has been renamed as National Institute of Technology, Kurukshetra. Institute of National Importance College Education An Institute of National Importance is defined as one which serves as a pivotal player in Universities in India may or may not affiliate developing highly skilled personnel within the colleges. However, every college in India is specified region of the country/state. These affiliated to a degree granting body, usually a institutes are supported by the Government university. According to the UGC (Affiliation of India or any other international institutes of Colleges by Universities) Regulations, in order to develop centres of excellence in 2009, a “college” means ‘any institution, research, academics, and other such elite whether known as such or by any other name schools of education. The MHRD website which provides for a programme of study counts National Institute of Technology beyond 12 years of schooling for obtaining (NIT), Kurukshetra as an Institute of National any qualification from the university…’. The Importance. However, technically speaking, it college is usually run by the state government is a Deemed to be University. The institute or managed by a duly constituted and started working as Regional Engineering registered Society or Trust. A particular college College, Kurukshetra in 1963. Like other may apply for a temporary affiliation from a university in the beginning and after five years

Number of Art and Science, Education, Oriental Science and Engineering Colleges in Haryana (1966 to 2016. Source: Statistical Abstract Haryana, 2013-14

7 may apply for permanent affiliation. The financed private institutions. In the year University needs to take care of the eligibility 1966–67, there were 40 Arts and Science conditions before affiliating a college. colleges in Haryana. This number rose to There has been a steady rise in the number of 282 in 2015–16. Amongst them, 110 are colleges in Haryana. Between 2005–06 and Government colleges, 97 Government- 2010–11, the rise in the self-financed private Aided private colleges and 75 self-financed colleges of education is almost three times. colleges. According to AISHE report for various years, the total number of colleges have gone up from 1054 in 2010–11 to 1109 in 2014–15.

Percentage of Government, Government-Aided Private and Self- Number of all colleges (general, professional, polytechnics) in financed Private Art and Science Colleges in Haryana in 2015–16. Haryana in 2010 to 2015. Source: AISHE report for various years. Source: Department of Higher Education, Government of Haryana.

Arts and Science colleges imparting education UGC classifies colleges under a scheme leading to a degree (mostly bachelor) have called “Colleges with Potential for Excellence” been instrumental in extending the HE (CPE). This scheme is aimed at identifying landscape of the state. Some of them are colleges which have attained high standards fully funded by the government, while others in teaching, research and extension activities are either government-aided private or self- and hold promise of excellence. According

Table 1 Government/ College with Potential for Excellence Government- S. No. District Tenure Status Aided/Self- financed Government- 1 M.L.N. College Yamunanagar 2015–2020 Aided Guru Nanak Khalsa College (Co- Government- 2 Yamunanagar 2015–2020 Ed.) Aided Government- 3 Sanatan Dharma College, (Lahore) Ambala 2014–2019 Aided Government- 4 D.A.V College for Girls Yamunanagar 2014–2019 Aided Government- 5 D.A.V College Ambala 2011–2016 Aided Government- 6 Gita Vidya Mandir Girls College Sonipat 2015–2020 Aided

Source: UGC

8 State Higher Education Plan Haryana to UGC, colleges selected under the CPE Gross Enrolment Ratio in Higher scheme are provided substantial funds to Education improve and strengthen their infrastructure which would help them in attaining further The GER in Higher Education is defined as the higher academic standards. There are 6 ratio of total enrollment in higher education colleges in Haryana with the “Colleges with per 100 persons within the age group of 18- Potential for Excellence” status. 23 years. As per census 2011, for Haryana, GER total is 27. Male GER is 28.3 and In addition to these, Academic Staff female GER is 25.5. There is a huge disparity Colleges are located in three universities— in rural and urban GER figures. While urban Kurukshetra University, Kurukshetra; BPS GER total is 37.6 with urban GER for male Mahila Vishwavidyalaya, Sonipat and at 36.8 and urban GER for female at 38.4, Guru Jambheswar University of Science & rural GER total is 21.5 with rural GER for Technology, Hisar. male at 23.8 and rural GER for female at 18.7. GER for SC category is abysmally low at 14.9 with SC GER for male at 16.9 and SC GER female at 12.5.

Source: IIHEd’s own calculation on the basis of Census, 2011.

Source: IIHEd’s own calculation based on budget statement of various states for the year 2014-15

9 Within Haryana, districts with lowest GER Universities, 19 Government Colleges and are Nuh (7.6), Fatehabad (18.4), Sirsa 44 Government-Aided Colleges. (21.1), Yamunanagar (22.5) and Palwal (22.8). Haryana is a land of contrasts which While a private university like O. P. Jindal manifests in HE sector as well. GER of urban Global University has successfully completed female is as high as 52.8 in Panchkula, while the NAAC accreditation process within 6 GER of rural female from SC category is as years of establishment and secured the low as 3.9 in Nuh . highest ‘A’ grade, there are many educational institutions which are very old but do not have Status of Accreditation and the NAAC accreditation. However, it is worth Assessment of Educational mentioning that many institutions have now Institutions submitted letter of intent to NAAC, showing their willingness to get accredited. While districts like Nuh and Palwal have got only 1 The National Assessment and Accreditation and 3 colleges accredited respectively, there Council (NAAC) is an autonomous body are 17 colleges accredited in Rohtak. Out of established by the UGC of India to assess the colleges that are accredited, 16.38 per and accredit institutions of HE in the country. cent colleges have got ‘A’ grade, 76.27 per According to the latest NAAC data (as of cent have got ‘B’ grade and 7.34 per cent March 2016), 7 universities and 177 colleges have got ‘C’ grade. Apart from the NAAC of Haryana have got valid accreditation. accreditation, currently there are 6 colleges It is disappointing to note that out these with the ‘college with potential for excellence’ accredited institutions, there are only 3 State status under the UGC scheme.

Source: NAAC website and Department of Higher Education, Haryana

10 State Higher Education Plan Haryana

Source: NAAC website and Department of Higher Education, Haryana

Challenges faced by the Higher economic growth trajectory (where maximum Education Sector in Haryana income is generated through real estate sector). Thus, it is very important that the • Absence of Long Term HE system of Haryana is not only improved but made an instrument for bringing about Vision a positive social, political and economic There is an identifiable gap in education change. policy discourse of Haryana. Long-term plans for education have largely been absent while the government has directed its efforts • Public Resource Crunch towards short-term measures. Haryana is There is a scarcity of funds available to thus characterised by falling standards of government colleges, Government-Aided education, poor enrolment in rural areas, colleges and State Universities in Haryana. social and economic disparities and skewed Lack of funds has led to undesirable

11 consequences like poor state of infrastructure, fashion with little connectedness with the low quality of research and less focus on ground reality. In the absence of institutional teaching. In this context, there is a need to preparedness, real essence and founding better understand the role of government and objectives of any educational reform are lost. at the same time further explore the role of Ideally, any scheme should be implemented private players to generate more financial on a pilot basis so that its effectiveness can resources for HE institutions in Haryana. be gauged.

• Lack of Institutional Resource • Problems of Affiliating Generation System While public expenditure on HE is not Critiquing the affiliation system in HE in sufficient, there has not been enough creativity India, Prof. J. A. K. Tareen, Vice Chancellor, and innovation in the way institutions could Pondicherry University said-“The system generate resources apart from charging fees of affiliation of colleges to universities has from the students. This is particularly true jeopardised the growth, suppressed autonomy for Government-Aided and self-financed and innovation, freedom to grow and has institutions. It is also noted that there is a become the cause for unfair practices in lack of clarity on the scope of educational higher education system. Abolishing affiliation institutions in terms of the autonomy provided system, and creation of college cluster multiple to them by policy makers to explore alternative campus-universities (CC-MCUs) by clustering ways of financing themselves. around 5-20 colleges with a vice chancellor and administrative system is the only feasible • Lack of Quality Assessment model that is comparable to multiple campus and Accreditation universities in the US and France. Over Large number of government and private 1,000 CC-MCU’s can be created during educational institutions lack NAAC the XII plan; which is perfectly in tune with assessment and accreditation. In the absence National Knowledge Commission and the of any external quality check mechanism Yashpal Committee recommendations, a juxtaposed with rarity of internal quality model that will bring formidable strength check mechanism in the institutions, there through sharing of all resources” . The above is an environment of lethargy and slackness suggestion is highly suitable for Haryana, amongst the educational providers. Quality which makes a clear case for the setting up assessment and accreditation mechanism of a cluster-university model. In fact, under not only encourage educational institutions RUSA, there is a provision for the formation to improve themselves but also provide of cluster college-university which can be prospective students and parents with useful invoked for Haryana State Higher Education information about the quality of institutions. System. A good example to elucidate the This enables students and parents to problematic nature of the college affiliation make informed choices while selecting the system is of the Kurukshetra University and educational institutions. However, the state Maharshi Dayanand University, which of Haryana needs to gear up and ensure all affiliates almost all colleges in Haryana. This of its educational institutions assessed and puts immense administrative pressure on accredited. these universities which are expected to be pioneers in undertaking high end research • Reforms as ‘Rituals’ and innovation. There is a lack of clarity and confusion created by a plethora of schemes brought • Lack of Social Inclusion: by various agencies like central government, Gender Biases state government, UGC and others. These Although, in the recent years, there has schemes are implemented in a top down been an increase in women’s enrolment

12 State Higher Education Plan Haryana in HE Institutions, when these numbers of the lack of availability of clean toilets and are disaggregated into numbers getting poor sanitation condition, female students transferred into jobs, the proportion of are deterred from going to educational women is dismal. The trend in work place institutions. Institutions with a focus on still remains asymmetrical. It suggests that engineering and science and technology lack higher the position, lower the proportion of modern laboratories and other equipment. female in jobs and vice versa. The current Libraries are outdated and not digitised. policy and programmes look at women as a single category, instead of looking at their • Vacant Faculty Positions multiple identities. For example, a scheduled In many institutions a large proportion of caste woman from a rural area, that too sanctioned faculty positions are lying vacant from a backward district of Haryana will which hints at a poor governance structure. be at the bottom of the pyramid so far as In case of some institutions, the number of her opportunities for HE are concerned and sanctioned post is too low which leads to a thus needs special consideration. There is poor teacher-student ratio. In the absence also a need to address the issue of gender of regular faculty, the workload on Teaching stereotyping manifested in the enrolment Assistants increases manifold and there are no of women into certain types of courses. provisions to remunerate Teacher Assistants It is particularly important to have more right now. There has been an increase in the government educational institutions in a appointment of ad hoc faculty members which society where parents are reluctant to spend leads to an increasing contractualisation of on a girl’s education. academic labour. Consequently, the formative years of the career of young faculty members • Lack of Social Inclusion: The are spent in an environment of uncertainty case of Marginalised Group and frustration. This invariably leads to poor and other Minorities teaching and research output. The subject of inclusion of the Dalit students is more challenging. The role of educational • Need to Upgrade the Quality institutions has remained confined to having of Teaching and Learning the provision of mere access for students There is a need to make teaching more coming from marginalised sections of the outcome based, to instruct teachers to focus population. There are no special efforts on application based approach, to make made to make students of these groups feel students feel free to choose their individual at home, feel wanted and engaged in areas pathways, and to interweave technology where university learning wants to trigger into the entire education system so that proficiency. Among several other facets of multi-dimensional programmes could be inclusion, culture remains the most significant. introduced. There is also a need to bring There is a need to look into the socialisation transparency in the appointment of teaching of students who come from these groups to staff where inspiring individuals for whom study at educational institutions. The attitude education is more than just a means to earn of educational providers should move beyond a gainful occupation are employed. However, patronage or kindness. all this requires better pay and a simulating institutional environment for the teachers. • Need to Upgrade Currently there is no mechanism of student Infrastructure feedback in the system which has resulted Educational institutions lack basic facilities in bias towards status quo in teaching and like a seminar hall, auditorium, clean toilets learning. and common room for girls, boys and staff. Poor infrastructure and sanitation results in student absenteeism. Specifically, because

13 • Lack of Culture of Research and Innovation Today, there is a need for real research in educational institutions. MPhil and Ph.D. students often fail to connect with the objectives of their academic inquiry. It is to be stressed that research needs to be geared towards policy making because very often policy decisions are based on the personal knowledge of the decision maker as opposed to considering all the policy options. Research should ideally aim to address real world problems. There is a growing concern over the lack of funding for research, lack of interdisciplinary collaborations, and the administrative rigidity that curbs cross-cutting research and partnership.

14 State Higher Education Plan Haryana

3. Methodology Data has been collected from two sources— primary and secondary. The aim of this study is to understand the HE landscape of Haryana in terms of the aspects Primary Sources of access, equity and excellence within the socio-economic context of the region. In Baseline Survey the process, the study aims to bring out the Institutional development proposals (IDP) strengths and the weaknesses; challenges were collected from government and and opportunities; and lay out the vision as government-aided institutions. Analyses of well as a roadmap to rejuvenate HE. The baseline surveys has facilitated a deeper Analyses focuses on the current status of understanding of the needs and performance these elements, capture the historical context of the institutions. and envisage the future opportunities. For each district, block-wise profiling of the Stakeholder Consultation distribution of higher education institutions Many stakeholder consultations were is also undertaken. The aim is to highlight undertaken throughout the period of drafting the spatial distribution of higher education of the plan. The details of the consultation institutions within a district. are given below.

The study undertook socio-economic 1) First state level consultation at profiling of the districts and this has been Chandigarh 21 December, 2015 mapped with the HE profile of the districts. Meeting of the Vice Chancellors, Registrars, Existing and prospective economic outlook of Nodal Officers of State Universities and the districts have also been studied to map Colleges; Additional Chief Secretary, Director, the skill requirement of each district. Deputy Director from the Department of Higher Education; Vice Chancellor, Registrar, On the basis of the above Analyses, district Research Team of the International Institute wise recommendations for the development for Higher Education Research and Capacity of higher education sector in Haryana were Building (IIHEd), O. P. Jindal Global University put forward. (JGU).

15 16 State Higher Education Plan Haryana

2) Second state level consultation at Sonipat 25 January, 2016

Meeting of the Vice Chancellors, Registrars, Nodal Officers of State Universities and Colleges; Additional Chief Secretary, Director, Deputy Director of the Department of Higher Education; Vice Chancellor, Registrar, Research Team of IIHEd, JGU. In addition to the above the meeting was also attended by distinguished academicians and policy makers of India in the field of Higher Data on quality of higher education institutions Education. was taken from National Assessment and Accreditation Council (NAAC). NAAC grades 3) Regional consultation with and scores of accredited higher educational higher education institutions institutions are available on the official website of NAAC. Region-wise university consultations, The data so collected was analysed using highlighting the problems of the region as descriptive statistics. The Analyses has a whole was undertaken. Our team visited focused on assessing the current situation, several universities and colleges in Haryana. highlighting the strengths and weaknesses and identifying the future prospects of the 4) Other consultations districts. On the basis of the Analyses of the data collected and the inputs received in the Meetings with Deputy Director and consultation meetings, recommendations other officials from Department of for perspective planning for the HE sector Higher Education and Department for Haryana have been laid out. The of Technical Education at Panchkula recommendations were laid out not only were held. A couple of meetings considering economic requirements of the district but also keeping in mind the larger were held with the Consultant, RUSA social goals of higher education. Resource Centre, New Delhi. The plan document is divided into two parts- Secondary Sources For socio-economic and HE profiling, • Part-I: Vision, Analyses and data from Census 2011, NSSO, various Recommendations departments of Government of India and Government of Haryana were collected. • Part-II: Detailed Data

17 4. Governance University Grants Commission

Governance does not contain in itself the The University Grants Commission (UGC) is sum of teaching and research, but it affects a statutory organisation established by an Act them. It provides the conditions which enable of Parliament in 1956 for the coordination, teaching and research to take place. determination and maintenance of standards Marginson and Considine (2000:07) of university education. Apart from providing grants to eligible universities and colleges, ‘Governance is the structure of relationships the Commission also advises the Central that bring about organisational coherence, and State Governments on the measures authorise policies, plans and decisions, and which are necessary for the development of account for their probity, responsiveness and HE. It functions from New Delhi as well as cost-effectiveness’ (Gallagher, 2001:01). its six Regional offices located in Bangalore, Governance in HE encompasses the structures, Bhopal, Guwahati, Hyderabad, Kolkata and relationships and processes through which Pune. policies are developed, implemented and reviewed (OECD 2008). Governance in HE A university established or incorporated by a can be conceptualised at two levels—internal Provincial Act or by a State Act is called a and external governance. State University. As per section 12(B) of the UGC Act, State Universities established after External Governance 17 June 1972 shall not be eligible to receive any grant from the Central Government, UGC or any other organisation receiving Department of Higher Education, Ministry of funds from the Government of India, unless Human Resource Development, Government the Commission satisfies itself, as per the of India prescribed norms and procedures, that such a university is fit to receive grants. Although A Ministry or Department is responsible for the development of State Universities is the formulation of policies of the Government primarily the concern of State Governments, in relation to business allocated to it and development grants, including grants under also for the execution and review of those special schemes, are provided to all eligible policies. The Ministry of Human Resource state universities. Such grants facilitate the Development (MHRD) is one of the Ministries creation, augmentation and up-gradation of specified in the First Schedule of the above infrastructural facilities that are not normally Rules, and consists of the following two available from the State government or other Departments: sources of funds. • Department of School Education & Literacy (SE&L) National Assessment and • Department of Higher Education (HE) Accreditation Council (NAAC)

The Minister of Human Resource Development The National Assessment and Accreditation heads the Ministry of HRD. Currently, he/she Council (NAAC) is an autonomous body is assisted by a Minister of State each in the established by the UGC of India to assess two Departments. Amongst various subjects and accredit institutions of HE in the country. allocated to the Department of HE, as per It is an outcome of the recommendations of second schedule to the Government of India the National Policy on Education (NPE-1986) (allocation of business) Rules, 1961, is UGC which laid special emphasis on upholding the which is related to state HE. quality of HE in India. To address the issues of quality, the NPE (1986) and the Plan of Action (POA-1992) advocated the establishment of

18 State Higher Education Plan Haryana an independent national accreditation body. accomplish all this, the department performs Consequently, the NAAC was established in multifarious roles which, inter-alia, entail 1994 with its headquarters at Bangalore. conducting of entrance tests, admission, Apart from the central regulatory bodies, examination, updating of curricula & various two of the departments of Government training programmes. of Haryana are directly regulating the HE sector. They are the Department of HE and Internal Governance Department of Technical Education. Every HE institution is responsible for the Other Regulatory Bodies governance of its finances, activities and personnel. Traditionally, governance of HE There are many regulatory bodies governing institutions was mainly in the hands of the HE in Haryana. The following table mentions regular academicians who were assigned the national level bodies directly or indirectly administrative responsibilities over and governing HE. above their teaching responsibilities. Today, especially in the context of universities of Department of Higher Education advanced economies, there is a paradigm shift in the institutional management system. The objective of the Department is to achieve This paradigm shift is driven by the fact that quality, equity, accessibility and inclusion university governance today should not only for HE. Apart from this, it also envisages focus on regular objectives like maintenance to improve the teaching-learning process. of academic buildings and carrying on It also aims to link HE with employability. It regular university duties like admissions, is involved in submission of project reports conduct of examinations and declaration for assessment/reassessment by NAAC, results. Instead, they should also focus on Bengaluru. The Department is also mandated promoting integrated strategic solutions, with strengthening college infrastructure facilitate informed decision making and bring by providing adequate classrooms, well quality planning expertise to management equipped laboratories and libraries. of the institution. Thus, governance of HE institutions is in the hands of technical experts. Department of Technical In fact, separate departments with a mandate of institution building are established. Often Education these departments are named as ‘Office of Institutional Planning’ or ‘Office of Planning Technical education is the supreme and Institutional Analyses’. The mandate of component of Human Resource Development such office will not only include institutional with great potential for supplementing planning in general but should focus on greater value to products and services and leadership planning, institutional research for improving the quality of life of the people. and accreditation. The Department of Technical Education explicitly provides technically trained Internal governance of HE institution manpower in various fields of Engineering constitutes the following bodies—Executive, & Technology encompassing Diploma, Academic and Decision Making body (may Post diploma, Degree & Postgraduate or may not constitute members of academic level courses conducted through technical body). In the context of Haryana, a University Institutions like Polytechnics/Engineering is established by an Act of the Haryana Colleges/Institutions of Management/ State Legislature. The Governor of the State Computer/Pharmacy thereby also meeting is Chancellor of the University. The Vice- the requirements of Industries/Departments/ Chancellor is appointed by the Chancellor Organizations and other user agencies. To on the recommendations of the Government

19 for a term of three years in accordance with Academic Head of the University and the procedure defined in the Act. The Act exercises general control over the affairs of provides for the following authorities of the the University and gives effect to the decisions University: of the authorities of the University. The Registrar is the Chief Administrative Officer 1. The Court of the University and works directly under the 2. The Executive Council superintendence, direction and control of the 3. The Academic Council Vice-Chancellor. All other officers discharge 4. The Finance Committee their respective duties in accordance with the 5. The Board of Governors of Haryana provisions of the Statutes and the guidance of School of Business the Vice-Chancellor. For facilitating university 6. The Faculty members administration, the following administrative 7. The Planning Board branches have been established:

The Executive Council (EC) is the apex decision- 1. Academic branch making body of the University. The Academic 2. Accounts branch Council (AC) is the principal academic body 3. Faculty branch of the University. The AC exercises general 4. Establishment branch supervision over all academic policies of the 5. Examinations branch University. The Finance Committee examines 6. General and Purchase branch the accounts and submits the annual budget 7. Registration branch to the EC and the University Court. The 8. College branch various Faculties/Schools constituted under the Act and Statutes co-ordinate teaching and Controller of Examinations is the in-charge research work in the teaching departments. of the Examination Branches. All these The Act provides the following as the officers branches work under the overall supervision of the University. of the Registrar. The university teaching departments have academic, administrative 1. The Chancellor and financial autonomy. The Dean of Faculty/ 2. The Vice-Chancellor School coordinates teaching and research in 3. The Registrar the departments. Departments run academic 4. Director, Haryana School of Business programmes approved by AC & EC. Recently 5. Dean Academic Affairs established Haryana School of Business is 6. Proctor headed by the Director, who is appointed as 7. Chief Warden per relevant Statutes. 8. Dean Students Welfare 9. Dean of Colleges Challenges of Governance in 10. Controller of Examinations Higher Education 11. Chairpersons and In charges of the Departments Dichotomy between public and private 12. Librarian The HE regulatory environment must 13. Public Relations Officer dismantle the apparent dichotomy between 14. Public Information Officer public sector efforts and private sector initiatives, by measuring their efficacy based The functions of all these officers have been on global benchmarks within a trustful and defined in the Act and relevant Statutes. enabling environment. The Vice-Chancellor is the Executive and

1 For example, see mission statement of ‘The Office of Institutional Planning’, Stanford Medicine.

2 ibid

20 State Higher Education Plan Haryana

Constraints in autonomy of educational Myopic leadership institutions Thoughtful leadership is vital to provide The autonomy of educational institutions is institutional vision to Indian universities and crucial in improving the quality of HE in the connect it to their larger role within the Indian country. Universities should be imagined as society. There is a critical need to explore liberal and progressive intellectual spaces, the possible symbiotic relations between capable of promoting critical thinking across universities and other institutions within the all disciplines. However, the existing barriers government, the corporate sector, think tanks in the form of cumbersome regulatory etc., to generate thoughtful leadership, which framework curbs any liberal thinking on the will guide and constructively streamline HE part of the universities. initiatives. Indian universities have failed to fully appreciate contemporary global realities Lack of innovation and limited space for of knowledge creation and its potential for evolution wider socio-economic transformation. To There is a web of red tapism that traps Indian provide life skills and meaningful employment academies—laws, rules and guidelines issued to youth, universities must facilitate a by the country’s many regulatory bodies stifles transformative learning experience for their even the possibility of innovation. The role of students. innovation centers, knowledge networks and corporate backed institutions and support for The Way Forward faculty development must be put forward. • Simplify the regulatory framework Lack of global consciousness • Encourage Institutions with potential It is often argued that HE in India is reluctant for excellence to acknowledge, let alone meaningfully • Promote autonomy and collaborate with the global HE landscape. accountability of the institutions With the internationalization of HE there is • Simulate an innovative and cross border flow of providers and students conducive learning environment as well as ideas and expertise, it is practically • Develop global consciousness and impossible to survive in isolation. local connectedness • Cultivate parameters for state, Lack of imagination on benchmarking national and global benchmarking The time has come when educational • Promotion of thoughtful leaders in institutions and the government begin to take education benchmarking seriously through concerted efforts made in this direction. It is argued that ‘most rankings consider universally accepted parameters such as quality of teaching, research prowess, pedagogical innovations, international outlook and generation of intellectual properties like patents, publications and citations. Defending our poor performance by excuses like biases, defective methodology of ranking and “scams” will result in more failures.’

21 5. Finance University Grants Commission

Financing of education in general and for The UGC Act empowers the Commission to public HE institutions in particular, remains allocate and disburse funds available with a matter of persistent concern for the policy the Commission to universities, colleges makers. Undoubtedly, public funding in HE is and other institutions of higher education not enough. State HE institutions receive much in the form of Maintenance (Non-Plan) and less funding when compared to the Central Development (Plan) grants. This is carried HE institutions. Moreover, the composition out through a web of programmes/schemes of public expenditure in HE is highly skewed of the Commission in order to maintain and towards maintenance expenditure with little improve the standards of the HE sector. The funding left to support an increase in the Commission receives majority of its funds from productive capacity of the institution. While MHRD. It may also receive grants from other public funding remains indispensable for ministries in the Government like Ministry of HE world-wide, there has been a significant Social Justice & Empowerment, Ministry of increase in the fiscal constraints faced by the Tribal Affairs, and Ministry of Minority Affairs government. Therefore, it becomes all the and also from Indira Gandhi National Open more pertinent to explore alternative modes University. of financing of HE institutions. It is a noted feature that the Commission Central Government Expenditure spends majority of its fund on Central Central Government is committed to the universities and colleges of Delhi. State objectives of access, equity and quality Universities and colleges receive very little in HE. This is reflected in the 2016–17 share of the UGC funding. For instance, budget outlay of the Department of Higher State universities and colleges received only Education, MHRD, standing at a figure of Rs 18.05 per cent of the plan grants released 28840.00 crore (in nominal terms). There to institutions during the year 2014–15. has been a steady increase in the budget Similarly, only 2.60 per cent of the non-plan outlay of Department of Higher Education grant released that year percolated to the from 2014–15 to 2016–17. Most of these State universities and colleges. central funds reach the educational institutes through the aegis of the UGC. In fact, Haryana as a State did not receive any non-plan grants from the Commission

Budget Allocation of Department of Higher Education, MHRD (in crore of rupees) (2014–2016). Source: Union Budget of India, 2016–17.

22 State Higher Education Plan Haryana

grants released to Haryana are allocated to universities, only 9.57 per cent of the share goes to colleges.

Expenditure on Higher Education by State Government

Plan grants released by UGC in 2014-15. In 2014–15, the per capita expenditure on Source: UGC Annual Report 2015. higher education by the state government of Haryana was Rs 3304.838. The per capita expenditure on higher education of States in 2014–15. It received Rs 8031.24 crore like Mizoram, Kerala, Nagaland, Odisha, of plan grants from the Commission which Jammu and Kashmir and Himachal Pradesh amounts to only 2.41 per cent of the total is more than that of Haryana. This is despite plan grants by the Commission in the year the fact that Haryana has one of the best per 2014–15. capita income and the highest per capita consumption in the country. Moreover, grants released to the state universities and colleges fail to reach them As per the available dataset, in Haryana, evenly. According to the UGC Act, universities the expenditure on higher education as a and colleges which have 2 (f) and 12 (b) percentage of GSDP is one of the lowest in the status are eligible to get funding from UGC. country. It stands out to be a mere 0.24 per And as per the UGC Annual Report, 2015 cent in 2014–15. Out of 24 states and union there are 169 colleges which have the 2 (f) territories, it is ranked 15th. This discourages and requires immediate attention. State government expenditure on higher education should increase significantly to catch up with the economic output production in the state.

One of the major sources of the revenue of the state government of Haryana is sales tax receipts. In 2015–16, 28.88 per cent of the total revenue of the Government of Haryana came from sales tax. It is to be noted that the Government of Haryana is significantly dependent upon loans from various sources to fund its expenditure. In 2015–16, 21.54 per cent of its revenue is market loan, 8.23 per cent is SBI loan and 8.22 per cent is

Percentage of Plan Grants released to Haryana allocated to Grant in Aid. universities and colleges. Source: UGC Annual Report 2015 The Government of Haryana spent 15.01 per cent of its total budget on Education, and 12 (b) status and 7 colleges have only Sports, Art and Culture in the year 2015– the 12 (b) status in Haryana. This means that 16. It spent only 3.83 per cent on Health, only 176 out of 1109 colleges in Haryana Medical Education and Family Welfare and are eligible for funding under the 2 (f) or/and even a lower percentage of 1.16 per cent 12 (b) status. on Technical Education and Training. In absolute terms Rs 11907.09 crore rupees While majority (90.43 per cent) of the plan were allocated on Education, Sports, Art

23 Source: IIHEd’s own calculation on the basis of Census 2011 and Budget Statements of various states for the year 2014–15.

Source: IIHEd’s own calculation on the basis of Census 2011 and Budget Statements of various states for the year 2014–15.

24 State Higher Education Plan Haryana

Source: Budget 2015-16, Government of Haryana

Source: Budget 2015-16, Government of Haryana

25 and Culture; Rs 3028.61 crore on Health, non-government colleges, institutes and Medical Education and Family Welfare and universities. Rs 916.38 crore on Technical Education and Industrial Training. Alternative Modes of Financing Higher Education Evaluating the total expenditure on education, the Government of Haryana spent 1.81 per Receiving quality HE has now become cent on university and HE and 0.67 per cent expensive. As the government is already on technical education in 2015–16. These facing a resource crunch, it should encourage values have remained more or less the same multiple sources of funding without in the last three years. compromising on academic autonomy, student diversity and overall excellence. It is to Considering the budget outlay of Department be stressed that there is a need for institutions of Higher Education in the period from 2004 to generate their own funds irrespective of to 2015, it is noted that there has been a their private or public nature. The following steady increase in the budget outlay of the measures are suggested to this end: Department of Higher Education. It can also be observed that the non-plan expenditure • Deregulation of fees on HE, which is essentially the expenditure • Education loans on routine functioning of the government, • Graduate tax has steadily gone up over these years. • Public Private Partnerships (PPPs) However, the growth in plan expenditure • Patent has been sluggish. The total budget outlay • Industry of Department Higher Education grew more • Cost Cutting than 70 per cent in the year 2009. • Better Asset Management • Human Capital Contract Considering the percentage of expenditure under different heads in higher education, it is noted that the majority share is allocated as assistance on government and

Expenditure on higher education as a percentage of expenditure on education

Source: Budget 2015-16, Government of Haryana

26 State Higher Education Plan Haryana

Budget outlay on higher education (2004 to 2015). Source: Budget 2015–16, Government of Haryana

Percentage increase in budget outlay on higher education in Haryana (2004 to 2015). Source: Budget 2015-16, Government of Haryana

27 Percentage of expenditure on different heads under higher education. Source: Budget 2015-16, Government of Haryana (p 189)

28 State Higher Education Plan Haryana

6. Teaching and Learning The State would benefit if it also stresses on attracting highly qualified, research oriented expert faculty members from across the The higher education (HE) landscape is country and abroad, making Haryana’s HE undergoing significant changes as a result of landscape more cosmopolitan. globalisation and technological innovations.

We are witnessing changes in the teaching Two Pillars of Teaching and and learning processes in HE. While the Learning: Teacher and Student conventional setting of ‘classroom’ will continue to form the bedrock of Indian HE The process of teaching and learning often system, new tools of learning and pedagogies referred to as pedagogy, centres around two have to be incorporated to make the HE important components namely the teacher and system more competitive and performance student. The process of teaching essentially oriented. Today educational resources from involves a transfer of information that turns around the globe have become more freely into knowledge when a student understands accessible while interactive media for learning it and is able to apply it. This process is said is also being employed. Haryana needs to to succeed when both the educator and make a concerted effort to make the HE learner attain the teaching objectives and system robust to be able to respond to these learning outcomes, respectively. Unlike the changes. Harnessing new modes of learning conventional method of classroom learning, and teaching to modernise education that is the teacher is no longer at the centre but better tailored to the needs and aspirations of acts as a facilitator. As a facilitator, it is their individual students form the pressing priority responsibility to ignite curiosity in the minds of HE in the State. At present, institutions in of learners, engage them in reflections and Haryana are more homogenous with respect instill in them the ability for critical thinking to faculty mix which hinders sharing of and analyses. The shift of focus from teachers knowledge and expertise across the country. to students in a research, innovation and

29 technology driven environment is at the heart level to make a conscious and concentrated of bringing positive changes in the teaching shift towards, a constructivist approach of and learning environment of HE. learning. By adopting such an approach, an educator should be able to respond to the The student should be at the centre of needs of students across generations. the teaching and learning process; the beneficiary of the pedagogical effort. The An academician teaching in HE institute value that a student assigns to learning is must keep the broader objectives of dependent on various factors such as the education and graduate attributes in mind usefulness of knowledge disseminated, its while designing the curriculum. There is a practical application, and generation of need for the pedagogue to be a reflective skills in leaners. It is important to understand practitioner and be able to guide and help that at the HE level students vary in their students towards the attainment of their engagement with the area of study and, the educational and professional aspirations. In ecosystem inside and outside of the university. order to understand the needs, goals and At this age they often pay more attention aspirations of the learner, it is imperative that to their social rather than academic life. the pedagogue understand and connects Therefore, students need to be made aware with the individual student and the society of the importance of the content they are at large. There has to be an engagement learning and its impact on their immediate with the aims of teaching and what are the and later life. Students may be driven by intended learning outcomes. For instance, several factors but it is important to engage questions like how these aims/objectives with them individually in order to understand allow the learner to reach their desired goal their aspirations, and harness their efforts or is it even relevant to the student and society and energies in a productive direction. There at large needs to be raised. is a need for the educator teaching at HE

30 State Higher Education Plan Haryana

Quality in the Context of methods, such as collaborative learning, Teaching and Learning project based learning or experiential learning using technology in a manner that Excellence in teaching must be at the heart enhances the quality of teaching in HE. of any world class university or HE institution. Teaching continues to be one of the primary Quality, being a largely abstract concept, functions that a university performs. Instruction varies in interpretation. This makes the process in the realm of HE must be committed to of quality control difficult. Hence, in order to inculcating innovative teaching methods, foster quality in teaching and learning it has adopting best practices and promoting the to be clearly defined at various levels where it interest of the students. One of the most effects the process of teaching and learning. effective approaches to teaching is when it In the context of an HE institute, there is a need is directly connected to the student’s learning to build a culture of quality. This functions at outcomes. The efficiency of teaching practice two levels; institutional and individual. must be gauged in the context of what the students have learnt. The methods employed 1) Institutional level: At this level,

must respond to the teaching and learning objectives so that the outcome is supported quality would entail establishing policies with noticeable evidence. and practices that ensure maintenance of certain standards in the process of teaching An educator should be able to innovate. While and learning. For universities in Haryana, the lecture method and to an extent PowerPoint first step towards creating a culture of quality presentations are employed in classroom would require the setting up of internal teaching, there is need to look at other quality assurance team in every university

31 and college. The next would be to identify and Career Advancement Schemes for the certain parameters of quality that must be university teachers. In 2010, post the launch of adhered to by the management and faculty. the sixth pay commission, performance based This should reflect in examination reforms, promotion scheme was introduced to make moulding of curriculum keeping in mind the the teaching professional more accountable state, national and global demands, among and link their career advancements to other things. performance.

2) Individual level: At the individual API has three main components- level, quality should correspond to the aims • Category I - teaching, learning and and objectives with which a subject is being evaluation related activities taught and whether they are being attained • Category II - co-curricular, extension and as an outcome. Additionally, what are the professional development related activities methods employed to attain those learning • Category III - research and academic objectives and whether they are effective? contributions This should reflect in the day to day teaching and research activities, in the designing Each of these categories are quite exhaustive of course manual; periodic updating of and would certainly improve the quality of course component responding to the new teaching and learning if inculcated in its true developments in the field making it more spirit. One of the criticisms against API has relevant, adopting innovative and technology been that it has become a hurdle in filling induced teaching methodology, designing of faculty position as many aspirants are unable assessment framework that corresponds to to fulfill the criteria mentioned in API and are information, understanding and application unable to acquire the adequate score for aspect of subject being taught, adherence recruitment. Considering the quality concern to internal deadlines with respect to setting that plagues our HE sector it is a must to of question papers, submission of marks, have such measures in place. Rather than providing periodic feedback to students, etc. lowering the standards of API framework, we should work towards supporting and guiding A quality teacher is a life-long learner and the existing and new educational professional a reflective practitioner who understands the to attain these standards, and also take differences in learner, their culture and has a measures to bring changes in the quality of wide array of skills and techniques to cater education transacted at school and HE level to the learning needs of the student. They set to enhance the quality of the educational high expectations and provide scaffolding in product. their attainment by facilitating a learning rich environment inside and outside of the class. Factors affecting Quality of Teaching The process of reflection that an educator has and Learning to undergo can be fueled by student feedback on their learning experience. It would allow 1) Some of the major factors affecting quality the educator to incorporate suitable changes of teaching and learning at institutional level to the pedagogical style so as to enhance the effectiveness and efficiency of the process. • Socially relevant curriculum: One of the parameters to assess the relevance of In order to control the quality of HE sector, curriculum is to check if it is instilling socially UGC established an Academic Performance relevant skills and knowledge in students. At Index (API). API explains the qualifications, the end of the programme, does the student eligibility for recruitment and promotion, know how to navigate through the world

32 State Higher Education Plan Haryana outside, and adjust and respond to its needs? interest and achievement in the subject In this context, curriculum must also have a being taught. Innovation in teaching and global and international orientation apart learning, using collaborative and project from making the students actively think about based learning is only possible if the class local issues. size is manageable and allows for individual attention. Students must be provided with • Employability: There is a direct constructive and regular feedback especially relation between the quality of education at the undergraduate level, allowing them to and the ability of students to attain their goal, reflect and participate in their progress. whether it is entering a profession or pursuing further education. Thus it is important for HE • Employing quality teachers: This would institutions to be updated about the trends entail institutions to follow certain quality in both academic and professional arenas. parameters and absolute transparency while This would enable students to attain their hiring faculty members. These parameters educational and professional aspirations. include—the years of experience, educational Thus, the curriculum needs to be designed qualification, orientation towards teaching, and updated periodically. research engagement and publication in their field of study, to name a few. It is also • Promoting research based advisable that senior faculty members observe pedagogy: Institutions must encourage the classes of young teaching professionals academic professionals to conduct research to assess the ability of a teacher and provide in their area of teaching and bring their constructive feedback, which will enable knowledge through research into the them to maintain and enhance the quality of classrooms. This will ensure the inculcation teaching. of new developments in the subject being taught, benefiting students tremendously. • Promotion of innovation in teaching Additionally, it will motivate the faculty to and learning: The institution must engage be more engaged in the construction and both young and experienced faculty in transaction of curriculum, while encouraging sharing best practices through promoting them to do research. seminars and workshops on teaching and learning. External resources and consultants • Student-teacher ratio: It is imperative could also be employed to make the faculty to maintain the student-teacher ratio of 1:15 aware of the best practices. Encouraging the for the quality of education to improve. In use of technology based, collaborative and the context of Haryana, while the student- experiential learning not only motivate the teacher ratio is close to 18:1 as per AISHE, teachers to innovate but would also increase 2015 report, however, there has been huge student participation and engagement disparities across institutions which was with the subject matter. Institutions should evident through baseline surveys. While new identify good teachers and project them as universities and colleges which have low role model encouraging them to share their student strength, have student-teacher ratio in practices with other. the range of close to 6:1, some educational institutions have student teacher ratio as high • Classroom infrastructure: The as 40:1. It is pertinent that student faculty environment within the place of learning is ratio across educational institutions is brought important. It has to be conducive to learning close to the ideal figure of 15:1 through and must be equipped with resources and faculty recruitment. Individual attention is equipment that facilitates quality teaching centric to retaining and enhancing students’ and learning.

33 2) Some of the major factors affecting quality be conscious of the need to inculcate some of teaching and learning at individual level: of these skills to maintain and enhance the quality of their teaching. • Research orientation: In HE, educators must engage in research which should inform Reforms required to Enhance their teaching. This would make their teaching Teaching and Learning more updated and relevant to the students Environment in Haryana and society at large. An extension of this would be to inculcate research skills amongst young professionals and students and engage Institutions need to ensure that the education them in existing research projects. This would they offer meets the expectations of students extend their knowledge of the subject being and the requirements of employers, both taught beyond classroom, while instilling skills today and for the future. Yet HE institutions of critical thinking in them. In HE teachers are complex organisations where the have to be life-long learners. This temper of institution-wide vision and strategy needs learning should be extended as a culture of to be well-aligned with bottom-up practices the institution. and innovations in teaching and learning. Developing institutions as effective learning • Student orientation: Quality in communities where excellent pedagogical the context of teaching and learning at practices are followed and shared also an individual level also entails student requires leadership, collaboration and ways orientation. Educators must be oriented to address the tension between innovators towards the learning needs of students. They and those reluctant to change. Some of the should be sensitive to the diversity of the reform measures to enhance teaching and social, economic and cultural background learning environment in Haryana are listed of students within the class. Teachers should below: be sensitised towards promoting inclusive education and providing a safe environment • Selective recruitment for all learners to coexist and learn together. There is a need to fill the vacant faculty positions across institutions in Haryana and • Promoting ethical practices: Another in the process quality of professional recruited important aspect of promoting quality is to must be prioritised. We recommend that API ensure that educators follow ethical practices must be strictly followed in the selection of in teaching, assessment and research. They faculty members and process of selection should not only practice this in their own work must be transparent. There is need to reduce but also expect it in the work of their students. and eventually move away from the system Sensitising students towards the importance that promotes adhocism and contractual of academic and professional ethics is culture of employment with in academia. imperative to sustain a culture of quality at The institution must groom, support existing the individual level. teachers to fulfill the criteria of API and hire them on permanent basis. The institutions • Teaching orientation: It is also must not only attract and recruit qualified important for an educator to have teaching people from around the country and abroad orientation. Being a good researcher doesn’t but also take sufficient measures to retain necessitate a person to be good teacher. them. This requires adequate financial Considering at present, there is no formal training given to HE professionals to acquire skills of teaching, teachers at this level must

34 State Higher Education Plan Haryana resources, conducive research and teaching Academic Staff Colleges (ACSs) in all districts environment and governance structure that in Haryana over and above the existing three promotes autonomy of the faculty. ASCs. This will facilitate skill development; in-service training, and sharing pedagogical, • Engagement with school for reducing curricular and other innovative practices in the gap and enhancing the quality of students teaching to existing faculty members. at higher education level. Colleges cannot control the quality of student • Tie-up between public and private at the entry level. It may follow some cut-off universities percentage but that is not necessarily an Tie-ups should be explored in the area adequate measure for quality control and of training and development of staff and certainly cannot be adopted by all colleges students with respect to sharing best practices in each district of Haryana. Poor student and imparting Information Communication quality was also a concern raised during the Technology (ICT) trainings, conducting consultation meetings with the Directors and teaching workshops, sharing teaching Vice Chancellors of various universities. One resources and libraries. of the possible measures that we recommend is that the University teachers could engage • Teacher evaluation Apart from self- with nearby school teachers and students; appraisal which is a part of CAS, universities sensitise them towards the demands of HE and colleges must adopt teaching feedback and offer Summer Training Programmes mechanism from student. This will allow and orientation workshop to bridge the gap faculty to gauge if students are able to learn between school and college education. effectively and thus would be able to adapt Haryana should focus on establishing their teaching methodology accordingly. Community Colleges by involving existing Results of teaching-learning feedback reveals colleges in each of the 21 districts with that at undergraduate level learners gauge special focus on vocationalisation of HE and their relationship with the educator as one reducing the gap between school and college of the key components of learning. Thus, education by redesigning the curriculum. their progress and interest in a given subject depends on how do they perceive their • Performance based pay relationship with the teacher. In Haryana, the This is already a part of the API scheme quality of teaching could not be measured which should be reinforced rigorously in HE directly in the absence of any centralised institutions across Haryana while conducting system of student feedback mechanism. performance appraisal for faculty members. During focus group discussion with current Student feedback on Teaching methodology students and alumnus, it came out that the and learning could also be a component to career prospects of the students are modest. be considered for this purpose. The educators must understand that their lack of confidence in students will indirectly seep • Professional development in their relations with the learner, making their Seminars and workshops for improving progress difficult. teaching practices and professional development of faculty should be prioritised. • Institution of teaching excellence There is a direct link between the development award of teaching skills and the achievement of We recommend the institution of teaching student. We recommend the establishment excellence award at both institutional and of state of the art, technologically enhanced State level. This would encourage teachers to employ innovative methods for improving

35 their teaching skills. This could involve identification of teachers using best practices, thus encouraging other teachers to follow the same.

• Moving away from lecture method and inculcation of ICT skills in teachers Teachers must engage the learner actively. This allows the students to share the onus of learning and they become an active participant in the acquisition of knowledge. Their engagement with the subject matters allows them to think independently. Experiential and collaborative learning must be stressed over lecture method. Technology must be used to enhance interactivity in the class. This requires ICT training of the faculty members.

• Meaningful formative assessment Assessment is another important aspect of teaching as it directly relates to the learning output. Formative and continuous assessment must be emphasised, though the validity of assessment tools must correspond to teaching objective and learning outcomes. They should clearly indicate whether the set learning objectives are being revealed in the learning outcome or not.

36 State Higher Education Plan Haryana 7. Research and Knowledge Creation

Role of Research and Knowledge in Higher Education

Today we are living in a world led by knowledge driven societies where information is in abundance, it’s readily available and innovation is increasingly driven by a collective effort. HE institutes are not spared in which research and knowledge creation from these profound transformations. Rather, remains indispensable. The contribution universities contribute significantly to these of HE in nation building is pivotal. Universities and colleges must undertake the responsibility of creating a culture of research and innovation within the institutions that will help in creating novel opportunities of growth and development in various industries. We, as policy makers must understand universities are a microcosm of the society we live in and therefore they must essentially reflect and respond to its current realities.

India can no longer continue the model of general education as it has been persisting on changes. Countries that are economically for the large bulk of the student population. and technologically advanced are essentially Rather, it requires a major investment to propelled by research and innovation. make human resource productive and skill There is a direct relation between economic oriented. In this respect, HE should move prosperity and reduction of poverty leading beyond the realm of theory and bring in to a better lifestyle and educated workforce practices which enable the student to thrive of a nation. There is an absence of research in the society. It should equip the individual culture amongst most of the colleges. It was with skills that respond to the need of their evident in the discussions and consultation times and the society at large. This indicates meetings that college teachers are burdened a need for institutes of HE to be informed by with teaching load and administrative the changing nature of the society and skills responsibilities and are busy in adhering required to be developed in the students to to rules and regulations set by affiliating attain employability. Building a research universities. A few state universities of Haryana intensive approach in HE institutions would have been flagship institutions in conducting prepare the society to better respond to the high end research. They are expected to play global and local needs of their time. Hence, a major role as torch bearers in harbingering there is a need to promote research based world class research output from the State of pedagogy in educational institution. This is Haryana. central to establishing a research culture in the educational landscape of Haryana and India will only be able to emerge as a global the country at large. power, if it turns into a knowledge driven society. The HE institutes of Haryana have a significant role to play in this transition

37 Role of Public and Private Sector Sector-wise expenditure on research in the in Promoting Research period 2005-2012. Source: Based on the report published by NSTMS on Sector wise Lack of research and citation has been expenditure on research. identified as one of the major factors detrimental to the growth of Indian Universities. In the budgetary announcements of 2016, the Not a single Indian university made it to the government has made a marginal increase top 200 universities in world rankings till of 4.8 per cent for education, the amount to 2015. Arguments have been put forth that it be spend on HE stands at, Rs 28,840 crore is unfair to gauge universities of developing while Rs 43,554 crore is set aside for schools. and developed countries on similar paradigm. The budget stresses on providing This argument, however, fails to negate the infrastructural support to 10 public and 10 fact that our education system has failed to private institutions in order to help them inculcate a spirit of research and enquiry in emerge as world-class teaching institutions. the academician and learners. In the TIMES It announced the formation of HE Funding BRICS rankings released for 2016, though Agency (HEFA) under which an allocation of India is the third most-represented nation in Rs 1,000 crore is to be used for enhancing the list, behind China and Taiwan, but it is the access and redressing problems of students only BRICS nation without a single university applying for loans. The focus remains on in the top 10 ranking. The Indian Institute of financing infrastructure expansion and Science finds itself in 16th place.1 As per the renovation of government institutions (such report published by National Science and as the IITs, IIITs, NITs, IISERs and different Technology Management System (NSTMS) central universities) rather than research. in 2013, up till 2012 the major expenditure on research in our country was coming We need to wake up to the demands of time through Central Government followed by and invest ourselves mentally and physically Private organisations. The State expenditure in research by developing a culture of on research requires further improvement. research in our academic institutions. The Research expenditure on HE as sector was onus of making HE relevant to the needs of the least and clearly indicated the need for time by making it research and knowledge massive improvement. driven lies with both public and private

Sector-wise expenditure on research in the period 2005-2012. Source: Based on the report published by NSTMS on Sector wise expenditure on research.

1 BRICS & Emerging Economies Rankings 2016

38 State Higher Education Plan Haryana institutes. There is a need to explore public- There is an urgent need to prioritise research private partnership and industry-academia and innovation in HE. This requires institutions partnership in the area of research. to establish policies and practices that promotes research and provides adequate Balancing Research and Teaching support to faculty by enabling them to spend time and effort in research activities. As per As institutes of HE, universities and colleges a recent UNESCO report, India spends 0.8 have to be places where teaching and per cent of its GDP in promoting research. research come together. There is a need for This is indicative of a lack of political will Indian universities to fill the gap between and at the same time a lack of commitment teaching and research in HE. Can universities from the academic stakeholders towards and colleges be merely a place of knowledge developing a research culture in India. dissemination? And, if the preoccupation of We need to understand that the onus of academics is only with dissemination then who promoting research cannot be left only on creates the knowledge, thus disseminated? the Government. The educational institutions The time has come for universities in Haryana have a major role to play in the promotion of to move beyond the juxtaposed debate research and innovation at the micro level. of teaching universities versus research universities and strike a balance between Current Challenges in the research and teaching in practice. Research Research and Knowledge should inform pedagogy and pedagogy Creation in Higher Education in should affect research. A university’s raison Haryana de être cannot be merely dissemination of existing information, deemed as knowledge. The key challenges faced by universities in establishing a research culture and A HE institution has to actively generate and knowledge creation in the educational eco- contribute to the body of knowledge in the system are described below: areas it engages with and in that process produce educated beings who are equipped • Fragmented policy: There has been with adequate tools to be a part of the world no comprehensive policy promoting outside. Haryana has a few institutions such research and innovation in HE Institutes as National Research Centre on Equines of the State. There has been some focus (NRCE), Central Soil Salinity Research on the promotion of research in area Institute and Chaudhary Charan Singh of science and agriculture but most of Haryana Agricultural University dedicated the other disciplines specially arts and to research which are directly linked to the humanities have been left out of any geographical strength of Haryana, being policy intervention. predominantly an agriculture based state. Recent trends indicate that service sector • Inadequate funding of Research has a higher contribution in the State Gross and Development (R&D): As per the Domestic Product (SGDP) at 2,07,277 crore 2013 National Science and Technology which makes the service sector share 53.29 Management System the national 2 per cent of the total SGDP of Haryana. funding for promoting research is 0.8 There is need for adequate research in the per cent of the Gross Domestic Product. direction of emerging realities of the state Consequentially, even less funding is to explore how education can correspond available to the academic and R&D to service sector needs and also to identify institutions. Our country’s expenditure on the means of enhancing the efficiency and research in HE section till 2012 was 4 per productivity of the state in these areas.

2 Economic Survey of Haryana 2014–2015 Economic Survey of Haryana 2014–2015

39 cent. The total expenditure of Haryana • Lack of focus on social science government on over all research and research: One cannot deny that development in the State has been not there is a need to advance research in more than 4 per cent. area of science and technology. Such research projects often demand long • Lack of coordination and commitment term and sustained funding. Though of stakeholders in higher education: research in science and technology are Professionals in the areas of education rightly prioritised, institutions should not and consequently students pursuing HE deprioritise researches in social sciences. are not committed to research in their In fact, many streams within social particular area of study. There is a lack science research does not demand huge of orientation towards research among monetary investment. the present day academicians, which stems from a lack of commitment of • Plagiarism: Most academics in India are government and society at large towards not aware of how to protect intellectual research and innovation. There is a need property. Plagiarism is a rampant concern for HE institutes to redefine themselves primarily because neither academicians and prioritise research and knowledge nor students have adequate orientation creation in the sphere of education and towards how to avoid plagiarism by inculcate research spirit amongst the using suitable citation methods. Many academic professionals and youth of the academics do not have knowledge about country. Universities should seek linkages, patenting and there is a lack of expert with industry and government in order help on such issues within and outside of to take joint projects, provide research educational space. based consultancy, etc. to solidify its research base and enhance its research Ways of Promoting Research and orientation. Exchange of ideas and Capacity Building personnel leading to joint projects should be explored. The topmost priority of our HE institution in Haryana must be promoting research and • Lack of research culture: There is knowledge creation. Increasing research and an urgent need to generate ‘a culture capacity building within an institution requires of research’ in our HE institutions. Our a significant investment and commitment. education system is still focused on Some of the possible steps are as under: teaching, and grade accumulation. In such a scenario, acquisition and generation of • Building a culture of research knowledge through research takes a back This would entail the management to orient seat. Our curricula are dated and often faculty members towards research; provide not developed as per the discoveries them with adequate time along with teaching and innovations in the respective field of to work on their research interest. Faculty must study. There is a gap between what is not be burdened with administrative duties being taught and industry expectation. and the teaching hours must be decided in Lack of adequate infrastructure for a manner that allocates adequate time for research, institutional apathy and lack of research. funds further worsens the situation. While academic institutions are busy performing • Commitment by all stakeholders routine academic exercises, research and within the institutions knowledge creation is neglected. The management and administrative bodies should be sensitised towards the need to advance research in the HE institutions.

40 State Higher Education Plan Haryana

Institutes should have committees and or joint research and to seek help on their experienced academicians devoted to current work. This will eventually lead to a promote the cause of research within the huge collection of journals, papers and other institution. Young, mid-level and senior research material. academicians should be engaged in developing a culture of research within the • Establishment of Research Centres institution. One of the way in which universities in Haryana can promote research and establish • Orientation of new professional a culture of research would be by opening towards research research centres within the institutions and Young scholars and academics should be assigning existing faculty members to those oriented towards focusing on research at centres. This would require each faculty the onset of their career and inform their member to be assigned with a centre and pedagogy through research. They should get involved in research related activities of be sensitised to the need of continuously that centre. They should be encouraged to engaging in ethical research practices to come-up with ideas of joint research leading become reflective about their work and its to a publication. These centres could be led impact on the students. by senior faculty members who have proven acumen for research. • Promoting inter university and inter department collaboration amongst • Mentorship programme for professionals young professionals and existing Universities and colleges in Haryana professionals should take initiatives to establish research The mentor-mentee system is largely found collaboration amongst them by sharing in educational institutes for new students information, inter-library loans and other and in corporate set-up for employees who resources to conduct joint research. Faculty are new joiners. The idea is to provide some of different departments and colleges can handholding to these individuals till they come together in conducting research and are comfortably settled in their role within publishing co-authored scholarly work. This the organisation. This concept can be used would not only enhance a culture of research to promote research in the HE institutes in but allow academicians to exchange best Haryana by aligning young faculty members practices and knowledge with each other. with experienced professionals to promote their research work and orientation. This • Establish interstate research network programme could also be extended to and portal students where they are allowed to work as Related to the previous point is the research assistants to faculty in the senior establishment of a network of researchers years in college or university. within the State where academicians of high, medium and relatively less experience • Introducing research methodology as come together and identify opportunities of a subject of study at undergraduate working together in research. This could be level done by initiating a research and publication Another way of instilling research acumen networking portal or using existing mediums and culture at an institutional level would such as LinkedIn, to network and establish be to ensure that each faculty member and both national and international tie-ups. We student is exposed to seminars, workshops recommend the establishment of an online E- or courses that deal with research methods, Patra/Anveshna- a comprehensive database irrespective of the discipline opted. A formal for institutions, scholars and academicians orientation in research at college level goes across Haryana to upload their published a long way in bringing research focus in the lives of both students and academicians

41 • Aligning research output to growth and promotion At an institutional level, another way of promoting research amongst academicians would be to allow them to set research targets at the beginning of the academic year and connect their achievements in research to their performance appraisal and promotions. The research output can also be reasonably linked with performance appraisal and promotions in the HEIs in Haryana.

• Institution of Best Researcher Awards (yearly) We recommend the institution of District, Institutional and State level awards/grants to encourage and promote the culture of research in Haryana. Such a reward system based on the merit of research or innovative research idea will help in promoting research and in signaling state’s commitments towards research. At a micro level, HE institutes can also institute awards for faculty producing quality research.

• Inter-university tie-ups Haryana can also look at tie-ups with premier government and private colleges in the neighbouring state such as Delhi or UP to promote research. This would open many roads for emerging scholars to project their work and learn from the experiences of each other. This could also be a precursor to establishing international tie-ups with HE institutions abroad.

42 State Higher Education Plan Haryana

8. Engineering, Science economic consumption and strengthening their military power. It is now clear that the and Technology (EST) current consumption of natural resources and subsequent stress on environment cannot continue indefinitely.

EST now has an over-riding responsibility to help societies make a sustainable transition from an obsession with inequitable growth to achievement of a sustainable ecological and economic system. Indeed, there is a need for more humane and context specific inputs into our EST systems to attain desirable outcomes. In this transition, an alliance between EST, Engineering, Science and Technology (EST) humanities as well as the rich wisdom from are key drivers to personal, national and global traditional knowledge of indigenous Indian development. This is because EST revolutions society can be very important. Hence, we underpin economic advances of a society have to look at EST from an inter-disciplinary through welfare inducing improvement in perspective. fundamental sectors like education, energy, health, agriculture, infrastructure, outer EST Structure in Haryana space as well as overall quality of personal life. Further, EST courses aspire to inculcate The Department of Science and Technology a rational outlook, scientific temper, solution (DST) of Haryana was created in March, oriented attitude and analytical skill sets within 1983. Promotion of renewable energy their students. This helps in overall personality programmes was one of the major thrust development of young EST graduates and areas and most of the resources were gives a competitive edge to their employability concentrated in this direction. In 1995, State prospects. Indeed, Government of Haryana Government created new Department of should further invest in quality EST education Non-Conventional Energy Sources from the and associated apprenticeship/internships/ DST. vocational programme to leverage the role of EST to create a prosperous Haryana. The major objectives of the department are: • To identify, process and disseminate new technologies for Agriculture, Industry and other sectors.

EST for Sustainable Development

Advances in EST have improved the quality of human life. Still, EST has been allegedly used as a tool by the wealthier segments of the world for increasing their unfettered

43 • To advise the State Government on policy recruitment of R&D work force. issues related to Science & Technology. - Support for the establishment and funding • To provide effective linkages of of research institutes and centres. State Government departments with - Help in infrastructure support and the research and development institutions, commercialisation of research findings. laboratories, universities and various Central Government departments. - We recommend setting up of Haryana Engineering, Science and Technology Board, The Department of Science & Technology which will be responsible for outlining functions through two of its agencies namely: a comprehensive and coordinated state I. Haryana State Council For Science & strategy for R&D in providing industrial Technology (HSCST); and competitiveness as well as come up with II. Haryana Space Application Centre mentorship programme for young EST (HARSAC). academicians as well as EST graduates with leadership potential. All India Council for Technical Education (AICTE) and UGC are educational bodies • To encourage girls and women to take associated with EST courses in Haryana. up EST courses, Project “Kalpana Chawla’’ must be initiated to identify prospective Vision for a High Tech Haryana female talent at the earliest possible age and help girls to acquire the necessary Accordingly, we recommend the following experience and skills. The free services to action points to realise a high tech Haryana be launched under the ambit of this project in 2025. are online social networks through which these future scientists and technologists can • Promote high quality EST related communicate; opportunities for students applied research and leadership. to be guided and mentored by leaders in - Emphasis should be laid on post-secondary science and technology; mentorship for and tertiary EST education to develop parents and students on college acceptance the human capital needed for knowledge and finances; skills acquisition; internships; intensive high technology products and career guidance and much more. services. The focus should be on setting a Infrastructure Initiatives number of high technology research oriented institutes and enhancing the interaction • Set up a Haryana Wide Area Network between tertiary institutions, the Government (HWAN) for faster dissemination of knowledge and MNCs. For example, an International and research across all state universities Institute of Information Technology should and government colleges in Haryana. be established at Sonipat and/or an Indian Wide Areas Network (WAN) optimisation Institute of Automobile Technology can be can be used to maximise the efficiency of established at Manesar. information flow. For HE institutes, the goal of optimisation is to accelerate the speed of - A Science Park should be established to access to important educational applications further facilitate R&D activities in different like online assessments, teacher podcasts, EST sectors. The major recommendations for and learning apps or programs. With the these Science Parks are: correct bandwidth management solution, - Establishment of fund to promote industry colleges and universities can monitor, driven R&D. control, and optimise their WANs so that - Provision of grants and fiscal incentives to students, teachers, and staff experience encourage more private sector R&D. consistent network access. HE Institutes - Assistance in the development and can gain visibility, identify and control

44 State Higher Education Plan Haryana traffic, and control bandwidth utilisation, so environment friendly initiatives within college that adequate bandwidth is available for and university campus. Rain water harvesting educational purposes. Therefore, teachers techniques, solar power plants, etc. can be and students will have access to high speed, funded under these projects. reliable Internet to leverage full benefit of Stand Alone Digital Projects online learning platforms like EdX. They can also participate in online guest lectures offered • “E-Granthalaya” project for digitising by eminent speakers in other universities. libraries can be initiated across the districts in Haryana. The most obvious benefit of • Additionally, an inter-university digitization is access to primary source Management Information System (MIS) materials irrespective of time and space. The should be set up on HWAN for better data aggregation of these resources, in digital collection and Analyses. This will not only form, is bound to provide new sources for reduce transaction costs by disintermediating academic scholarship. middleman but also promote transparency and accountability in the HE system. For • To deal with manpower crunch, example, MIS can be used to track student HE institutions frequently hire external lifecycle as well as procurement activities. candidates on a contract basis. Apart from Educators can utilise MIS in a variety of ways traditional forms of mass communication like which can improve administrative efficiency newspaper, TV, etc. social networking sites as well as classroom productivity. can be optimally used for the same. Similar to a website, social networking sites like • Set up a cloud account for each Facebook can also be used to disseminate student in Haryana to store all academic important information and engage with other related documents and link it to laptop/tablet stakeholders like students at a very low cost. scheme similar to Aakash. Students can access their cloud account to store important • In order to reduce corruption, cashless documents, check their attendance, evaluate money transfers should be encouraged their performance across years, check the through ‘smart identity card scheme’. For status of their fees, etc. Additionally, students example, an individual can refill a certain will be able to work from their homes by amount in his smart identity card. He/she can accessing their academic work from cloud then use this identity card to carry out financial account. This will eliminate the need to transactions. At the end of each transaction, carry heavy bags filled with paper based the corresponding amount is deducted from notebooks. his smart identity card. Cashless transfer mechanisms can be used to provide more • Considering the fact that some targeted scholarships/financial assistance resources used in EST universities have a short to students or keep a track of discretionary life cycle (e.g. laboratory equipment) and spending of administrative authorities. some infrastructure facilities are too costly (for example, Ion Accelerator Laboratories); these resources/facilities can be shared by universities based on a consensual agreement. For example, Ion Accelerator lab of Kurukshetra University can be made available to students of other universities and colleges in Haryana.

• ‘Green Haryana Higher Education Initiative’ should be launched to encourage

45 9. Liberal Arts, them to deal with emerging problems of the society. It also provides students with Humanities and a broad knowledge of the wider world Interdisciplinarity (science, culture, and society) as well as an in-depth study of a specific area of interest. In an era of global competitiveness, and A liberal education helps students develop a a rapidly changing market where we face sense of social responsibility. Additionally, it heightened interaction between people and develops strong and transferable intellectual cultures, it is the right time to examine the and practical skills such as communication, relevance and processes of our educational analytical and problem-solving skills, and a system. At present, the status of HE in India if demonstrated ability to apply knowledge and not poor, has entered a stage of parochialism, skills in real-world settings. where colleges emphasise accumulation of discipline-specific skills in a vacuum, It is probably important to acknowledge that i.e., without reference to the relationship in many respects the way HE is conducted is between disciplines. Even though, some simply a reflection of the larger society. It is Indian colleges pay lip service to the merits no exaggeration to say that the modern world of an inter-disciplinary education, they do has, in recent years, become increasingly not emphasise its incorporation in practice. focused on the external aspects of society: However, artificial compartmentalisation of economics, acquisitiveness, competitiveness, disciplines fails to recognise the complexity of etc. HE similarly tends to judge itself in the interwoven problems afflicting humanity materialistic terms like grades, high end and disables the imagination from conceiving jobs and admissions in foreign universities. multi-pronged and nuanced approaches It has been constantly recognised that the to resolve them. This bring forth the need current curricula in India with a narrow and importance of introducing Liberal Arts focus on professional training has failed Education to the HE curriculum in India that to prepare students to meet the challenges covers a wide spectrum of disciplines covering and opportunities of today’s global world. humanities, as well as social, natural and Contemporary global needs and challenges formal sciences, thus essentially providing for are such that the motto of HE needs to go a holistic growth of an individual mind. beyond students’ employment prospects. The challenges that daunt humanity such as global Understanding what is Liberal terrorism, ecological threat, nuclear warfare, etc. require thoughtful individuals who not Arts & Humanities and why do only possess the skill set and have command we need it? over knowledge, but at the same time have an immense sense of social and moral Liberal Education is an approach to learning responsibility. The young generation must be that provides the basis for critical form of ‘educated’ as opposed to ‘trained’ in order inquiry. It empowers individuals and prepares to be aware of their present, to acknowledge their past and to envision a better future. In meeting the needs and challenges of the contemporary world, they might be trained in a particular skill set but they need to be sensitive about every aspect of the world. And it is in this respect that liberal arts education provides immense scope. For instance, a student of economics can study biology, or a researcher working in the area of educational studies can pursue computer sciences and a

46 State Higher Education Plan Haryana student with a background in literature can of works and ideas. It invokes values of well study logic and pure mathematics. wisdom and normative qualities required for humane conduct, ethical decision making, The idea of education system itself and civic responsibility. It designates skills does not constraint education within of inquiry, communications and reflections. departmentalisation of knowledge. Rather It distinguishes particular objects, such as transcending rigorous disciplinary boundaries novels, paintings, musical compositions, should be encouraged and undertaken with philosophical and religion. And, over the enthusiasm towards better learning process course of the twentieth century, it took on new within the education system. Liberal arts meanings as disciplinary practices changed education is not only broad and wide in new interdisciplinary fields arose, and the spectrum than traditional courses but it also boundaries of humanities and social sciences inculcates crucial faculties like ability to do were crossed. Julie Thompson Klein, 2005 in critical thinking, creativity, innovation, moral Humanities, Culture and Interdisciplinarity: reasoning and holistic understanding of the The Changing American Academy (Pg 1). world. The rise of disciplinarity can be traced Liberal Arts Education back to classical antiquity, when the world saw the emergence of Greek philosophy. The English word ‘humanities’ derives from With the classification of knowledge into an educational program introduced in disciplines, education also got established ancient Rome under the ambit of the label— into a hierarchical division between different humanities. However, the word humanities disciplines according to various criteria. has got many connotations according to the Disciplines can be defined as ‘the social context where it is used. network of individuals interested in related problems or ideas’ (Lattuca 2001: 23). It stands for tradition of knowledge and Therefore, each discipline has a network of aesthetic expression that is vested in a cannon individuals who usually address a given set

47 of problems, make similar or slightly different only for the scholar undertaking research assumptions, follow similar methodology but society at large should be considered and undertake related research practices. as a valuable research and calls for an Herein lies the social, cultural and historical interdisciplinary inquiry. Herein lies the raison dimension of disciplinarity. The value of the d’être for the academic standing of Liberal term ‘interdisciplinarity’, however, lies in its Arts and Humanities. flexibility and indeterminacy. Interdisciplinarity can be characterised by various attributes. The The Way Forward scholarship of integration makes ‘connections across disciplines, place the specialties in the • Promotion of Liberal Arts and larger context, illuminate data in a revealing Humanities way, often educating the non-specialist As India moves towards becoming a global too’. The idea is to look at a particular part power, it is incumbent that a stable education of the world freshly. While doing so, the system is developed that can tackle the aim of an interdisciplinary approach is not current challenges and problems. At present, just to form connection between disciplines the status of HE in India has entered a phase in terms of set of problems, methods and of insularity, where colleges emphasise on research practices. Neither has it signified accumulation of discipline-specific skills in confinement to a particular subject matter isolation, without reference to the relationship that is being researched on. Specialisation between disciplines. This brings forth to us entails adhering to the given ‘infrastructure’ the need and vitality of introducing Liberal of disciplinary boundary or/and sticking to Arts Education to HE curriculum in India that a given set of shared values, believes and covers a wide spectrum of disciplines covering ideology amongst a disciplinary community, humanities, as well as social, natural and irrespective of the nature of the subject matter formal sciences, thus essentially providing a being researched. It is here ‘interdisciplinarity’ holistic growth of an individual mind. provides a broader definition of what it means to engage in research. It gives scope • Encouragement of Interdisciplinarity to provide a larger and more comprehensive In order to face the emerging realities, understanding of a subject matter that globalisation poses us today, it is important demands such an enquiry. It also gives an that emerging countries like India develop opportunity to raise questions and challenge an education system that gear ‘young old assumptions of a particular discipline, in minds’ not only towards employment the process provide insightful interpretation incentives but channel them towards their of the issues raised and establish connection moral responsibility as ‘global citizens’. The between disciplines that otherwise would challenges that have dawned on the survival not be visible within a disciplinary boundary. of human race, require an interdisciplinary To be precise, one needs to be honest to a form of learning that does not suffer from subject matter and interpret it in a meaningful rigorous water tight compartmentalisation of way. Research on a particular subject matter disciplines. A degree in liberal arts provides should not be conducted for the sake of it, a perfect blend on interdisciplinary learning. but must provide value to the society as a In India, liberal arts education can empower whole. Choice of subject matter is, therefore, individuals and prepare them to deal with crucial in the sense that it has the potential complexity, diversity, and change faced to affect masses in a meaningful way. The amidst the recent trends under globalisation. subject matter undertaken is associated with With its broad knowledge of the wider world the very existence of the human being and (for example, science, culture, and society) as can be instrumental in diluting as well as well as in-depth study in a specific areas of restoring the class structure in the society. interest, a liberal education can help students A subject matter that has some value not to develop a sense of social responsibility, as

48 State Higher Education Plan Haryana well as strong and transferable intellectual arts and humanities must be both canonical, and practical skills such as communication, thus sustaining the mainstream versions, and analytical and problem-solving skills, and a yet be plural. A liberal arts and humanities demonstrated ability to apply knowledge and consideration of the Ramayana is responsible skills in real-world settings. for its 300 variants. An interpreter of culture has to resist any effort to eliminate other versions. In fact, in a developmental India, • Rethinking and Restructuring of a liberal arts and humanities culture must Educational Departments become a custodian of lost languages Educational Departments should gear and peoples. The ethics of liberal arts and themselves towards an integrated system of humanities demands that the last tribal and teaching and learning across disciplines be it the lost storyteller both become a part of it. A health care, law, economics, etc. One of the strict adherence to the canonical, the classic most innovative mechanism under Liberal Arts and the mainstream will be inadequate and and Humanities remains the understanding ill-fitting in India’s cultural landscape. between a teacher and a student. It does not rely on a lecturing mode of learning where a teacher delivers and a student only acts as a passive subject. A teacher rather becomes a legend who creates the folklore of liberal arts. Teacher is a creator and inventor of a new self or a renewed self; a seeker and an explorer, as the syllabus is not confined, rather presents a map of possibilities. Pedagogy, thus, becomes crucial because it is the act of teaching that is the eventual educational act, a drama unfolding everyday around a canonical text, an invitation to re-reading, as an unfolding invention.

• Linking Higher Education to Society The most important contribution of Liberal Arts and Humanities remains the nexus it creates between HE and society. By taking into account that educational institutions are nothing but a microcosm of the entire society, the programme of Liberal Arts and Humanities stresses that students develop a sense of social and moral responsibility. Education more than anything should develop a critical mind of inquiry among students that can help them raise questions on crucial factors emerging in the world as opposed to accept them as ‘natural’. Since India is a multilingual and multi-civilisational society, its very diversity creates a cultural and ethical responsibility. One of the primary responsibilities of a liberal arts and humanities course is to sustain that diversity ethically, culturally, and politically. In that sense, a regime of liberal

49 10. Sports, Art and Culture

Sports, Art and Culture form an integral part of Haryana. Various art forms find a special space in the socio-economic cultural development of the state. Haryana organises various craft festivals like the Surajkund Crafts Mela which is held every year and is a venue of magnificent art work of the entire country of Haryana has undertaken initiatives to encourage and promote the indigenous art and culture of Haryana. Recently under the aegis of the Honorable Chief Minister, Shri. Manohar Lal Khattar, Haryana organised a ‘Happening Haryana Global Investor Summit 2016’ in Gurugram from March 7–8, 2016. A special section of this summit specifically addressed ‘Education, skill development and sports: Developing human resources to realise the vision of Make in Haryana’. Apart from this, veteran Bollywood actor Dharmendra has been made the brand ambassador of Haryana Tourism. The State Government has also signed a Memorandum of Understanding (MoU) with Indian Council of Cultural Relations (ICCR) for exchange of cultural activities and to promote Haryana’s rich cultural heritage. These initiatives show that promoting arts, culture, sports and education forms is one of the highest priority areas of the State Government. including Haryana. While some of the cities The Dynamic Art and Culture of of Haryana stand out as the destination of Haryana excellent artwork, it is the villages of Haryana which are home to incredible indigenous A glimpse into the vast and ancient history artists and their masterpieces. There are of Haryana is imperative to understand its different categories of Haryana art forms that dynamic culture and it rich yet rooted art and are popular, ranging from pottery, paintings, craft traditions. The State of Haryana as we embroideries, sculpture, theatre, dance and know today came into being in 1966. The music. Recently, the Government of Haryana 5000 year old history of Haryana is steeped has started an initiative to support budding in glory, believed to be land of Lord Krishna’s entrepreneurs who can set up ‘start ups’ in preaching of Bhagvad-Gita and battle of the field of art and culture. Under the ‘Make Mahabharata, Haryana is regarded to be in India’ initiative taken by the Honorable the region where the Vedic Civilisation once Prime Minister, Shri. Narendra Modi to flourished and Vedic scriptures were written. develop high value investment opportunities The history of Haryana is replete with myths, in the State of Haryana; the Government legends and facts.

50 State Higher Education Plan Haryana

Haryana was considered the “The Gateway Haryana has two types of famous woven of North India”. Over the ages, continuous furniture: streams of invaders; Huns, Turks and the 1. Mudhas (round stools) and chairs made of Afghans attacked India. Haryana has been sarkanda (a reed) from Farookh Nagar and the turf where decisive battles of Panipat in 2. Pidhis from Sonipat which are essentially 1526, 1556 and 1761 were fought. These wooden stools with seat woven in sutli (cotton invasions affected the art and culture of land threads). and traces of Persian and Mughal influence are evident in the art and craft of the State. Haryana’s pottery emanates from its village The State also became an important site in the culture, the kick-operated wheel is commonly 1857 Revolt against the British Government. used here which doesn’t require the use Haryana is known for the many brave of hands; instead feet are used to turn the warriors, freedom fighters and soldiers such wheel. Natural clay readily available in the Babu Dayal Sharma, Heera Singh, Lala region is used. The earthen vessels, toys and Shayam Lal, Rao Tula Ram, Sir Chotu Ram, figures are decorated with intricate designing. Major General Rao Farman Ali, and Lance Jhajjar amongst other districts of Haryana is Naik Hari Singh to name a few of them. known for its clay pitcher.

Art and Culture Haryana, like its neighbouring State of Punjab, is known for its embroidery and weaving The art and craft of Haryana include a wide specially Phulkari, an intricate handwoven art range of pottery, embroidery and weaving, involving extensive needle work with colorful sculpture and murals of Mughal and Persian silk thread found on shawls, sarees, long style. Apart from artistic metal work, wooden skirts and suit salwars. A variation of Phulkari bead making, zari and tilla jutti (leather is Bagh, wherein the whole cloth is covered footwear), wood and bone carving. with embroidery, taking often months, even years to finish.

The District of Panipat is a major textile town famous for its handloom such as rugs and upholstery fabric. The traditionally woven rugs (durries) are normally coarse and have geometrical designs often set against a blue background. Karnal is famous for its bright silk robes and Lungis.

Haryana with its vast history of various invasions and rulers has had several patrons of arts and paintings though this aspect of the culture could not flourish. Many traces of Haryana’s painting culture are found in the temples of the State. The Asthal Bohar paintings are in the Rajput style, and their influence can be seen even in the Shiva temples in Panchkula and Pinjore, Venumadhava temple in Kaul, the temples in Kaithal and Pabnama, the Kapil temple in Kilayat and the Sarsainth temple in Sirsa. The Rang Mahal in First Battle of Panipat between Babur and Ibrahim Lodhi (1526). Pinjore is also decorated with wall paintings, Illustration from the manuscript of Baburnama (autobiographical work of Babur) straight from the hands of Mughal painters.

51 The Samadhi of Lala Balk Ram and Lala Jamuna Das in Jagadhari in Ambala are famous for their wall paintings from the Hindu mythology.

Emperor Hemu, who Babur defeated in Second Battle of Panipat The entrances to both are flanked by heavily (1556). This is a 1910 bazaar-art poster where Hemu is shown painted Dwarapalas. Qila Mubarak, a two- to be sitting in Mughal courtly style, with Hindi and Persian script suggesting, the Last Hindu Emperor of Hindustan. storeyed Mughal structure is embellished with Source: Columbia University images of birds and flowers. Kurukshetra’s Bhadri Kali temple has religious themes and times, where participants would take turn in frescos running throughout its structure, with acting in a circular formation. Ali Baksh of a broad frieze bordering the lower end. In Rewari is said to be the father of folk theatre Rohtak, paintings have been found which in Haryana and has staged the mythological- are now in possession of the Manuscripts cum-historical saga Padmavati. Pandit Deep Department of Kurukshetra University. Chand is, known as the Shakespeare or Kalidasa of Haryana. Theatre, which is locally known as Sang is a derivation of Swang which literally mean Cuisine of Haryana imitating forms an integral part of the rural state’s culture. Theatrical performances are Haryana is a predominately agrarian society often accompanied by folklore, music and and the simplicity of its culture also seeps narrations. The folk tales of Haryana finds into its cuisine. Haryana’s cuisine is simple their root in the tradition of bravery, the and earthy, with emphasis on wholesomeness agrarian and cultural life of people; farmer’s and sustenance. Fresh and green vegetable tales and stories from the mythical past preparations such as Cholia, Methi, Singri Ki gets woven in the folk tales and songs. The Sabzi, Bathua etc., are popular preparations. performances were made in open spaces, The ‘Land of Rotis’ is an apt title for Haryana, raised platforms, even in fields or temples, as people are fond of eating different kinds more like the ‘Nukkad Natak’ of current of rotis here. Wheat rotis are common and so are baajra.

52 State Higher Education Plan Haryana

Haryana is well known for its cattle wealth organising the annual Mango Mela at the and is the home of the famous Murrah buffalo historical Mughal Gardens at Pinjore since and the Haryana cow. Hence milk and milk 1992. Celebrated in the month of July, products are important in Haryanvi cuisine. the festival involves exhibition of a variety People make butter and ghee at home which of mangoes, cultural programmes, craft forms a part of their daily diet. Homemade bazaars and food courts. Several varities of fresh butter is called nooni or tindi ghee and mangoes from different parts of the country is churned daily in most homes. Buttermilk, such as Maharasthra, Bihar, Uttar Pradesh, and lassi are popular drinks. Kheer, chura, Haryana, Himachal and Punjab are brought malpua are traditional sweets which form a under one umbrella. Various hybrid varieties part of Haryana’s cuisine. are also made available.

Fairs and Festivals of Haryana • Pinjore Heritage Festival The annual Pinjore Heritage Festival is a Haryana’s rich art and craft often finds two day event held at the Pinjore Gardens its voice in the various fairs and festivals to promote the rich cultural and historic organised and celebrated in the State. Some tradition of the region. This Festival of the prominent fairs are: encapsulates tradition and culture of the region and was organised for the first time • Surajkund International Craft Mela in 2006. It has since become one of the The festival is celebrated between 1st to 15th eagerly awaited annual festivals of the of February in Faridabad, the fair showcases region. The Gardens are decorated with the rich regional and international crafts lights. A number of cultural competitions and traditions. The fair is a celebration such as rangoli competitions, mehndi of Haryana’s folk traditions and cultural competition, are organised. Crafts bazaar heritage. It attracts millions of national and and food courts are an intrinsic part of the international visitors and is organised by the festival. The live performance in the evening Surajkund Mela Authority & Haryana Tourism by singers and artists is one of the hallmarks in collaboration with Union Ministries of of this festival. Tourism, Textiles, Culture and External Affairs. Many national and international folk artists • Kurukshetra Mahotsav and cultural groups give performances at The festival is dedicated to the birth of Srimad the open-air theatres, located in the Mela Bhagvat Gita and is also referred to as the premises. A variety of ethnic cuisine from all Gita Jayanti Samaroh. It is celebrated mainly over the world are offered at the food court. in Kurukshetra, Haryana. Kurukshetra is Apart from this adventure sports and joy rides the land where ‘Bhagwad Gita’ is believed are also offered. to have been delivered by Lord Krishna to Arjuna. The region is also considered to be • Mango Festival the land where the famous sage Manu wrote The main objective of the two-day ‘Mango Manusmriti. It is believed that the Rig Veda Mela’ is to encourage farmers to adopt the and Sama Veda were also composed here. latest technology to increase their mango production and quality. The Mela also Sports and Culture provides a forum to the farmers to sell their produce and products. India is one of the Sports form one of the strongest pillars of largest mango producers in the world, and culture in the State of Haryana. Haryana contributes to 50 per cent share of the world has made a mark in the field of sports. It produce. In Haryana, mangoes are grown has improved standard of sports in different on 25 per cent of the total area under fruit disciplines since its birth as a separate State cultivation. Haryana Tourism has been in 1966. Haryana has produced some of

53 Sports and Higher Education

Academic learning is often thought to be in opposition to sports education. While the former suggests, rigorous formal education, the latter is treated as a pastime activity or a hobby. However, academic learning and sports education are complementary to each other. If education means, full development of the personality of pupil, then the education in sports can inculcate the qualities of the best Indian players in a variety of sports. leadership, tolerance, involvement and team Haryana is a traditional powerhouse in spirit. As Swami Vivekananda had suggested games like kabbadi, kho kho, judo, boxing, “The education which does not help the volleyball and wrestling. Geeta Phogat common mass of people to equip themselves (wrestling), Seema Antil (discus throw), Sushil for the struggle for life, which does not bring Kumar (wrestling), Yogeshwar Dutt (wrestling), out strength of character,— is it worth of the Vijender Singh Beniwal (boxing), Vikas name?” Physical education, as it would be Krishan Yadav (boxing), Manoj Kumar (light agreed, enables the students to achieve a welterweight), Balwant Sagwal (volleyball) state of physical, mental and social wellbeing are the few names from the exhaustive list of that prepares them for any kind of challenges the prominent sportsmen from Haryana. that life may bring forth. “The Government of Haryana recognises that physical activity and It is interesting to investigate as to why sports are integral part of Haryana’s culture this north Indian state which is home to and society and translates into the benefits in only 2 per cent of India’s population has terms of health, social cohesion, economic emerged as the sports factory of the country. activity, cultural enrichment and improved According to one of the theories, this region quality of life.” In order to bring sports into has been invaded many times, thereby its the mainstream, the state government has inhabitants have developed certain level brought forth Haryana Sports and Physical of aggressiveness. This aggressiveness has Fitness policy, 2015, a comprehensive been translated into strength building and policy document that seeks to develop excellent performance in sports. According to Haryana as a Sports hub of the country. The another theory, as Haryana is predominantly policy envisages provision of sports in all agricultural economy, it has developed a its forms and contexts, including organised peasant culture where agricultural labourer and unorganised, in schools, colleges and toil in the land. This inculcated invaluable universities, parks, and public and private traits like physical strength and perseverance sports centres. in the people of Haryana. It is also argued that with the boom in the land prices, some land It is imperative for HE institutions to understand owners have become very prosperous which their role in the development sports in the has allowed younger generation to focus on state. We are pointing out the role of HE sports, physical fitness and training. Owning institutions as envisaged in the Policy. to the patriarchal social structure, more male sportspersons came forward. However, • Mainstreaming Sports: Co-opting in the recent times, female sportspersons sports in formal education have earned their name as well. What also contributed to the development of sports in - The government intends integration of Haryana is the continuous support from the sports in the formal education system. The State Government. government will take steps to popularise

54 State Higher Education Plan Haryana sports among children and make schools - State Institute of Sports Development is and neighbourhood its hub. intended to be set up for training of coaches, organising workshops, seminars, refresher - It will encourage teachers and parents to courses for sports officials. see participation in sports as vital for the development of key personality differentiators - Diploma and undergraduate education like commitment, perseverance, collaboration in sports and physical education will be and commitment among children. strengthened keeping in view the requirements of rules and equipment of modern sports. - These traits are central to their successful It will entail curriculum upgradation and adjustment in adult life and promote in them pedagogy development. in spirit of innovation and enterprise. - The possibilities would be explored for - The government will require schools, setting up of a sports university and also colleges and neighbourhoods to have to develop faculty of sports sciences and playable sports facilities and dedicated hours physical exercise in various universities of the for sports. state particularly in the Chaudhary Bansi Lal University, Bhiwani. - It will also see that there are teams and individual players and they get sufficient • Establishment of Sports Infrastructure number of competitions at junior and grassroots level and opportunities to graduate - According to the Sports and Physical Fitness to higher level of competition on the strength Policy, 2015 sports infrastructure in colleges of their performance. and universities needs to be established.

- It will ensure that these competitions are - The block level sports stadium would be well funded, have corporate backing, carry located within the premises of an existing decent award money and are well publicised school/college playground, provided the to motivate players to give their best. available area is minimum 6-7 acres.

• Envisioning New Future in Sports - Sports Infrastructure in College: Education: Establishment and Revival • Playfields would be developed in all of Sports HE institutions colleges in the state. • At least five games facilities would be - The nature of Moti Lal Nehru Sports School, provided in all the colleges. Rai would be changed from public school to • Multipurpose halls in the colleges would sports school providing quality education. be remodeled for use as indoor stadium for games wherever feasible. - Moti Lal Nehru Sports School, Rai may be renamed as Moti Lal Nehru Apex Sports - Sports infrastructure in Universities: School, Rai. • Requisite sports infrastructure would be created in all the universities of the state. - The sports infrastructure available in the National level sports facilities in at least five school will be put to optimum use. games would be created/upgraded in the universities. - To encourage talent the government intends to setup one sports school in each district by The State government would support converting one senior secondary school in universities in upgradation of their sports the district into a sports school. infrastructures either from its own sources or

55 making funds available from the Government ends or vacations to local communities/ of India. youth/sports clubs for regular practice, or to • Each university would have high quality reputed players to run coaching academies, infrastructure such as Astro Turf, synthetic or to reputed organisations to conduct track, etc. tournaments and other competitions. • Faculty of physical exercise and sports sciences would be opened in the • Incentivizing Sports in universities. Higher Education: Promoting • Sports labs would also be setup in the Competitiveness universities where ever feasible. - Inter college and Inter university • Training and Recruitment of Physical championship to be organised in the state. Education Instructors - A special scheme to improve the - Guidelines may be put in place for the competitiveness of school and college recruitment of physical education instructors, children would be formulated by the name and provision of developed playfield and “Haryana Grand Prix” in selected disciplines sports equipment, for recognition of schools utilising the provisions of Corporate Social and colleges. Responsibility Act.

- The vast manpower pool in the form of Department of Physical Education of colleges Challenges and physical training instructors of the • The Societal Logic: Not only schools is involved in sports development and Haryana, but India altogether is beset with promotion activities. All such officials shall be the problem of producing professional actively encouraged to undergo specialised sportsmen. Though young boys and girls training programs to learn game-specific pursue sports as their hobby, there are only coaching skills. The Education Department few who want to pursue it as their profession. shall frame necessary guidelines and rules in Providing reservations or even including this regard. formal education in HE institutes is not an answer. It rather needs to respond towards • Encourage the management of the question, what discourages sports in educational institutions in both the public Indian society? It is estimated that out of ten and private sectors to allocate adequate people only one aspires to take up sports resources in a time-bound manner for as a career. When asked why, the apparent infrastructure, equipment and trained staff answer is “there is no scope”. There are a to provide all students with a minimum few who think sports as a means of earning prescribed standard of facilities for a one’s daily bread. Sports do not command minimum number of selected sports and the same amount of respect in India as games. formal education in Engineering or Medical that has high probability of getting into the • Optimal Utilisation of Sports job industry. Haryana faces similar problems, Facilities: Exploring Commercial especially for girls who want to pursue sports. Usage Employment opportunities are, therefore, a major detriment towards the societal logic for - Encourage the management of educational not opting sports professionally. institutions in both the public and private sectors to optimally utilise their sports • Lack of Adequate Resources: For facilities by making them available on India, despite its vast population and genetic commercial terms during off-hours or week- diversity, it has an astonishingly unimpressive

56 State Higher Education Plan Haryana record in international athletic achievement. The dreams of sportspersons winning medals for India at the Olympics are shattered as they are not provided with proper resources. India still lacks good coaches, proper infrastructure and other helpful schemes which the government can provide thereby leading to the failure to acquire medals. Moreover, sportsperson are not even incentivised after they have achieved medals or honor. • Popularity: The present condition of sports in India, except for cricket, does not seem good. Cricket undoubtedly gets the best management and sponsors of the country. It is mostly due to its popularity among people. But the question is—are other sports getting what they deserve and demand? The answer is obviously a ‘no.’ Hockey is our National sport, but at present it has lost importance. Not only hockey, but tennis, football, golf, badminton; all share the same indifference. However, every sport has its own importance and deserves equal respect.

• Gender Bias: Unsurprisingly, sports, which house the careers of the most passionate and the aspiring, is also a major concern when it comes to the issue of gender discrimination. One of the primary reasons for this is lesser representation of the achievements of women in sports. The media has cut down the possibility of a farther reach of talent possessed by female athletes to the audience. Moreover, women are often perceived as being too weak for sports, particularly endurance sports like marathons and weightlifting. Most people still hold the belief that sports are harmful to women’s health, particularly to their reproductive health. In case of Haryana, though gender stereotypes are changing, the world has seen champions like Krishna Poonia and Geeta Phogat. However, the State has to undertake more initiatives and reforms that can positively affect women’s participation in sports.

57 11. Vocational Training, instance, there is a dual system of vocational training where the government funds the off Skill Based Education and job in school training programme and firms Entrepreneurship pay the apprentice wages during the on job training programme. In both the countries, The recent policy thrust in the country has all apprenticeship programmes consist been on skill development and pushing of three elements: General education, entrepreneurship efforts. The objective is to technical education, and occupational produce a skilled work force in order to meet skills and competencies. It is to be noted the needs of the industrial sector, thereby that the occupational skills-base is rather contributing to the economic growth at the broad, thereby trainees end up receiving macro level and enabling quality of life good all round training. As opposed to through enhanced earnings at the micro level. situation in Germany and Denmark, the Francis Greene in his book, Skills and Skilled British vocational education and training Work: An Economic and Social Analyses system is neither institutionalised nor (2013), defines ‘skill’ as personal qualities standardised. The duration of the course, with the key features of being productive (P) curricula and assessment is discretion based that is having some value, expandable (E) which depends on when, where and who is in terms of being enhanced by training, and imparting the training. The system in Britain social (S) that is being socially determined. narrowly focuses on job training and work This PES notion of skill, therefore, calls experience. It also lacks theoretical aspects for a larger multidisciplinary approach in of programme. Thus, the skills imparted are imparting skill education. Thus, the policy too sector specific and there is little scope for framework around skill development should adaptability. be such that it is aligned with the industry, trade, and regional policies. This is required Social Entrepreneurship in order to meet the objective of matching the demand for skills with its supply. Here, Social entrepreneurs are innovators who find it is pertinent to note: ‘While skill shortages solutions to the most pressing needs of a society. refers to a situation when it is hard to fill a job Much like a businessmen, their agenda is to vacancy due to the lack of applicants with the promote a business, a social business which required skills, a skill gap occurs when the addresses the societal problems and finds employer is not satisfied with the skill/ability a cure to the same. In a monthly newsletter of an employee to accomplish the required of the Overseas Indian Facilitation Centre job; a skill deficit on the other hand describes (August 2014), it has been identified that the state where both the levels of supply and social enterprises play an active role in the demand of skills are below some desirable education of under privileged children and level. It is, therefore, critical to acknowledge exist at various stages of education ranging that unless governments are clear about the from primary to skill development institutes. problem being confronted, the efficacy of the Social entrepreneurship also promotes skill social intervention cannot be adequate.’ development so as to procure livelihood.

Vocational Education and The role of social entrepreneurs becomes Training System all the more significant in rural areas which are encumbered with social issues such as women empowerment, sanitation and The vocational education and training accessibility of education/jobs/training to system in many parts of the world is highly the marginalised section of the society. In the standardised and institutionalised. In case of Haryana, the majority of its region is countries like Germany and Denmark for rural, where 65.71 per cent of its population

58 State Higher Education Plan Haryana resides. Thus, it makes a stronger case for vocational education system because of their promotion of social entrepreneurship. It is low expectation of job prospects through only through promotion of social inclusion, mainstream education system and an equality and reducing the problems of access eagerness to enter into the labour market. that a holistic HE plan can be developed. This can be driven by several reasons, poverty in particular. Providing students with job certainty is directly informed by matching the Recommendations needs of the industry and government policies with the areas of vocational education. • Increase in Government Expenditure It is increasingly realised that due to market • Build Broad Knowledge Base rather failure there has been either over supply or than Narrow Skill Set under supply of skill education. The role of the It is also argued that ‘the essential feature government thus is loud and clear: it needs of the vocational education is that it lays to finance as well as provide skill education. more emphasis on development of skill in a specific vocation or trade rather than building • Role of the Private Sector knowledge’ (Mehrotra et al, 2013). Thus, Although the vocational education and there might be a labour market advantage training (VET) system in India has been initially to an individual candidate who has predominated by the government sector, of undergone VET. With age, however, this late there has been a rise in private sector advantage dissipates and the individual is initiatives in this direction including the compelled to be stuck in a low paying job public-private partnership (PPP) model. The with little scope of career advancement. severe resource crunch faced by public This is because of a lack of adaptability with VETs manifests into poor teacher quality technological development or structural and curriculum, weak infrastructure and an changes in the economy over the life cycle inability to make substantive improvements of an individual. And this cause can be in the overall functioning of institutions. The attributed to the narrow skill set education contribution of the private sector is, therefore, model of vocational training as opposed to required to not only complement the public providing broad base knowledge. Thus, in the sector but to enhance job creation and longer run, it is suitable to have a broad base absorption of trained manpower as well. knowledge model for vocational training so as to enable the labour to adapt to changing • State Skill Strategy to be in Sync with times. Industrial Policies

While it is mooted that the skill imparted • Devise Measures of Concepts Related should be based on broad knowledge base Skill Development but at the same time it is to be acknowledged One cannot quantify all the concepts and that vocational education by definition cannot issues related to skill development. These have universal applicability. And a particular concepts may include skill formation, skill society at a particular level of development gap, skill deficit, skill supply and skill demand. requires a certain kind of skill set. Thus, it However, there must be some measure of these is necessary that a thorough understanding concepts to undertake an informed Analyses of the larger socio-economic and industrial and make meaningful recommendations. policies of the government should be taken Some of the international data sources are— into account before proposing a particular Programme for the International Assessment kind of vocational education and training of Adult Competencies (PIAAC), Programme system. for International Student Assessment (PISA), Skills toward Employment and Productivity • Job Certainty (STEP) and Systems Approach for Better Students may self-select themselves into

59 Education Results (SABER) Surveys by the • Social Entrepreneurship for World Bank, and the School-to-Work Vocational Training Transition Survey by the International Labour Social entrepreneurship can contribute Organisation. towards the demand for skilled labour by providing VET and skill specific training. This • Device a Coordinated Approach will also promote specific sectors in Haryana When it comes to vocational education and and at the same time increase employment. training it is necessary to adopt a multi actor approach. There is a need for collective co- operative action from all the stakeholders including employers, skill trainers, providers, government, industry and students.

• Institutes should promote Social Entrepreneurship Development and promotion of social entrepreneurship centers in HE institutions is likely to generate awareness among students while at the same time contribute to the social development of the region. For instance, the Jindal Center for Social Innovation and Entrepreneurship has undertaken various research projects such as ‘What can social entrepreneurs learn from ‘geographical indicators’?’ to better understand the social entrepreneurship model in terms of specific regions and their cultural, economic and social characteristics such as Haryana.

• Social Entrepreneurship Incentives should be provided for better access to higher education for women In Haryana, multitude of problems ranging from social exclusion, sanitation, security and lack of access to HE has resulted in low enrolment ratio of women as compared to men. Social entrepreneurship activity with its targeted problem solving approach can address these issues for increasing the participation of women in HE.

• Social Entrepreneurship for Sports Given the wide amount of talent in sports in the state of Haryana, social entrepreneurs can contribute to professional development of sports in the state.

60 State Higher Education Plan Haryana

12. District Wise AnalysEs AND RECOMMENDATIONS

Ambala

General Profile: Census 2011

Ambala comprises 3.56 per cent of total area in Haryana. Ambala has 4.4 per cent of the total population of Haryana. In the age group of 18-23 years, the percentage of male population is 53 per cent. The percentage of female population is 47 per cent. 26.25 per cent of the total population in Ambala belongs to the Schedule Caste category. The population in Ambala grew at the rate of 11.23 per cent (Census 2001 and 2011) in the past decade. The density of the district is 717 persons per square kilometre. 55.62 per cent of the population is rural, making 44.38 per cent as urban population. There are 470 villages in the district out of which 461 are inhabited. There are four towns in the district.

There are 885 females per 1000 males. This which is at 75.55 per cent. Male literacy is is slightly better than the state figure which 87.34 per cent and female literacy rate is is 879. The child sex ratio (0–6 age) is 810. 75.50 per cent. 84.65 per cent of the total Average literacy rate in the district is 81.75 population is Hindu. 12.25 per cent is Sikh per cent which is better than the state figure and 1.96 per cent is Muslim.

61 Work Participation Rate Economic Profile

The Work Participation Rate (WPR) of Agriculture and Allied activities is a key source Ambala district is 33 per cent in comparison of livelihood for the population of Ambala. to 35.2 per cent of the State. The WPR of Around 87.85 per cent of total geographical males in Ambala is 53.5 per cent, whereas area in the district can be cultivated. Cropping the WPR of females is 9.8 per cent. In intensity in the district is very high at 154.2 2011, the percentage of cultivators to per cent .Industry is well developed in Ambala total workers is 14.2 per cent whereas in district. As per 2011 data, there are 3536 2001 it was 16.3 per cent. The percentage registered industrial units in the district. Between of agricultural labourers to total workers 2006-07 and 2011-12, Medium-Small Scale Industries segment has witnessed growth of in 2011 in the district is 15.4 per cent 41 units generating additional employment of whereas during 2001 it was 13 per cent. over 3457 during the period. Ambala is a hub The percentage of household industry of scientific instruments with more than 800 workers to total workers in Ambala district units engaged in this business. This industry is 4.2 per cent in comparison to 2.9 per employs more than 4000 skilled and semi- cent of Haryana. The percentage of other skilled people in using more than 50 types of workers to total workers in the district is different raw material to manufacture more 66.2 per cent in comparison to 52.1 per than 20,000 different types of instruments. cent of Haryana. Details of existing micro and small enterprises and artisans units in the district and number of employee working are given as under-1

1 For all the districts, data for this part is based on the analysis done in 2011-12 by Micro, Small and Medium Enterprises (MSME)-Development Institute for respective district, Ministry of MSME, GOI.

62 State Higher Education Plan Haryana

There are 5 units of large scale industries lay the foundation of a knowledge based public sector undertakings in the district. There economy in Haryana. The report pointed out are 2 units of medium scale enterprises. The that the key growth industries in the district annual turnover of the micro and small scale which will have highest incremental skilled industries and the total number of industrial manpower requirement in 2017-22 are units under each industry are given as under- health care, retail, construction, scientific instruments and banking and financial According to a report by National Skill services transportation and logistics. Higher Development Corporation, which has education sector needs to cater to this undertaken a detailed analysis of district- growing demand. The exportable items from wise skill gap study for Haryana, the district the district are scientific instruments, electrical will have increment manpower requirement appliances and agricultural implements. in 2017-22 under skill category as 10268 There is a possibility of developing a cluster and under unskilled category as 81272. industry producing scientific instruments in the While one acknowledges the fact that most district. This, in particular, requires education, of the industry in India requires unskilled training and research in instrumentation workers, it is alarming to note that the growth science and engineering. Creation of cluster of the industry is such that the requirement industry also requires trained labour force in of skilled worker will be drastically less than managerial skills. the requirement of unskilled workers. It is thereby suggested that when on the one Higher Education Profile hand transformation of state HE sector is under way and establishment of number of Access HE institutions, the larger economic profile of the state should also be reformed to accommodate graduates of these institutions There is no government university in the as skilled workers. The HE institutions, the district of Ambala. There is one private existing and the newly developed, should university and one deemed university in the focus on the needs of the industry at the same district. There are 4 government colleges time and should produce able graduates who and 10 government-aided colleges that

63 impart general education. This means, there private polytechnics predominate this district are government educational institutions as well. There are 12 private polytechnics imparting professional education. The district and two government polytechnics in the is predominated with private colleges with district. The block wise distribution of higher two colleges imparting general education, education institutions in the district of Ambala 12 colleges imparting professional education is given below- (engineering) and six professional (non- engineering and non-education) education. There are 14 colleges of education. The No. of institutions

Blocks in Ambala Equity

GER in Ambala district is 27.5. The ratio is slightly better in the case of female GER (28.6) than male GER (26.6). There is a huge gap between urban GER (36.4) and rural GER (20.8). Urban GER is higher in the case of female (39.8) than male urban GER (33.6). SC GER is the poorest with SC GER (persons) as 15.8, SC GER (male) as 16.4 and SC GER (female) as 15.2.

64 State Higher Education Plan Haryana

Quality

According to the NAAC, there are 11 educational institutions out of 50 which have valid accreditation as in March, 2016.

Government/ Name of Score S. Government Aided/ the College/ (Out of Grade Cycle No. Private/ Deemed to University 4) be Maharshi Markandeshwar 1. Deemed to be University 3.06 A 15/11/2020 University, Mullana- Ambala (First Cycle) Arya Girls College, Ambala Cantt, 133001 2. Government Aided 2.7 B 4/5/2019 Haryana (Second Cycle) D.A.V. College (Lahore), Ambala, 3 Government Aided 3.06 A 20/02/2019 134002 (Second Cycle) Gandhi Memorial National College, 4 2.55 B 15/09/2016 Ambala Cantt (Second Government Aided Cycle) Lord Krishna College of 5 2.12 B 22/03/2018 Education (First Cycle) Private Sanatan Dharma College (Lahore), 6 3.48 A 15/09/2016 Ambala Cantt. (Second Government Aided Cycle) Sant Mohan Singh 7 Khalsa Labana Girls 3.06 A 30/04/2020 Government Aided College (Second Cycle) Shivalik College of Education, Vill. Aliyaspur, Dosarka- 8 2.41 B 20/04/2017 Sadhaura Road, Dist Private Ambala, Sarawan -133206 (First Cycle) Shri Atmanand Jain 9 (PG) College (Second 3.03 A 30/4/2020 Government Aided Cycle) Sohan Lal Dav College 10 of Education (Second 3.54 A 20/2/2019 Government Aided Cycle)

65 Analyses and Recommendations

• It is recommended that there should be new government educational institutions providing technical education in the district of Ambala. Although there are a number of private professional institutes catering to technical education. However, the lack of government institutes might hinder the progress of students from poor socio-economic background. • It is recommended that a multidisciplinary state university should be created in Ambala district. • New government colleges should be established in the blocks—Saha and Shahzadpur. Eventually more colleges should be opened in all other blocks. • Since there are only two government polytechnics in the district, it is recommended that there should be new government polytechnics established in the district. • Although female GER is higher than male GER in Ambala. However the average GER in the district is still low. Additionally GER for the SC population is also low in this district. In this regard, the Government needs to start new schemes encouraging their participation in HE. Urban GER for female is high, however, it is to be ensured that graduated women also enter the labour market at similar wage rate as men. • A cluster university can be setup in the Ambala district with Sanatan Dharm College (Lahore) Ambala Cantt. as the lead college. • Vocational education and training sector should focus on imparting skills in health care, retail, construction, scientific instruments and banking and financial services, transportation and logistics. • A dedicated post-graduate research department in instrumentation science and engineering should be established in the newly proposed government university. Meaningful participation of the private sector can also be explored in this regard. • Colleges in the district should start new courses focusing on the socio-economic needs of the district. These new courses may include bachelor and postgraduate courses in instrumentation science and engineering, retail management, banking and financial law and management, transportation management, urban planning, rural development and transformation, social entrepreneurship.

66 State Higher Education Plan Haryana

Bhiwani

General Profile: Census 2011

Bhiwani district comprises 10.80 per cent of the total area in Haryana. It has 6.45 per cent of the total population of Haryana. In the age group of 18-23 years, the percentage of male population is 53 per cent and the percentage of female population is 47 per cent. 20.87 per cent of the total population in Bhiwani belongs to the Schedule Caste category. The population in Bhiwani is growing at the rate of 14.70 per cent (Census 2001 and 2011). The population density of the district is 342 persons per square kilometre. 80.34 per cent of the population is rural, making 19.66 per cent as urban population. There are 444 villages in the district out of which 442 are inhabited. There are six towns in the district.

There are 886 females per 1000 males. This is slightly higher than the state figure which 85.65 per cent and female literacy rate is is 879. The child sex ratio (0-6 age) is 832. 63.54 per cent. 98.57 per cent of the total Average literacy in the district is 75.21 per population is Hindu and 0.95 per cent is cent which is the closest to the state figure Muslim. which is at 75.55 per cent. Male literacy is Work Participation Rate

67 The Work Participation Rate (WPR) of Bhiwani Economic Profile district is 38.1 per cent in comparison to 35.2 per cent of the State. The male WPR in Historically, Bhiwani is known to have a Bhiwani is 49.7 per cent, whereas the female huge agricultural based area with majority of WPR is 25.1 per cent. The percentage of population working in the agricultural sector. cultivators to total workers in 2011 in the Apart from agriculture some medium-scale district is 46.3 per cent whereas during 2001 and small-scale industries are providing it was 52.4 per cent. The percentage of employment to the people of the district. agricultural labourers to total workers in 2011 As on 31 March 2012, in small and micro in the district is 16.7 per cent whereas during enterprise industry, category wise, number of 2001 it was 11.5 per cent. The percentage of employee working are given as under- household industry workers to total workers in Bhiwani district is 2.4 per cent in comparison to 2.9 per cent in Haryana. The percentage of other workers to total workers in the district is 34.6 per cent in comparison to 52.1 per cent in Haryana.

It can be observed that repairing and servicing, mineral, rubber, plastic and petro based industry, and wood/wooden based industry are major sources of industry employment in Bhiwani. These are followed by leather, jute, chemical and electrical equipment machinery, transport based industries. The annual turnover of these industries and the total number of industrial units under each industry are given as -

68 State Higher Education Plan Haryana

2017–22 are communication, construction, There are a total of 2250 registered industrial transportation and logistics, retail, healthcare units in Bhiwani, which are largely small and banking and financial services. Bhiwani scale industries. The average daily workers district has the potential of emerging as an employed in small scale industries is around industry cluster producing rubber and plastic 7460 workers. The annual turnover of small products. Amongst other factors, lack of scale industries in Bhiwani is approximately skilled labour is a deterrence in the growth of 280 crore INR. There has been limited the industry cluster. HE sector should respond development of industries in the Bhiwani to this need. district. The district has only a handful of large scale industries; however there are a Higher Education Profile large number of small scale industries. Access According to a report by National Skill Development Corporation, the district will Administratively, the district has been divided have increment manpower requirement into five sub divisions (Bhiwani, Tosham, in 2017-22 under skill category at 6,046 Dadri, Loharu and Siwani); seven tehsils and under unskilled category at 35,158. (Bhiwani, Bawani Khera, Tosham, Dadri, The requirement for unskilled labour is Loharu, Siwani and Badhra) and ten blocks exponentially higher than skilled labour (Bhadra, Bawani Khera, Bhiwani, Dadri-I, which is reflective of the economic landscape Dadri-II, Loharu, Tosham, Kairu, Siwani of the district which certainly demands and Bahal). The HE landscape of Bhiwani is improvement in terms of industry, investment, predominantly driven by private institutions. opportunities for innovation and growth, and There is only one State University in Bhiwani. human resource development. The report Bhiwani does not have any Private or Deemed pointed out that some of the key growth University. There are 10 government colleges industries in the district which will have highest and eight government aided colleges incremental skilled manpower requirement in imparting general education and 41 private

69 colleges out which three impart general education, five are professional engineering colleges, two are professional non-engineering colleges and 31 are colleges of education. There are two government and six private polytechnic colleges in Bhiwani district. Block wise distribution of educational institutions is given below- No. of institutions

Blocks in Bhiwani

Equity

GER in Bhiwani district is 31. The ratio is better (42.6) and female GER (41.0) is marginal. in the case of male (33.8) than female (27.4). SC GER is the poorest with SC GER (persons) There is a huge gap between urban GER as 19.2, SC GER (male) at 22.4 and SC GER (41.9) and rural GER (28.2). Interestingly, (female) at 15.2. in urban GER the gap between male GER

70 State Higher Education Plan Haryana

Quality

According to the NAAC, out of 60 higher educational institutions, nine educational institutions have valid accreditation at the moment and none of them are ‘A’ accredited.

Government/ Score S. Name of the Institution Government (Out Grade Cycle No. Aided/ Private of 4) Banwari Lal Jindal Suiwala Government 1 College, Tosham, Bhiwani – 2.42 B 14/11/2020 Aided 127040 (Second Cycle) Janta Vidya Mandir Ganpat Rai Rasiwasia College, Government 2 2.78 B 2/3/2020 Bhiwani dist, 127306 Aided (Second Cycle) M.L.R. Saraswati College Government 3 of Education, Bhiwani Dist, 2.4 B 2/3/2020 Aided 127306 (Second Cycle) Mahila Mahavidyalaya, Government 4 Bhiwani, 127310 (First 2.25 B 30/04/2020 Aided Cycle) National College of Education, Dist. Bhiwani, 5 Private 2.18 B 9/3/2017 Loharu – 127201 (First Cycle) Rajiv Gandhi Government College For Women, Government 6 2.34 B 2/3/2020 Bhiwani, 127021 (First College Cycle) Sant Roshanlal College of Education (Women), 7 Private 2.36 B 7/7/2018 Bhiwani, 127040 (First Cycle) Vigya College of Education, 8 Bhiwani, Loharu (First Private 2.62 B 4/7/2017 Cycle) Women College of Education, Jhojhu Kalan, 9 Private 2.77 B 18/02/2021 Charkhi Dadri – 127310 (First Cycle)

71 Analyses and Recommendations

• The newly established Ch. Bansilal University should be empowered to become the centre for excellence. A post graduate research centre, graduate and post graduate courses focusing on rubber and plastic technology can be started. Technical know-how and resource persons can be shared with the existing Central Institute of Plastics Engineering & Technology (CIPET) in Sonipat. In this way, existing resources in the State can be meaningfully utilised to cater to the demand of the industry.

• New government colleges imparting multidisciplinary education should be established in the blocks like Kairu, Dadri I and Dadri II.

• Quality of education is an issue in the district. At present there are only 10 NAAC accredited colleges in Bhiwani and none of them have ‘A’ accreditation. There is need to stress on quality in the area of HE in Bhiwani. It is recommended that adequate consultancy services may be provided to institutions in Bhiwani by training the leaders, administrators, faculty members and orientation of the student body. Such services may be provided by either public or private bodies.

• There is an urgent need to establish an academic staff college in the district. This can be a part of Ch. Bansilal University.

72 State Higher Education Plan Haryana

Faridabad

General Profile: Census 2011

Faridabad comprises 1.67 per cent of total area in Haryana. Faridabad has 7.14 per cent of the total population of Haryana. In the age group of 18–23 years, the percentage of male population is 54 per cent. The percentage of female population is 46 per cent.12.37 per cent of the total population in Faridabad belongs to the Schedule Caste category. The population in Faridabad is growing at the rate of 32.54 per cent (Census 2001 and 2011). The population density of the district is 2442 persons per square kilometre. Almost 20 per cent of the population is rural, making 80 per cent as the urban population. There are 149 villages in the district out of which 144 are inhabited and five are uninhabited. There are three towns in the district.

There are 873 females per 1000 males. This 88.61 per cent and female literacy rate is is slightly below than the state figure which 73.84 per cent. 87.77 per cent of the total is 879. The child sex ratio (0-6 age) is 843. population is Hindu, 1.91 per cent is Sikh, Average literacy in the district is 81.70 per 8.93 per cent is Muslim, and 0.54 per cent cent which is higher than the state figure is Christian. which is at 75.55 per cent. Male literacy is

73 Work Participation Rate

The Work Participation Rate (WPR) of multinational companies like JCB, Yamaha Faridabad district is 32 per cent in Motors, Whirlpool, Goodyear, Larsen & comparison to 35.2 per cent of the State. Toubro, Asia Brown Boeri, GKN Inver, The male WPR in Faridabad is 49.4 per Woodward Governor, Castrol besides Escorts, cent, whereas the female WPR is 12.1 per Either, Cutler Hammer, Hyderabad Asbestos cent. The percentage of cultivators to total and Niche are operating in this belt. The workers in 2011 in the district is 4.8 per cent Faridabad Industries Association popularly whereas during 2001 it was 9.6 per cent. (FIA) was started way back in 1952 initially The percentage of agricultural labourers to by a group of enterprising industrialists. total workers in 2011 in the district is 5.1 In the year 1965-66 the erstwhile Punjab per cent whereas during 2001 it was 4.3 per manufacturing organisation was merged with cent. The percentage of household industry the Faridabad Industries Association to form workers to total workers in Faridabad district a larger organization to represent the small is 5.6 per cent in comparison to 2.9 per cent medium and large scale industries in this of Haryana. The percentage of other Workers area. There are a total of 17186 industrial to Total Workers in the district is 84.6 per cent units in Faridabad out of which 180 are in comparison to 52.1 per cent of Haryana. registered small and medium scale units. The average daily workers employed in small Economic Profile scale industries is around 4,500 workers and employment in large scale is 1600. The Faridabad is predominantly an industrial annual turnover of small scale industries district, where large industries have grown in Faridabad Rs. 3924.75 in lakh. While at a massive pace. There are now about medium and large scale industry brings in a 15,000 small, medium and large industries turnover of Rs. 5691.30 lakh. in this complex providing direct and indirect employment to nearly half a million people As on 31 March 2013, the number of persons and ranks 9th largest industrial estate in Asia. employed in micro & small enterprises and The combined turnover is estimated to be artisan units in the district are as follows- about 1500 billion INR. Many international/

74 State Higher Education Plan Haryana

It can be observed that, engineering units amongst local youth. As a result, industries provide maximum employment in the typically hire 70-80 per cent of entry level districts, followed by repairing and servicing workforce from outside the district and other industry. Apart from these another major states like UP and Bihar. There has also been employment industry is metal based (steel a decrease in migratory workforce which has fab). Together these three industrial units are worsened the existing gap in the demand and the biggest employers in Faridabad. Other supply of workers in these labour intensive industries offering employment include agro industries. based industry, cotton textile, ready-made garment and embroidery, paper and paper The report pointed out that some of the key products, leather based industry, electrical growth industries in the district which will machinery and transport and others. The have highest incremental skilled manpower annual turnover of these industries and the requirement in 2017-22 are IT&ITES, Retail, total number of industrial units under each Transportations and Logistics, Healthcare, industry are given as under- Construction, and Banking and Financial The existing cluster of micro and small Services. enterprise are light engineering industries and die casting auto components.

Higher Education Profile According to a report by National Skill Development Corporation, which has Access undertaken a detailed analysis of district- wise skill gap study for Haryana, the district The district of Faridabad has two blocks— will have increment manpower requirement Faridabad and Ballabgarh. The HE in 2017-22 under skill category as 28,043 landscape of Faridabad is predominantly and under unskilled category as 90,297. It driven by private institutions. There is is interesting to note while there is a demand only one State University and three State for both skilled and unskilled labour, the Private Universities and two Deemed to be demand for skilled worker is much less than Universities in Faridabad. There are four the demand for unskilled workers. As per the government colleges and three government- report, there is significant number of large aided colleges imparting general education. and medium scale units present in the district, There are 49 private professional colleges though there is a low preference amongst in Faridabad out which 13 are private local youth towards these industries. There is professional engineering colleges, nine also a lack of professionalism and soft skills

75 in Faridabad and four in Ballabgarh respectively; 24 are colleges of education and rest are professional non-engineering colleges. There is one government polytechnic college in Faridabad district, where as 5 private polytechnic colleges, two in Faridabad and three in Ballabgarh. Block wise distribution of educational institutions is given below- No. of institutions

Blocks in Faridabad Equity

Gross Enrolment Ratio in Faridabad district is at 37.3 which is relatively higher than other districts. The ratio is better in the case of male than female. Both in urban and rural belt, male GER is higher than female GER, though the gap reduces in case of Urban GER with male GER at 44.6 while female GER at 38.6. There is a huge gap between urban GER (41.9) and rural GER (21.2). GER is the poorest with SC GER (persons) as 16.8, SC GER (male) as 19.8 and SC GER (female) as 13.2.

76 State Higher Education Plan Haryana

Quality

According to the NAAC, out of 60 higher educational institutions, there are 14 educational institutions which have valid accreditation as on March, 2016.

Government/ Name of the Government Aided/ Score S. No. Grade Cycle Institution Private/ Deemed to be (out of 4) University Lingaya’s University, 1 Faridabad (First Deemed to be University 2.42 B 15/11/2020 Cycle) Manav Rachna International 2 Deemed to be University 3.05 A 15/11/2020 University, Faridabad (First Cycle) Aggarwal College, Ballabgarh, 3 Faridabad Dist, Government Aided 3.4 A 20/02/2019 121004 (Second Cycle) Al-Falah School of Engineering and 4 Technology, Village Private 3.08 A 22/03/2018 Dhauj - 121004 (First Cycle) DAV Centenary College, Faridabad 5 Government Aided 3.11 A 14/11/2020 – 121001 (Second Cycle) Dehat Vikas Educational Society Shiv College of 6 Private 3.22 A 4/01/2018 Education Tigaon, Haryana (Second Cycle) Manav Rachna College of Engineering, Sector - 7 Private 3.1 A 15/09/2016 43, Delhi Surajkund Road, Faridabad – 121001 (First Cycle) Manav Rachna Dental College, 8 Private 3.02 A 13/09/2020 Faridabad – 121004 (First Cycle)

77 Government/ Name of the Government Aided/ Score S. No. Grade Cycle Institution Private/ Deemed to be (out of 4) University Rise Max College of Education, Vill. Jharasaintly Delhi- 9 Mathura Road, Private 3.02 A 20/04/2017 Dist. Faridabad, Ballabgarh -121004 (First Cycle) Aravali College of Advanced Studies in Education, Village 10 Private 2.19 B 9/7/2019 Pali, Faridabad, 121004 Haryana (First Cycle) Gold Field College of Education, Village 11 Chhainsa, Ballabgarh Private 2.52 B 15/09/2016 Faridabad – 121004 (First Cycle) Government College for Women, 12 Government 2.49 B 30/04/2020 Faridabad, 121002 (Second Cycle) Government College, Tigaon, Faridabad 13 2.1 B 13/09/2020 – 121001 (Second Government Cycle) K. L. Mehta Dayanand College 14 for Women, Government Aided 2.53 B 14/11/2020 Faridabad – 121001 (Second Cycle) M. R. College of Education, Sector 43, Aravalli Hills, Delhi- 15 Private 2.8 B 4/7/2017 Surajkund Road, Faridabad – 121003 (First Cycle) Rattan Singh Girls College of Education, 16 Ballabgarh, Private 2.38 B 9/7/2019 Faridabad, 121002 Haryana (First Cycle)

78 State Higher Education Plan Haryana

Analyses and Recommendations

• It is recommended that there should new government educational institutions established in the district. New State Universities should be established. These universities must be interdisciplinary in nature imparting to both general and professional education catering to huge service sector demand and soft skills demand of the industries in Faridabad. • It is recommended that there should be new government polytechnic colleges established in the district. • Considering the work force demand for skilled labor in IT &ITES industry is one of the highest at 14,236 in Faridabad, more technical and engineering colleges must be opened. • Special attention should be given to Ballabgarh block as it is devoid of any government educational institution. • SC GER for female in rural region is very poor. New schemes must be started, to encourage their participation in HE. Urban GER for female is relatively better, however, it is to be ensured that graduated women also enter the labour market at similar wage rate as men. • Quality of education is an issue in the district. This is reflected not just in accreditation but also in the huge gap and demand of for both skilled and unskilled workers in Faridabad. The quality of education is unable to respond to the demands of industry and the economic environment of the district. • At present there are 14 NAAC accredited colleges in Faridabad, 50 per cent of which is ‘A’ accredited while other half is ‘B’ accredited. All educational institutions need to be accredited by an accrediting body. This may require some consultancy service to the institutional leaders as well as administrators, training to the faculty members and orientation of the student body. It is recommended that such consultancy service can be provided by any competent public or private body. It is to be noted that accrediting process does not mean straightjacketing all educational institutions and should account for specificities of the region as well as institutions. Thereby, the accreditation process should be facilitated, not only by the consultancy but also institutional representatives as well representative from educational institutions in the district which have performed well in terms of accrediting criterion.

79 Fatehabad

General Profile: Census 2011

Fatehabad comprises 5.74 per cent of total area in Haryana. Fatehabad has 3.72 per cent of the total population of Haryana. The percentage of male population is 54 per cent. The percentage of female population is 46 per cent. 30.19 per cent of the total population in Fatehabad belongs to the Schedule Caste category. The population in Fatehabad is growing at the rate of 16.85 per cent (Census 2001 and 2011). The population density of the district is 371 persons per square kilometer. Almost 81 per cent of the population is rural, making 19 per cent is urban population. There are 245 villages in the district out of which 245 are inhabited. There are four towns in the district.

There are 902 females per 1000 males. This cent and female literacy rate is 58.87 per is higher than the state figure which is 879. cent. 82.72 per cent of the total population The child sex ratio (0-6 age) is 854. Average is Hindu. 16.03 per cent of the population is literacy in the district is 67.92 per cent which Sikh and 0.89 per cent is Muslim. is worse than the state figure which is at 75.55 per cent. Male literacy is 76.14 per

80 State Higher Education Plan Haryana

Work Participation Rate category wise, number of employee working are given as under- The Work Participation Rate (WPR) of It can be observed that, at the moment Fatehabad district is 39.2 per cent in agro based industries provide maximum comparison to 35.2 per cent of the State. employment, have the largest turnover and The male WPR in Fatehabad is 53.2 per constitute the largest number of industries in cent, whereas the female WPR is 23.6 per Fatehabad. In terms of employment, ready- cent . The percentage of cultivators to total made garments and embroidery, engineering workers in 2011 in the district is 35.8 per units, wood/wooden based furniture, mineral cent whereas during 2001 it was 44.5 per based, leather based, rubber, plastic and cent. The percentage of agricultural laborers petro based industry emerge out as the biggest to total workers in 2011 in the district is 26.6 employers in the region. The annual turnover per cent whereas during 2001 it was 22.9 per of these industries and the total number of cent. The percentage of household industry industrial units under each industry are given workers to total workers in Fatehabad district as under- is 1.8 per cent in comparison to 2.9 per cent

in Haryana. The percentage of other workers While agro based industry provides highest to total workers in the district is 35.8 per cent employment in the district, the industry which in comparison to 52.1 per cent in Haryana. has the highest turnover is also agro based industry. High turnover of agro based industry Economic Profile can be explained on the basis of the fact that it also has the maximum number of industrial Fatehabad is well known for its industries. units in comparison to other industries. It is It has emerged as an important industrial observed that although, rubber, plastic and destination in the state. Today there are petro based have only 28 units in Fatehabad, 3 large and medium scale industrial its annual turnover is around Rs. 345.25 lakh. undertakings. There are number of small of scale undertakings in the district. There are According to a report by National Skill 1125 registered industrial units and a total Development Corporation, which has of 5000 industrial units. As on 31 March undertaken a detailed analysis of district-wise 2012, in small and micro enterprise industry, skill gap study for Haryana, the district will

81 have increment manpower requirement in 2017-22 under skill category as 3,454 and under unskilled category as 28,269. While one acknowledges the fact that most of the industry in India requires unskilled workers, it is alarming to note that the growth of the industry is such that the requirement of skilled worker will be drastically less than the requirement of unskilled workers. It is thereby suggested that when on the one hand transformation of state HE sector is under way and establishment of number of HE institutions, the larger economic profile of the state should also be reformed to accommodate graduates of these institutions as skilled workers. The HE institutions, the existing and the newly developed, should focus on the needs of the industry at the same should produce able graduates who lay the foundation of a knowledge based economy in Haryana. The report pointed out that the key growth industries in the district which will have highest incremental skilled manpower requirement in 2017-22 are construction, transportation and logistics, banking and financial, organised retail, food processing and handlooms.

82 State Higher Education Plan Haryana

Higher Education Profile

Access

Fatehabad district has six Government colleges. There is no University in the colleges imparting general education. There district. There is no government polytechnic is only one government aided college in institutions in Fatehabad however there are Fatehabad. There are two private professional seven private polytechnics in the district. Block non-engineering and 12 private education wise distribution of educational institutions is given below-

No. of institutions

Blocks in Fatehabad Equity

Gross Enrolment Ratio in Fatehabad district is 18.4. The ratio is slightly better in the case of male than female. In terms of GER, it is ranked 20 amongst all districts in the state. There is a huge gap between urban GER (30.9) and rural GER (15.4). Interestingly, urban GER is higher in the case of female urban GER (32.4) than male urban GER (29.7). SC GER is the poorest with SC GER (persons) as 8.6, SC GER (male) as 10.2 and SC GER (female) as 6.6.

83 Quality requires the presence of government technical institutions to cater to the According to the NAAC, out of 23 meritorious students of poor socio- higher educational institutions, there are economic background students. These five educational institutions which have new institutions can also offer courses accreditation as on March, 2016. focusing on skill development and vocational education.

Government/ Score S. No. Name of the Institution Government (Out Grade Cycle Aided/ Private of 4) International Heritage Research & Education Society Defence P.G. 1 Private 3.25 A 9-03-2017 College of Education, Bhuna Road, Tohana – 125120 (First Cycle) Manohar Memorial College of Education, Sirsa Road 2 Private 2.79 B 20/04/2017 Fatehabad -125050 (First Cycle) Oasis the Caree Catalyst Society (R) Gramin College of Education, Jamalpur 3 Private 2.4 B 15/09/2016 Sheikhan, Ratia Road, Tohana (Fatehabad) – 125120 (First Cycle) Surya (P.G.) College of Education, P. O. Tohana, 4 Private 2.92 B 4/07/2017 Dist. Fatehabad, Baliala – 125120 (First Cycle) Tirupati College of Education, Ratia-Sardulgarh 5 Road, Near Govt. K. T. Private 2.81 B 15/09/2016 College, Dist. Fatehabad, Ratia – 125051 (First Cycle)

Analyses and Recommendations • GER of Fatehabad is one of the lowest in the state, especially for female and • It is recommended that there should it is therefore recommended that more new government educational institutions institutions for girls, new girls hostels and established in the districts. This should toilets in the existing institutions should be begin with opening a new State University. set up in the district to encourage girls to It is recommended that the new State enroll in HE institutions. University should be interdisciplinary • To promote education among females research oriented university imparting and backward sections more scholarship general as well as professional education. schemes should be introduced in the • It is also recommended that the districts district.

84 State Higher Education Plan Haryana

Gurugram

General Profile: Census 2011

Gurugram (erstwhile Gurgaon) comprises 2.84 per cent of total area in Haryana. Gurugram has 5.97 per cent of the total population of Haryana. The percentage of male population is 54 per cent. The percentage of female population is 46 per cent. 13.07 per cent of the total population in Gurugram belongs to the Schedule Caste category. The population in Gurugram is growing at the rate of 73.96 per cent (Census 2001 and 2011). The population density of the district is 1204 persons per square kilometre. Almost 31 per cent of the population is rural, making 69 per cent as urban population. There are 242 villages in the district out of which 13 are inhabited. There are nine towns in the district.

There are 854 females per 1000 males. This is 90.46 per cent and female literacy rate is well below than the state figure which is is 77.98 per cent . 93.03 per cent of the 879. The child sex ratio (0-6 age) is 830. total population is Hindu. 4.68 per cent is Average literacy in the district is 84.70 per Muslim, 0.64 per cent is Christian and 1.00 cent which is better than the state figure per cent is Sikh. which is at 75.55 per cent. Male literacy

85 Work Participation Rate is 3.3 per cent in comparison to 2.9 per cent in Haryana. The percentage of other workers The Work Participation Rate (WPR) of to total workers in the district is 81.4 per cent Gurugram district is 36 per cent in in comparison to 52.1 per cent of Haryana. comparison to 35.2 per cent of the State. The WPR of males in Gurugram is 53 per Economic Profile cent, whereas the female WPR is 16.1 per cent. The percentage of cultivators to total Gurugram is well known for its service sector. In workers in 2011 in the district is 10.3 per cent 2011, there were 22491 registered industrial whereas during 2001 it was 20.9 per cent. units and 7 industrial areas in the district. The percentage of agricultural labourers to There are more than 436 registered large total workers in 2011 in the district is 5 per and medium scale industrial undertakings cent whereas during 2001 it was 6.1 per in the district. There are number of small cent. The percentage of household industry and micro scale undertakings in the district. workers to total workers in Gurugram district As on 31 March 2012, in small and micro enterprise industry, category wise, number of employee working are given as under-

It can be observed that, ready-made garments based industry provides maximum employment in Gurugram. The annual turnover of these industries and the total number of industrial units under each industry are given on the next page-

86 State Higher Education Plan Haryana

The industry which has the highest turnover is and under unskilled category as 102,902. the engineering units, repairing and servicing The HE institutions, the existing and the newly and other industry. High turnover engineering developed, should focus on the needs of the based industry can be explained on the basis industry at the same time should produce of the fact that it also has maximum number able graduates who lay the foundation of of industrial units in comparison to other a knowledge based economy in Haryana. industries. The report pointed out that the key growth industries in the district which will have According to a report by National Skill highest incremental skilled manpower Development Corporation, which has requirement in 2017-22 are auto assembly, undertaken a detailed analysis of district- leather manufacturing, garments, auto wise skill gap study for Haryana, the district manufacturing industry. will have increment manpower requirement in 2017-22 under skill category as 40,775

87 Higher Education Profile colleges of education. Under university education there are eight State Private Access Universities and one Deemed to be University in Gurugram district. Government education Gurugram district is predominated by private is minimal in the district. There are two educational institutions. There are two private government colleges and no government colleges imparting general education. There aided colleges imparting general education. are 22 private professional (engineering and There is one government polytechnic college non-engineering) institutions including two in Gurugram district. Block wise distribution technical campuses. There are 36 private of educational institutions is given below- No. of institutions PATAUDI GURUGRAM FARUKHNAGAR SOHNA Blocks in Gurugram

Equity

GER in Gurugram district is 32.7 and is ranked 5th amongst all districts in the state.The ratio is slightly better in the case of male than female. There is a huge gap between urban GER (37.4) and rural GER (23.7). Interestingly, urban GER is higher in the case of female (39.5) than male urban GER (35.8). SC GER is the poorest with SC GER (persons) as 19.4, SC GER (male) as 21.5 and SC GER (female) as 17.

88 State Higher Education Plan Haryana

Quality

According to the NAAC, out of 75 educational institutions, there are 15 educational institutions which have valid accreditation as on March, 2016. Out of these 15 accredited educational institutions 11 are private, three are government and one is a government-aided education institution.

Government/ Score S. Government Name (Out of Grade Cycle No. Aided/ 4) Private B. M. College of Education (First 1 Private 2.41 B 15/09/2016 Cycle) Chaudhary Partap Singh Memorial 2 Private 2.7 B 15/09/2016 College of Education (First Cycle) Deen Dayal Rustagi College of 3 Private 2.35 B 7/04/2017 Education (First Cycle) Dronacharya College of 4 Engineering Gurgoan (Second Private 2.92 B 3/09/2017 Cycle) Dronacharya Government College 5 Government 2.61 B 30/04/2020 (Second Cycle) Government College, Sidharawali 6 Government 1.67 C 14/11/2020 (Second Cycle) Kamrah Institute of Information 7 Private 2.09 B 13/09/2020 Technology (First Cycle) Starex Institute of Education, 8 Private 2.36 B 29/03/2021 Gurugram – 122413 KIIT College of Engineering (First 9 Private 2.56 B 30/04/2020 Cycle) Laxmi College of Education (First 10 Private 1.95 C 24/06/2020 Cycle) Lord Krishna College of Education 11 Private 1.73 C 20/02/2019 (First Cycle) Oxford College of Education (First 12 Private 2.13 B 20/04/2017 Cycle) Pataudi College of Education (First 13 Private 2.39 B 20/02/2019 Cycle) Rao Lal Singh College of Education Government 14 2.8 B 20/02/2019 (Second Cycle) Aided Govt. College Sec-9, Gurugram 15 Government B 18/02/2021 (First Cycle)

89 Analysis and Recommendation

• It is recommended that there should new government educational institutions established in the districts. This should begin with opening a new state university. It is also recommended that the districts require the presence of government technical institutions to cater to the meritorious students of poor socio-economic background students. Thus, it is recommended that that the new state university should be interdisciplinary research oriented university imparting general as well as professional education.

• There is a need to cater to the skilled work force requirement of the auto workshop/service station sector, manpower requirement in the testing laboratories of the auto rubber part manufacturing industry and readymade garments manufacturing units in the district. It is recommended that new government polytechnic colleges focusing on these skills should be established in the district.

• Garment manufacturing sector, especially leather garments manufacturing industry is a sunrise hub in Gurugram. The success of this industry depends upon adequate supply of knowledge and skilled labour force. Postgraduate studies in leather engineering and technology is recommended for this district.

90 State Higher Education Plan Haryana

Hisar

General Profile: Census 2011

Hisar comprises 9 per cent of total area in Haryana. Hisar has 6.88 per cent of the total population of Haryana. In the age group 18-23 years, the percentage of male population is 56 per cent. The percentage of female population is 44 per cent. 23.44 per cent of the total population in Hisar belongs to the Schedule Caste category. The population in Hisar is growing at the rate of 13.45 per cent (Census 2001 and 2011). The population density of the district is 438 persons per square kilometer. Almost 68.26 per cent of the population is rural, making 31.74 per cent as urban population. There are 269 villages in the district out of which 268 are inhabited. There are 11 towns in the district.

There are 872 females per 1000 males. This per cent and female literacy rate is 62.25 per is slightly less than the state figure which is cent. 97.54 per cent of the total population 882. The child sex ratio (0-6 age) is 851. is Hindu. 0.70 per cent is Sikh and 1.24 per Average literacy in the State is 75.55 per cent cent is Muslim. which is better than the district figure which is at 72.89 per cent . Male literacy is 82.20

91 Work Participation Rate agricultural laborers to total workers in 2011 in the district is 20.9 per cent whereas during The Work Participation Rate (WPR) of Hisar 2001 it was 15.2 per cent. The percentage of district is 39.7 per cent in comparison household industry workers to total workers to 35.2 per cent of the State. The WPR of in Hisar district is 2.3 per cent in comparison Males in Hisar is 52.4 per cent, whereas the to 2.9 per cent of Haryana. The percentage female WPR is 25 per cent. The percentage of other workers to total workers in the district of cultivators to total workers in 2011 in is 39.1 per cent in comparison to 52.1 per the district is 37.8 per cent whereas during cent of Haryana. 2001 it was 43.5 per cent. The percentage of

Economic Profile

There are 10489 registered industrial units and 3 industrial area in the district. In 2011, there were 13 registered large and medium scale industrial undertakings. There are number of small of scale undertakings in the district. As on 31 March 2012, category wise, number of person employed in micro and small enterprises and artisan unit is given as under-

It can be observed that, agro-based industry industries and the total number of industrial provides maximum employment, has the units under each industry are given as under- largest turnover and constitutes one of While agro based industry provides highest largest number of industries in Hisar. In terms employment and attracts highest investment of employment, apart from agro based, other in the district, it is the other miscellaneous industries, metal-based (Steel fab), wood and industries which have the maximum number wooden products, repairing and services, of industrial units. This group also employs engineering units, rubber, plastic & petro- the second largest number of workers in based industries, leather-based industries, the district. In term of investment, after agro electrical machinery and transport equipment based and other miscellaneous industries and chemical and chemical-based industries it is repairing and services based industries emerge out as the biggest employers in followed by metal based and wood and the region. The annual turnover of these wood based industry that attract higher levels

92 State Higher Education Plan Haryana on investment. It is observed that although, The report pointed out that the key growth repairing and services have only 100 units in industries in the district which will have highest Hisar, its annual turnover is around Rs. 706 incremental skilled manpower requirement in lakh. 2017-22 are food processing, health care, retail, construction, and banking and financial services and transportation and logistics. There According to a report by National Skill is a possibility of developing cluster industry in Development Corporation, which has agro-based processing industry in the district. undertaken a detailed analysis of district- This may include the development of rice wise skill gap study for Haryana, the district milling industry cluster. Higher educational will have increment manpower requirement institutions should be conscious of the demand in 2017-22 under skill category as 8031 of the industry and respond accordingly. and under unskilled category as 64,142.

Higher Education Profile

Access

Hisar is one of the districts which has a sizeable number of government institutions. There are three State Public Universities, focusing on science and technology, agriculture studies and veterinary sciences each. There are seven government, five government-aided colleges imparting general education. Hisar also has a considerable number of private institutions. There are four private general, 11 private professional (engineering and non engineering) institutions which includes one technical campus, and 27 colleges of education. There are two government polytechnic and six private polytechnic institutions in Hisar district. Block wise distribution of educational institutions is given below- No. of institutions

Blocks in Hisar 93 Equity

GER in Hisar district is 26.2. The ratio is better in the case of male than female. In terms of GER, it is ranked 11 amongst all districts in the state. There is a huge gap between urban GER (37.8) and rural GER (20.8). Interestingly, urban GER is slightly higher in the case of female urban GER (38.3) than male urban GER (37.4). SC GER is the poorest with SC GER (persons) as 14, SC GER (male) as 16.3 and SC GER (female) as 11.2.

Quality

According to the NAAC, out of 54 higher educational institutions, there are nine educational institutions which have valid accreditation as on March, 2016.

Government/ S. No. Name of College Government Score Grade Cycle Aided/ Private Guru Jambeshwar 1 University of science and Government 3.28 A 9/12/2019 Technology (Third Cycle) Government College, 2 Hisar, 125001 (Second Government 3.04 A 2/3/2020 Cycle) Arya College of Education, Muklan Post, 3 Rajgarh Road, Dist. Private 2.23 B 4/7/2017 Hisar, Bherian – 125004 (First Cycle)

94 State Higher Education Plan Haryana

Government/ S. No. Name of College Government Score Grade Cycle Aided/ Private Fateh Chand College for Government 4 Women, Hisar – 125001 2.42 B 14/11/2020 Aided (Second Cycle) Government College, 5 Nalwa, Hisar, 125037 Government 2.16 B 9/12/2019 Haryana ( Second Cycle) Shanti Niketan College of Education, 12th K. 6 M. Stone, Tosham Road, Private 2.75 B 15/09/2016 Dist. Hisar, Ladwa – 125001 (First Cycle) Ambika College of 7 Education, Hisar - Private 2.35 B 4/1/2018 125121 (First Cycle) Saraswati College of 8 Education, Hisar - Private 2.8 B 4/1/2018 125001 (First Cycle) Firoz Gandhi Memorial Government College, 9 Government 1.82 C 23/09/2019 Adampur Hisar 125052, Haryana (Second Cycle)

Analyses and Recommendations outreach sessions should be conducted in the schools, panchayats and other social • Hisar is, one of the districts, which has platforms. a substantial presence of government institutions. It has three State Universities • Spread of educational institutions is all belonging to different disciplines, five uneven within the district. There is high government and seven government aided concentration of educational institutions colleges. This is a welcome feature of the in the blocks of Hisar-1 and Hansi-1. state of Haryana and should be replicated Hisar-1 alone has 2/3rd of the total in other districts as well. educational institutions in the district. Thus there is a need for a more even dispersal • In spite of having a considerable number of educational institutions.There is a need of educational institutions, the district to pay more attention to Hansi-2, Hisar-2 hasn’t been able to improve its enrollment and Uklana blocks that have no colleges. ratio. District ranks 11th in terms of GER, lagging way behind districts like Jhajjar, • It is ironic that Hisar doesn’t have Panchkula, Faridabad which have lesser government professional colleges in number of government and government the district despite of being a mini hub aided institutions but have much higher of education for the state of Haryana. GER. Therefore more concrete steps Therefore, it is suggested more should be taken to bring more students in government and private professional to the ambit of HE. Targeted scholarship colleges should be set up throughout the schemes, awareness programme and district.

95 • It is also suggested that Hisar-1 should be converted in to a ‘Special educational zone’ and should be further developed so that Hisar-1 can be promoted as the education hub of Haryana.

• The quality of Government institutions remains a big concern as only two colleges out of 13 government institutions are presently accredited and only one has an A grade. It is imperative that colleges strive for excellence in HE else the quality of higher education of the district and in turn state will be compromised. Thus there is a need to improve quality of teaching, faculty ratio, research and education imparted in general. It is recommended that through public private partnership, leadership, administrators and faculty members are regularly trained and stay abreast with latest developments in their respective fields.

• More scholarship schemes for SC, women and especially rural women should be introduced so that there is greater participation of these sections.

• Research programmes and courses focusing on cutting edge knowledge in the area of agro- based engineering and technology should be promoted in the district. Existing universities should be upgraded so that they are able catch up with the growing requirements of the district economy.

96 State Higher Education Plan Haryana

Jhajjar

General Profile: Census 2011

Jhajjar comprises 4.14 per cent of total area in Haryana. Jhajjar has 3.8 per cent of the total population of Haryana. In the age group of 18-23 years, the percentage of male population is 54 per cent. The percentage of female population is 46 per cent. 17.78 per cent of the total population in Jhajjar belongs to the Schedule Caste category. The population in Jhajjar is growing at the rate of 1 per cent (Census 2001 and 2011). The density of the district is 523 persons per square kilometer. Almost 74 per cent of the population is rural, making 26 per cent as urban population. There are 260 villages in the district out of which 247 are inhabited. There are five towns in the district.

There are 862 females per 1000 males. This female literacy rate is 70.73 per cent. 98.67 is worse than the state figure which is 879. per cent of the total population is Hindu. The child sex ratio (0-6 age) is 782. Average 0.11 per cent is Sikh and 0.86 per cent is literacy in the district is 80.65 per cent which Muslim. is better than the state figure which is at 75.55 per cent. Male literacy is 89.31 per cent and

97 Work Participation Rate to 2.9 per cent of Haryana. The percentage of other workers to total workers in the district The Work Participation Rate (WPR) of Jhajjar is 49 per cent in comparison to 52.1 per district is 34.1 per cent in comparison to 35.2 cent of Haryana. per cent of the State. The WPR of males in Jhajjar is 48.6 per cent , whereas the female Economic Profile WPR is 17.2 per cent . The percentage of cultivators to total workers in 2011 in the There are 1849 registered industrial units in district is 34.4 per cent whereas during the district. There are 37 large and medium 2001 it was 45.6 per cent. The percentage of enterprise units in the district. There are agricultural laborers to total workers in 2011 number of small of scale undertakings in in the district is 13.7 per cent whereas during the district. As on 31 March 2012, category 2001 it was 11.5 per cent . The percentage of wise employment in micro and small scale household industry workers to total workers in enterprises and artisan units are as under- Jhajjar district is 2.8 per cent in comparison

It can be observed that, at the moment, apart from other miscellaneous industries and wood and wood products provides maximum employment, has the largest number of units and is third in terms of investment involved in the sector. In terms of employment, metal-based products, rubber plastic & petro-based, chemical/ chemical-based, electrical machinery and transport equipment, engineering units, leather-based industry, paper and paper product, mineral-based and repair and servicing industries emerge out as the biggest employers in the region. The annual investment of these industries and the total number of industrial units under each industry are given on the next page-

98 State Higher Education Plan Haryana

While wood and wooden based product under unskilled category as 35,214. Vibrant industry, after other miscellaneous industry industries of this district are footwear industry, group, provide highest employment in chemical and chemical product industry, the district, the industry which has largest construction, transport and organised retail number of units also but it is metal-based sector. Footwear designing and leather industry which enjoys highest level of technological know-how are useful skill set investment in the district followed by rubber that should be provided by higher educational plastic & petro-based industry, wood and institutions of the district. wooden-based product industry, chemical and chemical based-product, leather- Higher Education Profile based, readymade garments, engineering units, electrical machinery and transport Access equipment, paper and paper products and repairing and servicing industry. Although Jhajjar district is predominated by private metal-based industry involves highest level of educational institutions. Although,there are investment and employs 3rd largest number only two private college imparting general of employees it is the wood and wood based educationbutthere are 16 private professional industries which seems the most important colleges including one professional technical industry in the district with largest number of campus, 31 private colleges of education units, largest number of persons employed and 11 private polytechnic institutions. Under and attracts considerably high levels of university education there are two State Private investment. Universities in Jhajjar district. Government education has a considerable presence in According to a report by National Skill the district. There are 11 government general Development Corporation, which has college but only two government-aided undertaken a detailed analysis of district-wise private college imparting general education. skill gap study for Haryana, the district will However, there is only one government have increment manpower requirement in polytechnic college in Jhajjar district. The 2017-22 under skill category as 5, 181 and

99 educational institutions are unevenly spread across the district with blocks like Bahdurgarh and Jhajjar accounting for major number of educational institutions whereas blocks like Sahlawas and Matenhail barely having any educational institution. Block wise distribution of educational institutions is given below- No. of institutions

Blocks in Jhajjar

Equity

GER in Jhajjar district is 33.1. It ranks 4th GER (44.6) and rural GER (29.1). Although amongst all districts in terms of GER and SC GER for the district is the best amongst all has one of the most encouraging figures for the districts but in comparison to overall GER urban male and female GERs. The district for the state, the figures for SC GER are most ranks 1st in terms of male Urban GER and discouraging with SC GER (persons) being 3rd in female urban GER. Jhajjar also has 20.1, SC GER (male) 22.1 and SC GER one of the most promising figures for rural (female) being 17.8. GER in spite of a huge gap between urban

100 State Higher Education Plan Haryana

Quality

According to the NAAC, out of 64 higher educational institutions, there are seven educational institutions which have accreditation at the moment.

Government/ S. Name of college Government Score Grade Cycle No. Aided/ Private Ganga Institute of Education, 20 K.M. Milestone, Jhajjar 1 Private 3.32 A 15/09/2016 Bahadurgarh Road, Dist. Jhajjar, Kablana – 124104 (First Cycle) M. D. College of Education, Tal. Bahadurgarh, Dist. Jhajjar Sarai 2 Private 3.07 A 4/7/2017 Aurangabad – 124507 (First Cycle) Cambridge College of Education, 3 Birar, Jhajjar – 124146 (First Private 2.56 B 9/3/2017 Cycle) Government College, Dist. Jhajjar, 4 Government 2.27 B 30/04/2020 124507 (Second Cycle) P D M College of Education, Aurangabad, Dist. Jhajjar 5 Private 2.87 B 15/09/2016 Bahadurgarh – 124507 (First Cycle) Haryana Institute of Education, 6 Private 2.05 B 18/02/2021 Bahadurgarh Pragya College of Education, 7 Private 2.11 B 7/07/2018 JhajjarDist, 124507 (First Cycle)

Analyses and Recommendations While Bahadurgarh and Jhajjar have the lions’ share of educational institutions, • Jhajjar is one of the top four districts in blocks like Sahlawas, Beri and Matanhail the state in terms of literacy rate and are languishing behind with Sahlawas third in terms of GER. This is because of having no educational institution at all. the presence of large number of private There is a significant need to set up more professional colleges and relatively large government and private HE institutions in number of government colleges imparting these blocks. general education. However, Jhajjar like most of the other districts in Haryana, • Government should set up more requires the presence of government polytechnics as it has only one government professional colleges to cater the demand polytechnic. of students from poor socio-economic background. • District should take steps to improve Schedule Caste category GER and • Jhajjar also has a very lopsided block bring it up to overall level. For this more wise spread of educational institutions. educational and scholarship schemes for

101 SC and other backward sections should be introduced.

• The quality of HE institutions in Jhajjar, especially, government institutions needs special attention. Presently, there is only one Government institution out of 13 government and government aided institutions in the district that is accredited. The District should encourage its colleges and universities to strive and aim for excellence and apply for NAAC and state accreditation.

102 State Higher Education Plan Haryana

Jind

General Profile: Census 2011

Jind comprises 6.11 per cent of total area in Haryana. Jind has 5.26 per cent of the total population of Haryana. In the age group of 18-23 years, the percentage of male population is 55 per cent . The percentage of female population is 45 per cent. 21.16 per cent of the total population in Jind belongs to the Schedule Caste category. The population in Jind is growing at the rate of 12.13 per cent (Census 2001 and 2011). The population density of the district is 494 persons per square kilometer. 77.10 per cent of the population is rural, making 22.90 per cent as urban population.

There are 871 females per 1000 males. This figure which is at 75.55 per cent. Male is slightly worse than the state figure which literacy is 80.81 per cent and female literacy is 879. The child sex ratio (0-6 age) is 838. rate is 60.76 per cent. 95.69 per cent of the Average literacy in the district is 71.44 per total population is Hindu. 2.18 per cent is cent which is slightly worse than the state Sikh and 1.73 per cent is Muslim.

103 Work Participation Rate

The Work Participation Rate (WPR) of Jind Jind like many other districts in the country district is 39.2 per cent in comparison to 35.2 as well as the state is primarily an agrarian per cent of the State. The WPR of males in Jind economy. Agriculture employs a majority of is 51.7 per cent , whereas the female WPR is the working population. 25 per cent . The percentage of cultivators to total workers in 2011 in the district is 44 per Agriculture is the backbone of the district cent whereas during 2001 it was 50 per cent. as there are no industries to provide rural The percentage of agricultural labourer’s to as well as urban employment. The majority total workers in 2011 in the district is 19.5 per of the population is engaged in agriculture. cent whereas during 2001 it was 16.4 per The major crops of the district are rice, cent . The percentage of household industry wheat, bajra, cotton and sugarcane. In workers to total workers in Jind district is 1.7 the Jind district a good number of farmers per cent in comparison to 2.9 per cent of are coming forward for cultivation of these Haryana. The percentage of other workers to crops. Availability of good planting material total workers in the district is 34.7 per cent in horticulture and hybrid seed in vegetables in comparison to 52.1 per cent of Haryana. production are limiting factor. The fish cultivation in the district Jind is done mainly Economic Profile in village community panchayat ponds. Dairying is one of the most important allied Jind’s economy is powered by a number activities in Jind. of small to medium sized businesses. The glass and paper industry is one of the In 2011, there were 814 registered industrial major contributors to the district output. units and a total of 1156 industrial units. Steel products manufacturing and a cattle There are seven registered medium and small feed plant are also present in Jind. The scale enterprises. Details of existing micro contribution of the primary sector towards the and small enterprises and artisans units in district economy is higher than most districts the district and number of employee working in the state. are given as under-

104 State Higher Education Plan Haryana

It is observed from the data that leather based increment manpower requirement in 2017- units, agro based units, wood/wooden based 22 under skill category as Higher Education units and engineering units have maximum Profile would be 4110 and under the semi- employment. The annual turnover of these skilled category would be 16999 and industries and the total number of industrial unskilled would be 24951. The key growth units under each industry are given as under- industries, as identified by the said report are food processing industry, construction sector,

According to a report by National Skill transportation and logistics and organised Development Corporation, which has retail. Although, this district does not have an undertaken a detailed analysis of district-wise identifiable cluster industry but rice, leather and skill gap study for Haryana, the district will have chemical products are major exportable items. Higher Education Profile Access Among the government colleges, there are only six general colleges. There are three general government-aided colleges in the district. There is one State University in Jind. There are five private general colleges, four private institutions providing technical education (engineering), two professional (non-engineering courses) and 24 colleges of education. There are a considerable number of polytechnic institutions in this district as well. There are 10 private polytechnic institutions and one government polytechnic institution in the district. The block wise of colleges in the district of Jind is given below-

No. of institutions

Blocks in Jind 105 Equity

GER in Jind district is 24.8. The ratio is slightly GER (37.2) than male urban GER (35.4). SC better in the case of male than female. There GER is the poorest with SC GER (persons) as is a huge gap between urban GER (36.2) 13.6, SC GER (male) as 16.1 and SC GER and rural GER (21.3). Interestingly, urban (female) as 10.3. GER is higher in the case of female urban

Quality

According to the NAAC, out of 45 higher educational institutions, there are six educational institutions which have valid accreditation as on March, 2016.

Government/ S. No. Name of the Institution Government Score Grade Cycle Aided/ Private C.R. Kisan College, Jind, 1 Private 2.16 B 30/04/2020 126102 Government College, Jind, 2 Safidon – 126112 (Second Government 2.18 B 14/11/2020 Cycle) K.M. Government College, Dist. 3 Government 2.16 B 30/04/2020 Jind, 126116 (Second Cycle) Ram Narayan Institute of Education, 16th Mile Stone, Government 4 2.67 B 15/09/2016 Kinana Village, Rohtak Road, aided Jind – 126102 (First Cycle) Vardey Devi College of 5 Education, Brahmanvas - Private 2.12 B 22/03/2018 126101 (First Cycle) S. R. M. College of Education, 6 Private 2.04 B 18/02/2021 Jind – 126102 (First Cycle)

106 State Higher Education Plan Haryana

Analyses and Recommendations

• New colleges imparting multidisciplinary education which includes technical courses as well course in social sciences and humanities should open in Alewa, Pilukera and Uchana blocks.

• While SC GER for female in rural region is very poor. Government need to start new schemes encouraging their participation in HE. Rural GER is dismal when 70 per cent of the population is rural. Rural GER female is one of the lowest in the state. Due efforts should be taken to encourage students from the rural population, SC category and female category to enter into higher education.

• Quality of education is an issue in the district. This may require some consultancy service to the institutional leaders as well as administrators, training to the faculty members and orientation of the student body. It is to be noted that accrediting process does not mean straightjacketing all educational institutions and should account for specificities of the region as well as institutions.

107 Karnal

General Profile: Census 2011

Karnal comprises 5.69 per cent of total area in Haryana. Karnal has 5.94 per cent of the total population of Haryana. In the age group 18-23 years, the percentage of male population is 53 per cent. The percentage of female population is 47 per cent. 22.56 per cent of the total population in Karnal belongs to the Schedule Caste category. The population in Karnal is growing at the rate of 18.14 per cent (Census 2001 and 2011). The population density of the district is 597 persons per square kilometer. Almost 70 per cent of the population is rural, making 30 per cent as urban population. The district has five tahsils, namely, Nilokheri (76 villages and Nilokheri and Taraori towns), Indri (108 villages and Indri town), Karnal (141 villages and Karnal & Nissing towns and Uncha Siwana C.T.), Assandh (54 villages and Assandh town) and Gharaunda (55 villages and Gharaunda town). There are 434 villages in the district out of which 417 are inhabited. There are eight towns in the district.

There are 887 females per 1000 males. This figure which is at 75.55 per cent . Male is slightly better than the state figure which literacy is 81.82 per cent and female literacy is 879. The child sex ratio (0-6 age) is 824. rate is 66.82 per cent . 89.08 per cent of the Average literacy in the district is 74.73 per total population is Hindu. 8.38 per cent is cent which is slightly worse than the state Sikh and 2.10 per cent is Muslim.

108 State Higher Education Plan Haryana

Work Participation Rate Economic Profile

The Work Participation Rate (WPR) of Karnal Historically, Karnal is known to have huge district is 34.3 per cent in comparison agricultural land area with majority of to 35.2 per cent of the State. The WPR of population working in the agricultural sector. males in Karnal is 51.6 per cent, whereas the The growth of industry has increased only female WPR is 14.8 per cent. The percentage after the state of Haryana came into existence of cultivators to total workers in 2011 in the in 1966. Today there are 17 large and district is 21.8 per cent whereas during medium scale industrial undertakings. There 2001 it was 26.6 per cent. The percentage are number of small of scale undertakings in of agricultural labourers to total workers in the district. As on 31 March 2012, category 2011 in the district is 25.9 per cent whereas number of employee working in micro and during 2001 it was 23.7 per cent. The small industry is as under- percentage of household industry workers to total workers in Karnal district is 3 per cent in comparison to 2.9 per cent of Haryana. The percentage of other workers to total workers in the district is 49.4 per cent in comparison to 52.1 per cent of Haryana.

109 Food products industry provides maximum According to a report by National Skill employment, has the largest turnover and Development Corporation , which has constitutes largest number of industries undertaken a detailed analysis of district- in Karnal. In terms of employment, food wise skill gap study for Haryana, the district products, engineering goods and agricultural will have increment manpower requirement implements, leather products, unclassified in 2017-22 under skill category as 5, 503 industries, service industries, textile spinning and under unskilled category as 33,196. mill industries, sugar industries, wooden The report pointed out that the key growth products industries and chemical pharma industries in the district which will have highest industries emerge out as the biggest incremental skilled manpower requirement in employers in the region. The annual turnover 2017-22 are health care, retail, construction, of these industries and the total number of and banking and financial services and industrial units under each industry are given transportation and logistics. as under-

While food products industry provide highest Higher Education Profile employment in the district, the industry which has the highest turnover in the district is Access textiles/spinning mills/HL followed by industry and leather product industry. High turnover of Karnal district is predominated by private the textiles/spinning mills/HL industry can be educational institutions. There are seven explained on the basis of the fact that it also private colleges imparting general has maximum number of industrial units in education. There are 22 private professional comparison to other industries. It is observed (engineering and non-engineering) colleges that although, leather industry have only 200 and 19 private colleges of education. Under units in Karnal, its annual turnover is around university education there is only one Deemed 616 lakhs of rupees. to be University in Karnal district. Government

110 State Higher Education Plan Haryana education is sporadic. There are five government general colleges and five government-aided colleges imparting general education. There is one government polytechnic college and 12 private polytechnic colleges in Karnal district. Block wise distribution of educational institutions is given below- No. of institutions

Blocks in Karnal

Equity

Gross Enrolment Ratio in Karnal district is 24.3. The ratio is slightly better in the case of is higher in the case of female urban GER male than female. In terms of GER, it is ranked (40.6) than male urban GER (36). SC GER is 14 amongst all districts in the state. There is the poorest with SC GER (persons) as 11.9, a huge gap between urban GER (38.1) and SC GER (male) as 13.2 and SC GER (female) rural GER (18.6). Interestingly, urban GER as 10.3.

111 Quality

According to the NAAC, out of 59 higher educational institutions, there are 10 educational institutions which have accreditation as on March, 2016.

Government/ Score S. No. Name of the Institution Government (Out of Grade Cycle Aided/ Private 4) Budha College of 1 Private 3.01 A 4/1/2018 Education (First Cycle) Doon Valley Institute of 2 Private 2.36 B 15/09/2016 Education (First Cycle) Dr. Ganesh Dass D.A.V. Government 3 College of Education For 2.64 B 2/3/2020 Aided Women (Second Cycle) Greenwood College of 4 Private 2.37 B 20/04/2017 Education (First Cycle) Guru Nanak Khalsa Government 5 2.62 B 14/11/2020 College (Second Cycle) Aided Gyan Bharti College of 6 Private 2.65 B 4/7/2017 Education (First Cycle) Pratap College of 7 Private 2.33 B 30/04/2020 Education (First Cycle) R. L. College of Education 8 Private 2.15 B 15/09/2016 (First Cycle) D.A.V College, Karnal Government 9 2.22 B 29/03/2021 (Second cycle) Aided Shaheed Udham Singh 10 Government College (First 2.14 B 15/09/2016 Government Cycle)

Analyses and Recommendations

• It is recommended that there should • It is recommended that there should be new government educational institutions new government polytechnics established established in the districts. This should in the district. begin with opening a new state university. It is also recommended that the districts • New government colleges should be require the presence of government established in Nissing and Nilokheri technical institutions to cater to the block. meritorious students of poor socio- economic background students. Thus, • While SC GER for female in rural region is it is recommended that the new state very poor. Government need to start new university should be interdisciplinary schemes encouraging their participation research oriented university imparting in HE. Urban GER for female is quite, general as well as professional education. however, it is to be ensured that graduated

112 State Higher Education Plan Haryana

women also enter the labour market at similar wage rate as men.

• Rural GER is dismal when 70 per cent of the population is rural. This requires urgent attention of the government.

• Quality of education is an issue in the district. First thing first, educational institutions need to be accredited by an accrediting body, usually NAAC. This may require some consultancy service to the institutional leaders as well as administrators, training to the faculty members and orientation of the student body. It is recommended that such consultancy service can be provided by any competent public or private body. It is to be noted that accrediting process does not mean straightjacketing all educational institutions and should account for specificities of the region as well as institutions. Thereby, the accreditation process should be facilitated, not only by the consultancy but also institutional representatives as well representative from educational institutions in the district which have performed well in terms of accrediting criterion.

• Budha College of Education, the only ‘A’ graded institution by NAAC can act as the model college in the district and should assist other educational institutions in capacity building effort.

113 Kaithal

General Profile: Census 2011

Kaithal comprises 5.24 per cent of total area in Haryana. Kaithal has 4.24 per cent of the total population of Haryana. The percentage of male population is 53 per cent . The percentage of female population is 47 per cent. 23 per cent of the total population in Kaithal belongs to the Schedule Caste category. The population in Kaithal is growing at the rate of 13.55 per cent (Census 2001 and 2011). The density of the district is 464 persons per square kilometer. Almost 78.03 per cent of the population is rural, making 21.97 per cent as urban population. There are 269 villages in the district out of which 267 are inhabited. There are four towns in the district.

There are 881 females per 1000 males. This literacy is 77.98 per cent and female literacy is slightly better than the state figure which rate is 59.24 per cent 90.71 per cent of the is 879. The child sex ratio (0-6 age) is 828. total population is Hindu. 8.15 per cent is Average literacy in the district is 69.15 per Sikh and 0.77 per cent is Muslim. cent which is slightly worse than the state figure which is at 75.55 per cent. Male

114 State Higher Education Plan Haryana

Work Participation Rate

The Work Participation Rate (WPR) of Kaithal of other workers to total workers in the district district is 34.8 per cent in comparison to is 40.3 per cent in comparison to 52.1 per 35.2 per cent of the State. The WPR of cent of Haryana. males in Kaithal is 51.3 per cent whereas the female WPR is 16.1 per cent The percentage Economic Profile of cultivators to total workers in 2011 in the district is 34.2 per cent whereas during Kaithal is well known for its agro based 2001 it was 40.3 per cent. The percentage of industry. It has emerged as an important agricultural labourers to total workers in 2011 industrial destination in the state. There in the district is 22.9 per cent whereas during are 1449 registered industrial unit in the 2001 it was 22.6 per cent. The percentage of district. There are number of small of scale household industry workers to total workers in undertakings in the district. As on 31 March Kaithal district is 2.5 per cent in comparison 2012, in small and micro enterprise industry, to 2.9 per cent of Haryana. The percentage category wise, number of employee working are given as under-

It can be observed that, agro based industry provides maximum employment, has the largest turnover and constitutes largest number of industries in Kaithal. The annual turnover of these industries and the total number of industrial units under each industry are given on the next page-

115 While agro based industry provide highest According to a report by National Skill employment in the district, it also has the Development Corporation, which has highest turnover. High turnover of agro undertaken a detailed analysis of district- based industry can be explained on the wise skill gap study for Haryana, the district basis of the fact that it also has maximum will have increment manpower requirement number of industrial units in comparison to in 2017–22 under skill category as 3,366 other industries. It is observed that although, and under unskilled category as 19,608. engineering units have only 16 units in The report pointed out that the key growth Kaithal, its annual turnover is around Rs. industries in the district which will have highest 406.33 lakh. incremental skilled manpower requirement in 2017–22 are construction, transportation and logistics and food processing

116 State Higher Education Plan Haryana

Higher Education Profile

Access

Kaithal district is predominated by Private educational institutions. There are eight private professional college, two private general colleges, 15 private colleges of education and four private polytechnic institutions. Although there are seven government-aided institutions imparting general education but only one government general college and two polytechnic colleges in the district. There is one State Private University in the district. Block wise distribution of educational institutions is given below- No. of institutions

Blocks in Kaithal

Equity GER in Kaithal district is 22.9. The ratio is slightly urban GER is slightly higher in the case of better in the case of male than female. In terms female urban GER (34.1) than male urban of GER, it is ranked 16 amongst all districts in GER (33.2). SC GER is the poorest with SC the state. There is a huge gap between urban GER (persons) as 11.2, SC GER (male) as 14 GER (33.6) and rural GER (19.8). Interestingly, and SC GER (female) as 7.8.

117 Quality

According to the NAAC, out of 34 higher educational institutions, there are three educational institutions which have accreditation as on March, 2016.

Government/ Score S. Name of the Institution Government (Out of Grade Cycle No. Aided/ Private 4) Ch. Ishwar Singh Kanya Mahavidyalaya, Fatehpur- Government 1 3.01 A 14/11/2020 Pundri, District Kaithal, Pundri Aided – 136026 (Second Cycle) R.K.S.D. College of Education, 2 Ambala Road, Kaithal Government 2.28 B 20/04/2017 -136027 (First Cycle) Aided Savitri Devi Memorial College 3 of Education, Kaithal – 2.68 B 01/04/2018 Private 136044 (First Cycle)

Analyses and Recommendations

• Poor accessibility of higher educational institutions is an issue in the district. Blocks like Kalayat and Siwan require urgent attention as they do not have any higher educational institution. This should be followed by new colleges established in Rajaund and Guhla blocks.

• Ch. Ishwar Singh Kanya Mahavidyalaya, Fatehpur-Pundri should be developed model degree- college. This college should take a leadership role in faculty development programmes for the other colleges in the district.

• The skill and knowledge requirement of the agro-based industry of the district should be catered by the higher educational institutions.

118 State Higher Education Plan Haryana

Kurukshetra

General Profile: Census 2011

Kurukshetra comprises 3.46 per cent of total area in Haryana. Kurukshetra has 3.81 per cent of the total population of Haryana. In the age group of 18-23 years, the percentage of male population is 53 per cent . The percentage of female population is 47 per cent . 22 per cent of the total population in Kurukshetra belongs to the Schedule Caste category. The population in Kurukshetra is growing at the rate of 16.86 per cent (Census 2001 and 2011). The density of the district is 630 persons per square kilometre. Almost 71 per cent of the population is rural, making 29 per cent as urban population. There are 415 villages in the district out of which 407 are inhabited. There are five towns in the district.

There are 888 females per 1000 males. This literacy is 83.02 per cent and female literacy is slightly better than the state figure which rate is 68.84 per cent . Approximately 83.47 is 879. The child sex ratio (0-6 age) is 818. per cent of the total population is Hindu, Average literacy in the district is 76.31 per 1.66.per cent is Muslim, and 14.55 per cent cent which is slightly better than the state is Sikh. figure which is at 75.55 per cent . Male

119 Work Participation Rate to 51.29 per cent average for the state of Haryana Rice milling, milk processing, The Work Participation Rate (WPR) of wooden industries, hosiery and readymade Kurukshetra district is 34.9 per cent in garments, chemical, repairing and servicing comparison to 35.2 per cent of the State. are the main industrial groups existing in the The WPR of males in Kurukshetra is 52.6 per district. As per 2011 provisional data, there cent whereas the female WPR is 15 per cent. are 2236 registered Industrial Units in the The percentage of cultivators to total workers district employing 1406 workers in the medium in 2011 in the district is 20.5 per cent and large industries segment. Between 2007 whereas in 2001 it was 23.7 per cent The and 2009, Medium-Small Scale Industries percentage of Agricultural labourers to total segment witnessed considerable growth, workers in 2011 in the district is 25.5 per almost doubling in units registered, but then cent whereas during 2001 it was 22.7 per declined afterwards. cent The percentage of household industry workers to total workers in Kurukshetra district Details of existing micro and small enterprises is 2 per cent in comparison to 2.9 per cent and artisans units in the district and number of Haryana. The percentage of other workers of employee working are given as under- to total workers in the district is 52 per cent Food and agro-based, engineering units, in comparison to 52.1 per cent of Haryana. service or repairing units including unclassified units provides maximum employment and has Economic Profile the largest turnover in Kurukshetra district. The annual turnover of these industries and Kurukshetra, being heavily reliant on the total number of industrial units under agriculture has a couple of important agro- each industry are given as under- based industries. Agriculture is the major source of employment for over 46.4 per cent of the total working population compared

120 State Higher Education Plan Haryana

According to a report by National Skill Development Corporation, which has undertaken a detailed analysis of district-wise skill gap study for Haryana, the district will have increment manpower requirement in 2017-22 under skill category as 4,943 and under unskilled category as 30,770.

Higher Education Profile

Access

There are two private colleges imparting district. Government education is sporadic. general education. There are 12 private There is one government college and seven professional institutions including two government-aided colleges imparting general technical campuses and 22 college of education. There is only one government education. Under university education polytechnic college in Kurukshetra district. there is one State Public University and two Block wise distribution of educational Deemed to be University in Kurukshetra institutions is given below- No. of institutions

Blocks in Kurukshetra

121 Equity

Gross Enrolment Ratio in Kurukshetra district rural GER (19.5). Interestingly, urban GER is 25.1. The ratio is better in the case of female is higher in the case of female urban GER than male. In terms of GER, it is ranked 12 (41.8) than male urban GER (33.6). SC amongst all districts in the state. There is a GER is the poorest with SC GER (persons) huge gap between urban GER (37.3) and as 14.3, SC GER (male) as 16.1 and SC GER (female) as 12.2.

Quality

According to the NAAC, out of 46 higher educational institutions, there are eight educational institutions which have accreditation as on March, 2016.

Government/ Score Government S. No. Name (Out of Grade Cycle Aided/ Self- 4) financed Arya Kanya Mahavidyalaya Government 1 2.82 B 30/04/2020 (Second Cycle) Aided B.R. College of Education (First 2 Private 2.86 B 20/04/2017 Cycle) Bharat College of Education 3 Private 2.5 B 15/09/2016 (Second Cycle) Ch. Matu Ram College of 4 Private 2.27 B 20/02/2019 Education (First Cycle) Dharamjeevi Institute of 5 Professional Education (First Private 1.58 C 24/10/2018 Cycle) Dr. B. R. Ambedkar College of 6 Private 2.06 B 15/09/2016 Education (First Cycle)

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Government/ Score Government S. No. Name (Out of Grade Cycle Aided/ Self- 4) financed Mahabir College of Education 7 Private 2.17 B 24/10/2018 For Women (First Cycle) Seth Tek Chand College of 8 Private 2.82 B 15/09/2016 Education (First Cycle)

Analyses and Recommendations

• It is recommended that there should be new government educational institutions providing technical education in the district of Kurukshetra. There is only one Government College in the district. Considering the area and population of the district, this is a negligible number. Although there are good number of private professional institutes catering to technical education. However, the lack of government institutes might hinder the progress of students from poor socio-economic background.

• Since there is only one government polytechnic in the district, it is recommended that there should be new government polytechnics established in the district.

• Kurukshetra district suffers from skewed distribution of educational institutions. In this regard, special attention should be given to Babain and Ismailabad blocks.

• While SC GER for female in rural region is poor, new schemes initiated by government should encourage their participation in HE. The difference between rural and urban GER is stark and needs to be addressed on an urgent basis. Urban GER for female is quite, however, it is to be ensured that graduated women also enter the labour market at similar wage rate as men.

• Quality of education is an issue in the district. Very few colleges in the district are accredited. It is to be noted that accrediting process does not mean straightjacketing all educational institutions and should account for specificities of the region as well as institutions.

123 Mahendragarh

General Profile: Census 2011

Mahendragarh comprises 4.3 per cent of total area in Haryana. Mahendragarh has 3.64 per cent of the total population of Haryana. In the age group of 18-23 years, the percentage of male population is 54 per cent. The percentage of female population is 46 per cent. 16.95 per cent of the total population in Mahendragarh belongs to the Schedule Caste category. The population in Mahendragarh is growing at the rate of 13.48 per cent (Census 2001 and 2011). The population density of the district is 486 persons per square kilometre. 85.59 per cent of the population is rural, making 14.41 as urban population. There are 370 villages in the district out of which 369 are inhabited. There are four towns in the district.

There are 895 females per 1000 males. This at 75.55 per cent Male literacy is 89.72 per is s better than the state figure which is 879. cent and female literacy rate is 64.57 per The child sex ratio (0-6 age) is 775. Average cent 99.04 per cent of the total population literacy in the district is 77.72 per cent which is Hindu, 0.19 per cent is Sikh and 0.61 per is slightly better than the state figure which is cent is Muslim.

124 State Higher Education Plan Haryana

Work Participation Rate of 2001, 65.80 per cent of the working population is employed in agriculture, this The Work Participation Rate (WPR) of has increased from 48.53 per cent in 1991. Mahendragarh district is 36.7 per cent in In the year 2004-05, Agriculture contributed comparison to 35.2 per cent of the State. a major portion (38.19 per cent) of the The WPR of males in Mahendragarh is 47.9 district GDP, compared to 24.39 per cent per cent whereas the female WPR is 24.3 per for the state. The district has been declared cent. The percentage of cultivators to total industrially backward under the New workers in 2011 in the district is 44 per cent Industrial policy 2005 and is one of only whereas during 2001 it was 54.7 per cent. two districts in Haryana that come under the The percentage of agricultural labourers to Backward Regions Grant Fund Program. As total workers in 2011 in the district is 11.3 per 2011 provisional data, there are 1022 per cent whereas during 2001 it was 11.1 per registered Industrial Units in the district cent. The percentage of household industry employing around three thousand workers in workers to total workers in Mahendragarh the small scale industries segment. Between district is 2.3 per cent in comparison to 2.9 2006-07 and 2011-12, Medium-Small per cent of Haryana. The percentage of other Scale Industries segment has witnessed some workers to total workers in the district is 42.4 growth generating additional employment per cent in comparison to 52.1 per cent of during the period. Details of existing micro Haryana. and small enterprises and artisans units in the district and number of employee working Economic Profile are given as under-

Mahendragarh’s economy is largely agrarian with abundant rural participation in agriculture and allied activities. According to the census

125 It can be observed that, at the moment, mineral based, wood and wooden based material including other small and medium industries provides maximum employment and has the largest turnover in Mahendragarh district. The annual turnover of these industries and the total number of industrial units under each industry are given as under-

According to a report by National Skill The report pointed out that the key growth Development Corporation , which has industries in the district which will have highest undertaken a detailed analysis of district- incremental skilled manpower requirement in wise skill gap study for Haryana, the district 2017-22 are health care, retail, construction, will have increment manpower requirement and banking and financial services and in 2017-22 under skill category as 1,932 transportation and logistics. and under unskilled category as 10,519.

126 State Higher Education Plan Haryana

Higher Education Profile

Access

There is one Central University in Mahendragarh district. There are 12 government general colleges in the district and 14 private general educational institutions. There are six private professional institutions that provide technical education this district. There is one professional non-engineering institution and 53 colleges of education. Among polytechnic institutions, there is one government polytechnic institution and seven private polytechnic colleges present in the district of Mahendragarh. Block wise distribution of educational institutions is given below- No. of institutions

Equity Blocks in Mahendragarh

Gross Enrolment Ratio in Mahendragarh (29.3). Interestingly, urban GER is higher in the district is 32.5. The ratio is slightly better in case of female urban GER (37.6) than male the case of male than female. There is a huge urban GER (35.4). SC GER is the poorest with gap between urban GER (35.3) and rural GER SC GER (persons) is 22.2, SC GER (male) is 24.6 and SC GER (female) is 19.2.

127 Quality

According to the NAAC, out of 87 educational institutions, there are nine educational institutions which have valid accreditation as on March, 2016.

Government/ Score S. No. Name Government (Out of Grade Cycle Aided/ Private 4) Ganpati Institute of Education & Technology, Teh. Namaul, 1 2.45 B 20/04/2017 Mahendragarh. Dist, 123001 (First Private Cycle) Government College for Women, Government 2 Mahendergarh District, Narnaul – 2.13 B 14/11/2020 College 123001 (Second Cycle) Maharana Pratap College of Education, VPO - Dhanaunda, 3 Private 1.89 C 9/3/2017 Block- Kanina, Dist Mohinder Garh ,Kanina – 123027 (First Cycle) Department of Teacher Education Sanskriti Institute of Education 4 2.69 B 4/7/2017 and Technology, Amarpur Jorasi Private Narnaul – (First Cycle)

R. P. S. College of Education, 5 Khor (Ateli Mandi) - 123021 (First 2.22 B 22/03/2018 Private Cycle)

S. J. R. D. Memorial College of Education, Dadri-Narnaul 6 1.93 C 4/7/2017 Road, Dist. Mahendergarh, Pali – Private 123029 (First Cycle) Shri Krishna College of Education, 7 Vill. Pali, Mahender Garh – 2.58 B 9/3/2017 Private 123028 (First Cycle) Baba Jai Ram Dass college of 8 Private 2.25 B 20/04/2017 education, Pali (First cycle) Baba Jai Ram Dass college of 9 Private 2.23 B 20/04/2017 education, khatod (First cycle)

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Analyses and Recommendations

• It is recommended that new government educational institutions providing technical education should be established in the district of Mahendragarh. Although there are good number of private professional institutions catering to technical education. However, the lack of government institutions might hinder the progress of students from poor socio-economic background.

• Since there is only one government polytechnic in the district, it is recommended that new government polytechnic institutions should be established in the district.

• Mahendragarh district suffers from skewed distribution of educational institutions. In this regard, special attention should be given to Nangal Chaudhary, Satnali, Sihma and Nizampur blocks.

• SC GER for female in rural region is very poor. Government need to start new schemes encouraging their participation in HE. Urban GER for female is comparatively better, however, it is to be ensured that graduated women also enter the labour market at similar wage rate as men.

• Quality of education is an issue in the district. None of the colleges in the district is accredited with Grade A. Educational institutions need to be accredited by an accrediting body, usually NAAC. It is to be noted that accrediting process does not mean straightjacketing all educational institutions and should account for specificities of the region as well as institutions.

129 Nuh

General Profile: Census 2011

Nuh (erstwhile Mewat) comprises 3.40 per cent of total area in Haryana. Nuh has 4.30 per cent of the total population of Haryana. In the age group of 18-23 years, the percentage of male population is 52 per cent . The percentage of female population is 48 per cent 7 per cent of the total population in Nuh belongs to the Schedule Caste category. The population in Nuh is growing at the rate of 37.93per cent (Census 2001 and 2011). The density of the district is 723 persons per square kilometre. Almost 89 per cent of the population is rural, making 11 per cent as urban population. There are 439 villages in the district out of which 412 are inhabited. There are eight towns in the district.

There are 907 females per 1000 males. This per cent Male literacy is 69.94 per cent and is far better than the state figure which is 879. female literacy rate is 36.60 per cent . 79.20 The child sex ratio (0-6 age) is 906. Average per cent of the total population are Muslims, literacy in the district is 54.08 per cent which 20.37 per cent is Hindu and .05 per cent is is worse than the state figure which is at 75.55 Sikh.

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Work Participation Rate 82.6 per cent. Agriculture is mostly rain fed with a few government canals present. The The Work Participation Rate (WPR) of Nuh major cropping systems under the existing district is 26.6 per cent in comparison to 35.2 farming system are bajra /jowar- wheat, fallow per cent of the State. The WPR of ales in Nuh mustard, guar- wheat & guar-mustard. Dairy is is 39.3 per cent whereas the female WPR is an essential component of rural areas of the 12.6 per cent . The percentage of cultivators to district. There is a long tradition of rearing dairy total workers in 2011 in the district is 35.9 per animals by the farmers in the district. cent whereas during 2001 it was 42.1 per cent . The percentage of agricultural labourer’s to The main occupation of the people of Nuh is total workers in 2011 in the district is 19.1 per agriculture, allied and agro-based activities. cent whereas during 2001 it was 13 per cent. The Meos (Muslims) are the predominant The percentage of household industry workers population group and are completely to total workers in Nuh district is 2.1 per cent agriculturists. They perceive themselves as in comparison to 2.9 per cent of Haryana. The such, with a sense of pride. The agriculture in percentage of other workers to total workers in Nuh is mostly rain fed except in small pockets the district is 42.9 per cent in comparison to where canal irrigation is available. Agriculture 52.1 per cent of Haryana. production measured in terms of crop yield per hectare in Nuh is comparatively low to the Economic Profile other districts of the State. Animal husbandry, particularly dairy is the secondary source of Agriculture is the backbone of the district Nuh as income for people of Nuh and those who live there are no industries to provide employment closer to the hilly ranges of Aravali also keep to rural as well as urban people. The majority a few sheep and goats. Milk yields are not so of the population is engaged in agriculture. low, however, due to heavy indebtedness most The productivity of field crops, vegetable crops of the farmers are forced to sell the milk to and animals in general is comparatively and the lenders at lower than normal price, which considerably low on account of prevailing drastically reduces their income from the milk. resource base and its utilisation, educational, The area lags behind the rest of Haryana on social and economic conditions of people, almost every yardstick of development indices, lack of awareness and adoption of improved even though the farthest point of Nuh is no farm practices, reach and sensitization of farther than 145 km. from the National Capital staff of different government departments and of India. other agencies to the local needs and social environment. The net irrigated area is also the lowest for Nuh in the state of Haryana; it stands Details of existing micro and small enterprises at 28.6 per cent against the state average of and artisans units in the district and number of employees working are given as under-

131

It is observed from the data that cotton textile industries, chemical/chemical-based units, wood and wooden based furniture, Agro based units and engineering units have maximum employment. The annual turnover of these industries and the total number of industrial units under each industry

are given as under- According to a report by National Skill Development Corporation, the district will have increment manpower requirement in 2017–22 under skill category of 4836 and under semi-skilled category of 27133. The key industries which will have skilled labour force requirement in the district are construction, transportation and logistics, banking and financial, organized retail and healthcare.

132 State Higher Education Plan Haryana

Higher Education Profile

Access Among the Government colleges, there are only four government general colleges. There is one general government aided college in the district. The district consists of private colleges with one private general college, two private institutions providing technical education (engineering) and one professional (non-engineering course) and six colleges of education. There are three No. of institutions

Blocks in Nuh private polytechnics in this district as well. The distribution block wise in the district of Nuh is given - has the worst GER in the state. It ranks last Equity amongst all the districts. The ratio is slightly better in the case of male than female. There Gross Enrolment Ratio in Nuh district is 7.6. is a huge gap between urban GER (18.1) This is one of the major concerns not only for and rural GER (6.2). Urban GER is higher in the district but for the state as well as Nuh the case of male (20.4) than female urban

133 GER (15.5). SC GER is the poor with SC GER (persons) as 10.6, SC GER (male) as 14.2 and SC GER (female) as 6.2.

Quality

According to the NAAC, there is one educational institution which has accreditation at the moment.

Government/ Name of the Institution Government Score Grade Cycle Aided/ Private H.L.G Government College, Nuh, Tauru – Government 1.92 C 13/09/2020 122105 (Second Cycle)

Analyses and Recommendations

• Nuh is one of the most educationally backward district of the state. The female GER figure of four is not only lowest in the district but is one of the lower figures in the country as well. It is therefore highly recommended that there should be new government educational institutions established in the districts. This should begin with opening new state universities. • It is also recommended that the districts requires the presence of government technical institutions to cater to the meritorious students of poor socio-economic background students. Thus, it is recommended that that the state universities should be interdisciplinary research oriented university imparting general as well as professional education.

• While SC GER for female in rural region is very poor. Government need to start new schemes encouraging their participation in HE.

• A new all women university should be set-up in the district.

• Quality of education is an issue in the district. Of all the colleges only one college has valid accreditation. The H.L.G Government College, Nuh, is the only institution and is ‘C’ graded by NAAC. There needs to be several improvement in the quality of education provided by this institution first so that it can act as the model college in the district and can assist other educational institutions in capacity building effort.

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Panchkula

General Profile: Census 2011

Panchkula comprises 2.03 per cent of total area in Haryana. Panchkula has 2.21 per cent of the total population of Haryana. In the age group of 18-23 years, the percentage of male population is 54 per cent . The percentage of female population is 46 per cent . 18 per cent of the total population in Panchkula belongs to the Schedule Caste category. The population in Panchkula is growing at the rate of 19.83 per cent (Census 2001 and 2011). The population density of the district is 625 persons per square kilometre. Almost 44 per cent of the population is rural, making 56 per cent as urban population. There are total 206 inhabited villages in Panchkula and inhabited villages in Panchkula district. There are eight towns.

There are 873 females per 1000 males. This literacy is 87.04 per cent and female literacy is slightly worse than the state figure which rate is 75.99 per cent . 87.42 per cent of the is 879. The child sex ratio (0-6 age) is 863. total population is Hindu. 7.30 per cent is Average literacy in the district is 81.88 per Sikh and 4.18 per cent is Muslim. cent which is slightly better than the state figure which is at 75.55 per cent . Male

135 Work Participation Rate district is 4.67 per cent in comparison to 2.9 per cent of Haryana. The percentage of With 37.7 per cent work participation rate other workers to total workers in the district (WPR) Panchkula ranks 6th among all the is 76.65 per cent in comparison to 52.1 per districts of Haryana state. The WPR of males cent in Haryana. in Panchkula is 55 per cent whereas the female work participation rate is 17.82 per Economic Profile cent . The percentage of cultivators to total workers in 2011 in the district is 12.62 per Panchkula has a mixed type of economy, i.e., cent whereas during 2001 it was 16.9 per co-existence of agricultural industries and cent. The percentage of agricultural labourers allied sectors. Details of existing micro and to total workers in 2011 in the district is small enterprises and artisans units in the 6.07 per cent whereas during 2001 it was district and number of employee working are 6.09 per cent The percentage of household given as under- industry workers to total workers in Panchkula

It can be observed that, at the moment that Engineering Units provides maximum employment, has the largest turnover and constitutes largest number of industries in Panchkula. In terms of employment, engineering units, cotton textile, agro based, repairing and servicing, metal based (steel fab) and chemical pharma industries emerge out as the biggest employers in the region. The annual turnover of these industries and the total number of industrial units under each industry are given on the next page -

136 State Higher Education Plan Haryana

According to a report by National Skill Higher Education Profile Development Corporation, which has undertaken a detailed analysis of district-wise Access skill gap study for Haryana, the district will have increment manpower requirement in This particular district has institutions catering 2017-22 under skill category as 15,298 and to technical and management education, under unskilled category as 34,502. While it is however, they are predominated by private true that most of the industry in India requires institutes. There are five private professional unskilled workers, it is alarming to note that institutions including one technical campus, the growth of the industry is such that the out of which three pertains to engineering requirement of skilled worker will be drastically courses, two non-engineering course. less than the requirement of unskilled workers. There are four colleges of education in the It is thereby suggested that when on the one district. There are two private Polytechnic hand the transformation of state HE sector colleges. Among government institutes, is under way and establishment of number there are only four general college and one of HE institutions, the larger economic profile government Polytechnic institute. There are of the state should also be reformed to no government Universities located in this accommodate graduates of these institutions particular district. Block wise distribution of as skilled workers. The HE institutions, the educational institutions as given on the next existing and the newly developed, should page- focus on the needs of the industry at the same should produce able graduates who lay the foundation of a knowledge based economy in Haryana. The report pointed out that the key growth industries in the district which will have highest incremental skilled manpower requirement in 2017-22 are engineering products, textiles, transportation and logistics and retail.

137 No. of institutions

Blocks in Panchkula

Equity

Gross Enrolment Ratio (GER) in Panchkula rural GER (18.5). Interestingly, urban GER district is 34.8, which is better than the overall is higher in the case of female urban GER GER in the entire state of Haryana, i.e., 27. (52.8) than male urban GER (45.9). SC GER The ratio is surprisingly better in the case of in the district stands as SC GER (persons) as female than male. In terms of GER, it is ranked 17.6, with SC GER (male) as 17.7 and SC 3rd amongst all districts in the state. There is GER (female) as 17.4. a huge gap between urban GER (48.9) and

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Quality

According to the NAAC, out of 13 higher educational institutions, there are four educational institutions which have valid accreditation as on March, 2016.

Government/ Score S. No. Name of the Institution Government (Out of Grade Cycle Aided/ Private 4) Govt. College Panchkula Government 1 2.2 B 20/2/2019 (Second Cycle) College Sri Sat Guru Dev College 2 of Education, Barwala (Fisrt Private 2.6 B 4/7/2017 Cycle) Brahmrishi College of 3 Private 2.37 B 18/01/2021 Education, Pinjore, Kalka Swami Devi Dyal College of 4 Private 2.5 B 4/7/2017 Education (First Cycle)

Analyses and Recommendations

• It is recommended that there should be new government educational institutions established in the district. The situation is stark as not only government institutions are less in number, but also none of the government institutions offer technical education. This can be a serious hindrance to meritorious students of poor socio economic background who fail to afford private institutions. Additionally there are no universities in this district so the process of change should be brought forth by opening a new state university in Panchkula. It is recommended that the new state university should be interdisciplinary research oriented university imparting general as well as professional education.

• Quality of education is a problem in this district. As the figure shows, only four colleges have been accredited. Further none of the colleges in the district accredited has been ranked with an A.

• Block level disparity can be well witnessed in the district. While Barwala remains better situated in terms of population of colleges, other blocks such as Rajpur Rani and Morni should be given attention.

• There are only three Polytechnic institutions in the district, out of which only one remains as a government polytechnic institution. It is suggested that more polytechnic institutions should be set up in the district. Government need to start new schemes encouraging their participation in HE. The GER for female is though quite high, however, it is to be ensured by the government that graduated women enter the labour market at similar wage rate as men.

• The gap between urban and rural GER is stark in the district of Panchkula. Immediate steps should be taken to increase the level of enrolment at the rural level.

139 Palwal

General Profile: Census 2011

Palwal comprises 3.07 per cent of total area in Haryana. Palwal has 4.11 per cent of the total population of Haryana. In the age-group 18-23 years, the percentage of male population is 55 per cent. The percentage of female population is 45 per cent. 19.48 per cent of the total population in Palwal belongs to the Schedule Caste category. The population in Palwal is growing at the rate of 25.76 per cent (Census 2001 and 2011). The population density of the district is 767 persons per square kilometer. Almost 77 per cent of the population is rural, making 23 per cent as urban population. There are 434 villages in the district out of which 417 are inhabited. There are three tehsils in the district.

There are 880 females per 1000 males. literacy is 82.66 per cent and female literacy This is marginally better than the state figure rate is 54.23 per cent 79.25 per cent of the which is 879. The child sex ratio (0-6 age) is total population is Hindu. 0.38 per cent is 866. Average literacy in the district is 69.32 Sikh and 20 per cent is Muslim. per cent which is slightly worse than the state figure which is at 75.55 per cent. Male

140 State Higher Education Plan Haryana

Work Participation Rate Economic Profile

The Work Participation Rate (WPR) of Palwal Palwal is a relatively new district, formed in district is 29.7 per cent in comparison to 35.2 2008 after being carved out of Faridabad per cent of the State. The WPR of males in and Nuh districts and is, therefore, in the Palwal is 43.5 per cent , whereas the female initial stages of development as a district. WPR is 13.9 per cent . The percentage of Agriculture is the mainstay of the economy cultivators to total workers in 2011 in the and employs a large proportion of both rural district is 29.6 per cent whereas during and urban population. The district is not 2001 it was 42.6 per cent. The percentage very well developed in terms of industries. In of agricultural labourers to total workers 2011, there were 380 industrial units with 40 in 2011 in the district is 19.6 per cent % medium and large units and two industrial whereas during 2001 it was 18.7 per cent areas. %. The percentage of household industry workers to total workers in Palwal district is As on 31 March 2012, category wise number 2.8 per cent in comparison to 2.9 per cent of industrial units with their annual turnover of Haryana. The percentage of other workers (Rs.in Lakhs) and number of employee to total workers in the district is 48.1 per cent working are given as under- in comparison to 52.1 per cent of Haryana.

It can be observed that, engineering units industry provides maximum employment, has the largest turnover and constitutes the largest number of industries in Palwal. In terms of employment, engineering goods, electrical machinery and transport equipment, metal-based industries, ready- made garment industries and wood-based industries emerge out as the biggest employers in the region. The annual turnover of these industries and the total number of industrial units under each industry are given as as on the next page-

141 While engineering products industry provide Higher Education Profile highest employment in the district, the industry also has the highest turnover in the district is Access followed by electrical machinery industry and paper product industry. High turnover of the Palwal district is predominated by private engineering industry can be explained on the educational institutions. There are four basis of the fact that it also has maximum private colleges imparting general number of industrial units in comparison to education. There are 14 private professional other industries. It is observed that although, colleges and eight Colleges of Education. electrical machinery equipment industry have Government education is minimal. There only six units in Palwal, its annual turnover is are two government general college and around Rs. 3930 lakh. two government aided colleges. There is one government polytechnic college and According to a report by National Skill four private polytechnic colleges in Palwal Development Corporation , which has district. Block wise distribution of educational undertaken a detailed analysis of district- institutions as on the next page- wise skill gap study for Haryana, the district will have increment manpower requirement in 2017-22 under skill category as 7,587 and under unskilled category as 44,333. The report pointed out that the key growth industries in the district which will have highest incremental skilled manpower requirement in 2017-22 are Auto Components, retail, construction, and transportation and logistics.

142 State Higher Education Plan Haryana No. of institutions

Blocks in Palwal

Equity

Gross Enrolment Ratio in Palwal district is 22.8. The ratio is slightly better in the case of male than female. There is a huge gap between urban GER (35.7) and rural GER (18.8). Interestingly, urban GER is higher in the case of female urban GER (32.4) than male rural GER (25.2). SC GER is the poorest with SC GER (persons) as 14.0, SC GER (male) as 18.7 and SC GER (female) as 8.3.

143 Quality

According to the NAAC, out of 30 HE institutions there are three educational institutions which have valid accreditation as on March 2016.

Government/ Score S. No Name of the Institution Government (Out of Grade Cycle Aided/ Private 4) Maa Omwati College of 1 Education, Hassanpur – Private 2.07 B 4/1/2018 120017 (First Cycle)

Maharani Kishori Memorial College of Education, Hodal, 2 Private 2.28 B 4/05/2019 Dist. Palwal, 121106 Haryana (First Cycle)

Ramanujan College of 3 Education, Palwal, 121105 (First Private 2.52 B 7/7/2018 Cycle)

Analyses and Recommendations

• It is recommended that there should new government educational institutions established in the districts presently there are only two government and two government-aided colleges. This should begin with opening a new state university. It is also recommended that the districts requires the presence of government technical institutions to cater to the meritorious students of poor socio-economic background students. Thus, it is recommended that that the new state university should be interdisciplinary research oriented university imparting general as well as professional education.

• There is a lopsided distribution of HE institutions in the district with Hodal and Palwal blocks with the lion’s share of institutions while blocks like Hathin and Hassanpur having 2-3 colleges each only.

• Prithla block needs special attention as it is devoid of any HE institution.

• The quality of educational institutions remains a major concern as only three out of all the HE institutions in the district have valid accreditation and none is accredited with an A grade. Therefore the insitutions should take steps like faculty improvement programmes, student and faculty exchanges, more workshops and orientation programmes,learning from best practices of A graded institutions to improve the quality of education imparted to students. The need of the hour is to move above from mediocrity and strive for excellenece.

• Since Engineering based units are providing a great number of employment in Palwal districtmore technical institutions, polytechnics and ITIs should be set-up in the region.

144 State Higher Education Plan Haryana

• Palwal district has the potential to be developed as a main Centre of cotton trade owing to establishment cotton textile units in the region. In order to achieve that the requisite training, knowledge and skills should be imparted in youth. This industry has a lot of potential to absorb skilled and semi-skilled females who may not opt for careers in engineering industries or look for jobs in private sectors. This sector also has the potential to transfer women from agriculture to industry and improve the marginal productivity in both the sectors.

• Students should be made more aware of the myriad of career options that they have after HE. Efforts should be made to reduce the dependence for employment on agriculture and transfer the growing pool of graduates to industries and services sector so that it helps in the development of the district, state and the country.

145

Panipat

General Profile: Census 2011

Panipat comprises 2.86 per cent of total area in Haryana. Panipat has 4.75 per cent of the total population of Haryana and occupies the 10th position in population size. In the age-group of 18- 23 years the percentage of male population is 55 per cent. The percentage of female population is 45 per cent. 17 per cent of the total population in Panipat belongs to the Schedule Caste category. The population in Panipat is growing at the rate of 24.60 per cent (Census 2001 and 2011). The population density of the district is 951 persons per square kilometre and ranked 3rd in the state (density wise). Almost 54 per cent of the population is rural, making 46 per cent as urban population. There are 186 villages in the district out of which 176 are inhabited and 10

are uninhabited. There are 12 towns in the literacy rate amongst male population which district. was 78.5 per cent during 2001 has increased There are 864 females per 1000 males. This to 83.71 per cent and in urban area it is 85.9 shows that the district is doing worse than the per cent. The literacy rate has also shown an state figure which stands at a dismal figure increase amongst female population. During of 879. The Child Sex Ratio (0-6years age 2001 it was 58 per cent and it has reached group) is 837. The average literacy rate in 67 per cent during 2011. 89.92 per cent of Panipat (census 2011) is 75.9 per cent. The the total population is Hindu. 7.91 per cent is Muslim and 2.08 per cent is Sikh.

146 State Higher Education Plan Haryana

Work Participation Rate

The Work Participation Rate (WPR) of Panipat district is 34.2 per cent in comparison to 35.2 per cent of the State. The WPR of males in Panipat is 50.8 per cent, whereas the female WPR is 15 per cent. The percentage of cultivators to total workers in 2011 in the district is 17.5 per cent whereas during 2001 it was 23.4 per cent. The percentage of agricultural labourers to total workers in 2011 in the district is 15.1 per cent whereas during 2001 it was 14.4 per cent. The percentage of household industry workers to total workers in Panipat district is 3.8 per cent in comparison to 2.9 per cent of Haryana. The percentage of other workers to total workers in the district is 63.5 per cent in comparison to 52.1 per cent of Haryana.

Economic Profile based industries enjoy the highest investment According to National Skill Development and employ the maximum number of people. Corporation , the contribution of Panipat to As per 2011 provisional data, there are overall state economy is much higher than 4,068 registered Industrial Units in the district the average share of population on pro-rata employing around 80,667 workers on a daily basis. Agriculture is an important sub-sector basis in the small industries segment and 43 at Panipat but unlike many other districts of medium and large units employing 14,192 Haryana it is not the major contributor to its workers in the. There are four industrial GDP. In fact, Panipat is very well placed in areas. Details of existing micro and small terms of Industry, the district manufactures enterprises and artisans units in the district Textile and Cotton on a large scale and has and number of employee working are given a thriving agriculture instruments industry. under- Among small scale industries, Agro based, The annual turnover of these industries and leather based, wood based and engineering the total number of industrial units under

147 each industry are given as under- According to this report by National Skill Development Corporation, where a detailed analysis of

district-wise skill gap study for Haryana has been undertaken 8,211, the district will have increment manpower requirement in 2017-22 under skill category as 8211 and under unskilled category as 62,339. The report pointed out that the key growth industries in the district which will have highest incremental skilled manpower requirement in 2017-22 are construction, retail, transportation and logistics and textiles. Higher Education Profile is mostly predominated by private institutions offering technical and professional courses. Access This can be a hindrance for students coming Panipat district is home to a number of institutes from poor socio economic backgrounds. There of HE. The district has four government general are only seven private professional institutes colleges and five government aided general offering engineering courses and nine offering colleges, whereas four institutions exist as non-engineering courses in the district. There self- financed general colleges. One of the are 18 private colleges of education Also, there prominent problems existing in this district are no government polytechnic institutes in remains that none of the government institutions Panipat. There are only six private polytechnic offer technical or professional courses. Panipat institutes in this district. Block wise distribution No. of institutions

Blocks in Panipat 148 State Higher Education Plan Haryana of educational institutions is given below- Equity in the case of female urban GER (28.0) than Gross Enrolment Ratio in Panipat district is male urban GER (25.7). However the GER 23.8. The ratio is slightly better in the case of at the rural level is poor, with rural female male than female. In terms of GER, there is GER standing to 18.3 and rural male GER a gap between urban GER (26.8) and rural as 23.6. SC GER is the poorest with SC GER GER (21.2). Interestingly, urban GER is higher (persons) as 13.0, SC GER (male) as 15.2

and SC GER (female) as 10.4. Quality

According to the NAAC, out of 47 HE institutions there are 10 educational institutions which have

Government/ Score S. Name of the Institution Government (Out Grade Cycle No Aided/ Private of 4) Ch. Kapoori Ram College of Education, Tal. Samalkha, Dist. 1. Private 2.52 B 15/09/2016 Panipat , Mahawati - 132101(First Cycle) GDR College of Education, 2 Simla Molana Road, Panipat – Private 2.53 B 9/3/2017 132103 (First Cycle) Kinder Kin College of Education, 3 Private 2.08 B 4/1/2018 Ahar - 132103 (First Cycle) L. N. T. College of Education, Panipat 4 Private 3.01 A 4/1/2018 - 132103 (First Cycle) LCRT College of Education, Panipat, 5 Private 2.3 B 7/7/2018 132013 (Re-visit, First Cycle) N.C. College of Education, Dist. 6 Private 2.86 B 9/3/2017 Panipat, Israna – 132107 (First Cycle)

149 Government/ Score S. Name of the Institution Government (Out Grade Cycle No Aided/ Private of 4) S. J. S. International College of 7 Education, Samalkha – 132101(First Private 2.37 B 4/1/2018 Cycle) Saraswati College of Education, 8 Kawi Road, Dist. Panipat Madlauda – Private 2.2 B 5/09/2016 132113 (First Cycle) Tau Devi Lal Memorial College of 9 Education, Panipat, 132101 (First Private 2.5 B 30/4/2020 Cycle) Geeta College of Education, 10 Nimbari, Sanoli Road, Panipat – Private 2.55 B 4/7/2017 132103 (First Cycle) accreditation at the moment. Analyses and Recommendations

• It is recommended that there should be new government educational institutions established in the district of Panipat. This can begin with opening a new state university in the district of Panipat. One of the stark problems noticed in this district remains that there are no universities present in this district. Additionally there is dearth of adequate government institutions offering technical courses. The new state university therefore must impart general as well as professional education.

• It is recommended that there should be new government polytechnics established in the district as there are no government polytechnics in the district.

• Special attention should be given to Sanoli Khurd block as it is devoid of any government or private educational institutions.

• SC GER for female in rural region is very poor. Government needs to start new schemes encouraging their participation in HE. Meanwhile Urban GER for female is quite high, however, it should be ensured that graduated women also enter the labour market at similar wage rate as men.

• Quality of education is an issue in the district. Only one institution has been accredited in the district with a grade A. It is to be noted that accrediting process does not mean straightjacketing all educational institutions and should account for specificities of the region as well as institutions. Thereby, the accreditation process should be facilitated, not only by the consultancy but also institutional representatives as well representative from educational institutions in the district which have performed well in terms of accrediting criterion.

• The knowledge and training imparted in HE institutions should be in tune with the requirements of industry. It is seen that inspite of Panipat being placed better than other districts in terms of industry and the economy not being predominantly agrarian, it is the agriculture sector which is the largest employer in the district. This points to the fact that industry is not able to absorb the increasing pool of educated youth. It is therefore recommended that more Industrial training

150 State Higher Education Plan Haryana institutes ( ITIs) should be set-up in the district and vocational training should be encouraged.

• Vocational education scene in the district is below the state average. Therefore more vocational institutions should be set-up and more courses should be offered.

• A greater engagement in agriculture may also reflect that youth may be not fully aware of career options available to him. Thus career oriented workshops and counselling sessions should be held so that students can make an informed decision. Self-employment and entrepreneurship should also be encouraged and promoted.

• It should also be acknolweged that along with technical and vocational skills it is very important that students have soft skills too, especially good command over languages specially English and Hindi. Therefore, it is recommended that students and HE institutions should also focus on personality development along with skill development.

• Panipat is a heritage site, being the witness to the three most important battles in history of India. This national heritage should be not only be preserved but should also be promoted. Thus a Centre for Historical Studies should be set-up in Panipat so that youth not only becomes aware of its significance but can also take pride in its history.

151 Rohtak

General Profile: Census 2011

Rohtak comprises 3.95 per cent of total area in Haryana. Rohtak has 4.19 per cent of the total population of Haryana. In the age group 18-23 years the percentage of male population is 55 per cent. The percentage of female population is 45 per cent . 20 per cent of the total population in Rohtak belongs to the Schedule Caste category. The population in Rohtak is growing at the rate of 12.88 per cent (Census 2001 and 2011). The population density of the district is 608 persons per square kilometre. Almost 58 per cent of the population is rural, making 42 per cent as urban population. There are 3 villages in the district out of which 136 are inhabited. There are five towns in the district.

There are 867 females per 1000 males. This cent . Male literacy is 87.65 per cent and is worse than the state figure which is 879. female literacy rate is 71.72 per cent . 98.37 The child sex ratio (0-6 age) is 820. Average per cent of the total population is Hindu. literacy in the district is 80.22 per cent which 0.37 per cent is Sikh and 0.77 per cent is is better than the state figure of 75.55 per Muslim.

152 State Higher Education Plan Haryana

Work Participation Rate Economic Profile

The Work Participation Rate (WPR) of Rohtak Rohtak district is relatively better off than district is 32.6 per cent in comparison many other districts in terms of Industry to 35.2 per cent of the State. The WPR of although agriculture continues to be the males in Rohtak is 48 per cent whereas the largest employer in the district. The growth female WPR is 14.9 per cent. The percentage of industry has increased only after the state of cultivators to total workers in 2011 in of Haryana came into existence in 1966. In the district is 27.7 per cent whereas during 2011 there were 4761 registered industrial 2001 it was 38.6 per cent. The percentage of units with 15 large and medium scale agricultural labourers to total workers in 2011 industrial undertakings and three industrial in the district is 10.6 per cent whereas during areas. There are number of small of scale 2001 it was 12.3 per cent .The percentage of undertakings in the district. As on 31 March household industry workers to total workers in 2012, in small and micro enterprise industry, Rohtak district is 2.5 per cent in comparison category wise, number of employee working to 2.9 per cent of Haryana. The percentage of are given as under- other Workers to Total Workers in the district is 59.3 per cent in comparison to 52.1 per cent of Haryana.

It can be observed that, at the moment engineering units industry provides maximum employment, has the largest turnover and constitutes largest number of industries in Rohtak. In terms of employment, engineering goods and agricultural implements, leather products, unclassified industries, service industries, cotton textile spinning mill industries, wooden products industries emerge out as the biggest employers in the region. The annual turnover of these industries and the total number of industrial units under each industry are given on the next page-

153 High turnover of engineering units can be explained on the basis of the fact that it also has maximum number of industrial units in comparison to other industries. It is observed that although, agro based have only 57 units in Rohtak, its annual turnover is around 1689 lakh.

According to a report by National Skill Development Corporation , which has undertaken a detailed analysis of district-wise skill gap study for Haryana, the district will have increment manpower requirement in 2017-22 under skill category as 5,959 and under unskilled category as 35,922. The report pointed out that the key growth industries in the district which will have highest incremental skilled manpower requirement in 2017-22 are, retail, construction, transportation and logistics, food processing and chemical and chemical products. Higher Education Profile

Access university in Rohtak. Government education is Rohtak district is predominated by private sizeable. There are eight government general educational institutions. There are two private college and 10 government aided private colleges imparting general education. There college imparting general education. There are are 23 professional institutions including three three government and two government aided Private Technical Campuses and 43 private polytechnic college in Rohtak district. There college of education. In terms of University are five private polytechnics also. Block wise education, there are three State universities, distribution of educational institutions is given one private university and one Deemed to be below- No. of institutions

154 Blocks in Rohtak State Higher Education Plan Haryana

Equity

GER in Rohtak district is 35.1. The ratio is slightly better in the case of male than female. In terms of GER, it is ranked 2 amongst all districts in the state. There is a huge gap between urban GER (45) and rural GER (27.8). Interestingly, urban GER is higher in the case of female urban GER (47.4) than male urban GER (42.9). SC GER is the poorest with SC GER (persons) as 18.8 SC GER (male) as 20.4 and SC GER (female) as 16.8.

Quality

According to the NAAC, out of 91 educational institutions in the district there are 18 educational institutions which have valid accreditation as on March 2016.

Government/ Score S. Name of the Institution Government (Out of Grade Cycle No. Aided/ Private 4) Maharshi Dayanand University, 1 Government 3.03 A 22/03/2018 Rohtak ( Second Cycle) All India Jat Heroes Memorial Government 2 College, Rohtak 124001 Haryana 2.77 B 23/09/2019 Aided (Second Cycle) Chhotu Ram College of Education, Government 3 3.1 A 20/02/2019 Rohtak, 124001 (Second Cycle) Aided D.A.V. College of Education, 4 Sampla-Sonipat Road, Private 2.64 B 20/02/2019 Hassangarh, 124404 (First Cycle) Gaur Brahman College of Government 5 Education, Rohtak, 124001 B 2.8 9/7/2019 Aided Haryana (Secon Cycle)

155 Government/ Score S. Name of the Institution Government (Out of Grade Cycle No. Aided/ Private 4) Kissan College of Education, 6 Meham, Rohtak, 124112 (First Private 2.02 B 20/02/2019 Cycle) M.R Dav College of Education, 7 Private 2.59 B 7/7/2018 Rohtak, 124023 (First Cycle) Maina Education Society K V M College of Education, Behind New 8 Private 2.39 B 15/09/2016 Bus Stand, Ladhot Road, Rohtak – 124001 (First Cycle) Sat Jinda Kalyana College, Government 9 Kalanaur – 124113 (Second 2.48 B 14/11/2020 Aided Cycle) Shri. Balaji College of Education, 10 Private 2.75 B 4/1/2018 Sampla - 124501 (First Cycle) St. Paul College of Education, 11 Near New Bus Stand, Rohtak – Private 2.38 B 15/09/2016 124001 (First Cycle) V.B. College of Education, Jind 12 Bye-Pass Chowk, Rohtak -124001 Private 2.39 B 20/04/2017 (First Cycle) Vaish College of Education, Government 13 2.73 B 20/02/2019 Rohtak, 124001 (Second Cycle) Aided Vaish College, Rohtak, 124001 Government 14 2.55 B 20/02/2019 (Second Cycle) Aided Vaish Mahila Mahavidyalya, Jhajjar 15 Road, Rohtak, 124001 Haryana ( Private 2.63 B 9/12/2019 Second Cycle) Vikramaditya College of Education, 16 Tal. Sampla, Dist. Rohtak Morkheri Private 2.64 B 4/7/2017 – 124406 (First Cycle) Yash College of Education, Near 17 Bus Stand, Dist. Rohtak, Rurkee – Private 2.01 B 4/7/2017 124426 (First Cycle) Sh. L.N Hindu college, Rohtak Government 18 2.74 B 29/03/2021 (Second Cycle) Aided

156 State Higher Education Plan Haryana

Analyses and Recommendation

• Rohtak has more number of HE institutions than any other district in the state. It also has three government universities in the district, maximum for any district in the state.

• Rohtak has a much skewed distribution of HE institutions. While maximum number of institutions are located in Rohtak block, blocks like Kalanaur, Lakhan Majra and Meham barely have two or three institutions each. It is recommended that a more equitable distribution of institutions amongst blocks should be there. It is, therefore, proposed that new government, private general and professional colleges should be set-up in these blocks.

• Rohtak district has been envisaged as the district where new automobiles plant can be set-up. It has the potential to become an automobile hub. However the district does not have the adequate skilled labour to cater to the needs of this sector. Therefore it is recommended that an ‘Automobile training institute’ imparting the required skills and training should be set-up. Not only will this give impetus to the job prospects of the youth but also make them look for career options beyond the traditional sectors.It is recommended that there should be new government polytechnics established in the district. • The district is second from the top in terms of GER probably because of the large number of HE institutions in the district. However the GER for SC section is still very low. More scholarships, welfare schemes should be rolled out and more awareness should be created amongst them so that even this section reaps the benefits of Higher Education.

• Quality of education is better than the other districts of the state. This is reflected in large number of institutions accredited by NAAC. However more institutions should opt for NAAC as not only is a measure of excellence but it also reflects the relative standing of institutions within the district and amongst each other. Since Rohtak has a rich cultural and religious heritage, it is recommended that a state level ‘Centre for Cultural/Religious studies’ should be set-up so that the youth can study about Haryana’s glorious history and can take pride in it.

• There should be more intra-state exchanges between Rohatk and its neighbouring districts so that Rohtak can mentor the relatively weaker districts and provide guidance to them.

• Rohtak, with the presence of many general and professional universities has the potential to act as the main Centre of education in Haryana and should take the lead in imparting highest quality education in students in Rohtak as well as the entire state.

157 Rewari

General Profile: Census 2011

Rewari comprises 3.60 per cent of total area in Haryana. Rewari has 3.55 per cent of the total population of Haryana. In the age-group of 18-23 years the percentage of male population is 53 per cent. The percentage of female population is 47 per cent . 20 per cent of the total population in Rewari belongs to the Schedule Caste category. The population in Rewari is growing at the rate of 17.64 (Census 2001 and 2011). The population density of the district is 565 persons per square kilometre. Almost 74.07 per cent of the population is rural, making 25.93 per cent as urban population. There are 403 villages in the district out of which 389 are inhabited.

There are 898 females per 1000 males. This 75.55 per cent . Male literacy is 91.44 per is better than the state figure which is 879. cent and female literacy rate is 69.57 per The child sex ratio (0-6 age) is 787. Average cent . 98.76 per cent of the total population literacy in the district is 80.99 per cent which is Hindu. 0.20 per cent is Sikh and 0.63 per is better than the state figure which is at cent is Muslim.

158 State Higher Education Plan Haryana

Work Participation Rate

The Work Participation Rate (WPR) of Rewari district is 37.5 per cent in comparison to 35.2 per cent of the State. The WPR of Males in Rewari is 49.6 per cent, whereas the female WPR is 24 per cent . The percentage of cultivators to total workers in 2011 in the district is 30.4 per cent whereas during 2001 it was 44.4 per cent . The percentage of agricultural labourers to total workers in 2011 in the district is 8.4 per cent whereas during 2001 it was 13.3 per cent . The percentage of household industry workers to total workers in Rewari district is 2.9 per cent in comparison to 2.9 per cent of Haryana. The percentage of other workers to total workers in the district is 58.3 per cent in comparison to 52.1 per cent of Haryana.

Economic Profile

Rewari is very well developed in terms of industry despite most of the rural and urban population being employed in agriculture. In 2011 there were a total of 1800 industrial units and1370 registered industrial units. There were three Industrial areas and 141 medium and large scale industrial undertakings. There are number of small of scale undertakings in the district. As on 31 March 2012, in small and micro enterprise industry, category wise, number of employee working are given as under-

It can be observed that, repairing and servicing industry provides maximum employment but interestingly they do not have the largest turnover even though they constitute the largest number of industries in Rewari. In terms of employment, engineering goods and agricultural implements, unclassified industries, service industries, mineral based industries, metal based products industries emerge out as the biggest employers in the region. The annual turnover of these industries and the total number of industrial units under each industry are given on the next page-

159 While repairing and servicing industry provides highest employment in the district, the industry which has the highest turnover in the district is metal-based industry followed by agro-based industry and wooden-product industry. High turnover of the metal based industry can be explained on the basis of the fact that it also has second highest number of industrial units in comparison to other industries. It is observed that although, agro based industry have only 65 units in Rewari, its annual turnover is around Rs 2190 lakh. . According to a report by National Skill Access Development Corporation , which has undertaken a detailed analysis of district- Rewari district has a balanced mix of wise skill gap study for Haryana, the district private and government aided educational will have increment manpower requirement institutions. There are five private colleges in 2017-22 under skill category as 4,795 imparting general education. There are five and under unskilled category as 31,841. private professional colleges and 20 colleges The report pointed out that the key growth of education. Under university education industries in the district which will have there is one State Public University in Rewari highest incremental skilled manpower district. There are eight government general requirement in 2017-22 are auto assembly, and six government aided colleges. There auto manufacturing, engineering products/ is one government polytechnic college and fabricated metal, retail, transportation and three private polytechnic colleges in Rewari logistics, food processing,chemical and district. Block wise distribution of educational chemical products, hospitality and electrical institutions is given on the next page- and electronics. Furthermore automobile and FMCG are identified as the potential industrial clusters that could be set-up in the district.

160 State Higher Education Plan Haryana No. of institutions

Blocks in Rewari

Equity

GER in Rewari district is 30.1. Rewari ranks 9 amongst all the districts in GER.The ratio is slightly better in the case of male than female. There is a gap between urban GER (33.6) and rural GER (28.8). Interestingly, urban GER is higher in the case of female urban GER (35.1) than male urban GER (32.3). SC GER is the poorest with SC GER (persons) as 19.7, SC GER (male) as 22.1 and SC GER (female) as 16.9.

161 Quality

According to the NAAC, out of 45 HE institutions there are 10 educational institutions which have valid accreditation in March 2016.

Government/ Score S. Name of the Institution Government (Out Grade Cycle No Aided/ Private of 4) Government College, Bawal Dist. 1 Rewari 123501, Haryana (Second Government 1.84 C 23/9/2019 Cycle) Shri Krishna Government college, 2 Government 1.67 C 29/03/2021 Kanwali ( second cycle) Happy College of Education, 3 Railway Station, Dist. Rewari Kosli – Private 2.24 B 4/07/2017 123302 (First Cycle) R. P. S. College of Education, Khor 4 Private 2.22 B 22/03/2018 (Ateli Mandi) - 123021 (First Cycle) Rao Abhay Singh College of 5 Education, Saharanwas - 123401 Private 2.72 B 20/04/2017 (First Cycle) Rao Birender Singh College of Government 6 Education, Rampura, Rewari, 2.64 B 24/06/2020 Aided 123401 (Second Cycle) Shaheed Capt. D. K. Khola College 7 of Education, Zainabad, Rewari, Private 2.06 B 24/06/2020 123411 (First Cycle) Swaranjali College of Education, 8 P.O. Chhuriawas, Rewari, 123401 Private 2.64 C 24/06/2020 (First Cycle) Government 9 Ahir College, Rewari (Second Cycle) 2.67 B 18/02/2021 Aided Satish Public College of Education, Government 10 2.77 B 16/03/2021 Rewari (First Cycle) Aided

Analyses and Recommendations

• Indira Gandhi University, Meerpur is a newly established university in the district, which is taking the lead in imparting general education to the students especially from rural background. This will not only provide an impetus to the meritorious students of poor socio-economic background students but will also go a long way in improving rural GER of the district.

162 State Higher Education Plan Haryana

• The quality of educational institutions is a big concern. It is discouraging to note that out of all the 10 colleges that have valid accreditation not even a single college has an A grade. Infact two government colleges that are accredited have received C grade. Therefore institutions should be encouraged to improve their standards of teaching through faculty development programs, exchange programs and adopting best practices of the well performing institutions within the state.

• Although Rewari has a considerable number of industries, still population is largely engaged in agriculture. Therefore, more engineering, technical, ITIs and other vocational colleges should be set-up so that workers can be transferred from agriculture to industry sector and industry can absorb the growing number of skilled youth.

• A Centre for Entrepreneurial Development should be set-up in the district so that youth is encouraged to take up self-employment as a career option rather than relying only on agriculture or government sector for jobs.

163 Sirsa

General Profile: Census 2011

Sirsa comprises 9.67 of total area in Haryana. Sirsa has 5.11 per cent of the total population of Haryana. In the age group 18-23 years the percentage of male population is 54 per cent. The percentage of female population is 46 per cent. 30 per cent of the total population in Sirsa belongs to the Schedule Caste category. The population in Sirsa is growing at the rate of 15.99 per cent (Census 2001 and 2011). The population density of the district is 303 persons per square kilometer. Almost 75.35 per cent of the population is rural, making 24.65 per cent as urban population. There are 330 villages in the district out of which 327 are inhabited. There are five towns in the district.

There are 897 females per 1000 males. This cent. Male literacy is 76.43 per cent and is better than the state figure which is 879. female literacy rate is 60.40 per cent. 72.60 The child sex ratio (0-6 age) is 862. Average % of the total population is Hindu. 26.17 per literacy in the district is 68.82 which is worse cent is Sikh and 0.74 per cent is Muslim. than the state figure which is at 75.55 per

164 State Higher Education Plan Haryana

Work Participation Rate

The Work Participation Rate (WPR) of Sirsa district is 38.8 per cent in comparison to 35.2 per cent of the State. The WPR of males in Sirsa is 54.1 per cent, whereas the female WPR is 21.6 per cent. The percentage of cultivators to total workers in 2011 in the district is 32.7 per cent whereas during 2001 it was 37.4 per cent. The percentage of agricultural labourers to total workers in 2011 in the district is 29.3 per cent whereas during 2001 it was 23.8 per cent. The percentage of household industry workers to total workers in Sirsa district is 2.4 per cent in comparison to 2.9 per cent of Haryana. The percentage of other workers to total workers in the district is 35.6 per cent in comparison to 52.1 per cent of Haryana.

Economic Profile

In Sirsa majority of population working is engaged in agriculture and allied activities. Sirsa is not very well developed in terms of industry in 2011 total number of industrial units in Sirsa were 535 and 324 were registered industrial units. There were 3 medium and large scale industrial undertakings. There are a number of small of scale undertakings in the district. As on 31 March 2012, in small and micro enterprise industry, category wise, number of employee working are given as under-

It can be observed that, at the moment leather-based, chemical/chemical-based Mineral based industry provides maximum rubber, plastic and petro-based, mineral employment, has the largest turnover and based, metal-based (steel fab.), engineering constitutes largest number of industries in units, electrical machinery and transport Sirsa. In terms of employment, Agro-based, equipment, repairing and servicing in the soda water, cotton textile woollen, silk and region. The annual turnover of these industries artificial thread based clothes, ready-made and the total number of industrial units under garments and embroidery wood/wooden each industry are given on the next page- based furniture paper and paper products,

165 Mineral-based industry provide highest According to a report by National Skill employment and has the highest turnover in Development Corporation , which has the district followed by agro-based industry undertaken a detailed analysis of district- and paper and paper products industry. wise skill gap study for Haryana, the district High turnover of agro based and mineral- will have increment manpower requirement based industry can be explained on the basis in 2017-22 under skill category as 4,608 of the fact that they also have maximum and under unskilled category as 23,384. number of industrial units in comparison to The report pointed out that the key growth other industries. It is observed that although, industries in the district which will have highest Paper and paper products have only one incremental skilled manpower requirement in unit in Sirsa, its annual turnover is around Rs 2017-22 are and transportation and logistics, 520.29 lakh. retail, agro-based and construction .

Higher Education Profile

Access

Sirsa district has a balanced mix of government and private institutions. There are seven private colleges imparting general education. There are seven private professional institutions including one technical campus and 15 college of education. There is one state public university. There are four government general and four government aided colleges imparting general education. There is one government professional engineering college, the only government engineering college in Haryana. There are six polytechnic colleges in Sirsa district, three government polytechnics and three private polytechnics respectively. Block wise distribution of educational institutions is given on the next page-

166 State Higher Education Plan Haryana No. of institutions

Blocks in Sirsa

Equity

GER in Sirsa district is 21.1. The ratio is the case of female urban GER (34) than male slightly better in the case of male than female. urban GER (30.8). SC GER is the poorest with In terms of GER, it is ranked 20 amongst all SC GER (persons) as 9.1, SC GER (male) as districts in the state. There is a huge gap (10.3), and SC GER (female) as (7.6). between urban GER (32.3) and rural GER (17.3). Interestingly, urban GER is higher in

167 Quality

According to the NAAC, out of 39 education institutions in the district there are seven educational institutions which have accreditation as on March 2016

Government/ S. Score Name of the Institution Government Grade Cycle No (Out of 4) Aided/ Private Chaudhary Devi Lal University, 1 Government 2.13 B 13/09/2020 Sirsa Bhagwan Shri Krishan College Government 2 of Education, Sirsa Dist, 125104 2.49 B 2/3/2020 Aided (Second Cycle) Ch.R.R. Memorial College of Education, Memeran Road, Dist 3 Private 2.75 B 20/04/2017 Sirsa, Ellenabad -125102 (First Cycle) Government National College, 4 Government 2.52 B 30/04/2020 Sirsa, 125055 (Second Cycle) Lingaya’s Lalita Devi Institute of Management and Sciences, No. 5 Private 3.1 A 4/7/2017 847-848, Mandi Road, Mandi – 1100047 (First Cycle) National College of Education, 6 Post Box. NO. 47, Sirsa Private 2.8 B 20/04/2017 -125055 (First Cycle) Shah Satnam Ji College of Education, Dera Sacha Sauda, 7 Private 2.14 B 9/7/2019 Sirsa, 125055 Haryana (First Cycle)

Analyses and Recommendations

• Sirsa lacks quality HE institutions. There are only a few technical education and graduation level colleges, but no higher level institutes. Providing better education facilities are the need of the hour in this area.

• A large proportion of the rural and urban population of Sirsa is engaged in agricultural and allied activities. Therefore it is recommended that an Agricultural university should be set-up in the district to enhance the existing agricultural skills and knowledge of the youth so that both agricultural sector as well as HE sector can mutually benefit each other.

168 State Higher Education Plan Haryana

• It is also observed that dairying is a major activity in Sirsa district. Thus a National/State Dairy Institute on the lines of National Dairy Research Institute in Karnal can be set-up in Sirsa.

• Vocational training and skills should also be imparted to the youth of the origin, therefore, more ITIs and vocational colleges should be set up in the district.

• Sirsa ranks second from the last in terms of GER. In order to improve the GER, HE should be promoted through scholarships and other schemes especially targeting sections like SC and women.

• Youth should also be made aware of more career options especially outside agriculture and allied activities.

• Development in this district is not only lacking but is long awaited; it is high time now to put efforts in small districts like Sirsa.

169 Sonipat

General Profile: Census 2011

Sonipat district comprises 4.8 per cent of total area in Haryana. Sonipat has 5.72 per cent of the total population of Haryana and occupies the 6th position in population size. In the age group 18-23 years the percentage of male population is 54 per cent. The percentage of female population is 46 per cent. 19 per cent of the total population in Sonipat belongs to the Schedule Caste category. The population in Sonipat is growing at the rate of 13.35 per cent (Census2001 and 2011). In terms of population density, Sonipat ranks at the 8th position with a density of 683 persons per square kilometre. Almost 68.73 per cent of the population is rural, making 31.27 per cent as urban population. There are 332 total number of villages in Sonipat, out of which 319 are inhabited and 13 are uninhabited villages in Sonipat district. Overall there are eight towns in the district.

In Sonipat district, there are 856 females per literacy rate amongst male population is 87.2 1000 males. This is worse than the state figure per cent, whereas amongst female population which is 879. In terms of Child Sex Ratio (0-6 it stands to 69.8 per cent during 2011. This year’s age group) the district stands at 18th shows that even though the average literacy place with a Child Sex Ratio of 798. In terms rate of the district is better than the state of literacy Sonipat stands at 8th place. The figure, the female literacy stands quite low in literacy rate in 2011 is 79.1 per cent whereas comparison to male population. it was 72.8 per cent during 2001 Census. The

170 State Higher Education Plan Haryana

Work Participation Rate

The Work Participation Rate (WPR) of Sonipat district is 36.1 per cent in comparison to 35.2 per cent of the State. The WPR of males in Sonipat is 50.1 per cent, whereas the female WPR is 19.8 per cent. The percentage of cultivators to total workers in 2011 in the district is 27.2 per cent whereas during 2001 it was 36.3 per cent. The percentage of agricultural labourers to total workers in 2011 in the district is 19.4 per cent whereas during 2001 it was 16.7 per cent. The percentage of household industry workers to total workers in Sonipat district 3.5 per cent in comparison to 2.9 per cent of Haryana. The percentage of other workers to total workers in the district is 49.9 per cent in comparison to 52.1 per cent of Haryana.

Economic Profile

The contribution of Sonipat to the overall units and six medium and large units in the state economy is above the average, based district. Amongst Small Scale Industries, on population pro-rata. Agriculture is an repairing and services, engineering units, important sub-sector at Sonipat, but unlike gro-based, leather-based, wood-based, many other districts of Haryana, industry paper-based, rubber/plastic/petro-based is also well placed in the district. Sonipat and chemical-based industries contribute to has four major industrial towns at Sonipat, highest investment and employ the maximum Kundli, Rai and Barhi which contribute to number of people. Details of existing micro the manufacturing sector. The contribution and small enterprises and artisans units in the of the secondary sector towards the district district and number of employee working are economy is higher than most districts in the given under-- state. There are 13039 registered industrial

171 The annual turnover of these industries and the total number of industrial units under each industry are given as under-

There is a limited proliferation of industry and Singh Mahila Vishwavidyalaya stands as overdependence on the primary sector in the one of the oldest women universities in all district of Sonipat. According to a report by of North India. In recognition of the sporting National Skill Development Corporation culture at Sonipat, the Sports Authority of , which has undertaken a detailed analysis India has established its Northern Regional of district-wise skill gap study for Haryana, Centre at Sonipat. However, Sonipat district the district will have increment manpower is still predominated by private educational requirement in 2017-22 under skill category institutes. There are thirty private institutions as 12,021 and under unskilled category as including one technical campus offering 82,454. The report pointed out that the key professional as well as general courses. Fifteen growth industries in the district which will out of the thirty colleges offer Professional have highest incremental skilled manpower (Engineering) Courses, whereas eleven requirement in 2017-22 are consruction, other colleges provide Professional Courses retail, transportation and logistics, health apart from Engineering like Management, care, food processing and banking and Architecture, Hotel Management, etc. and financial services. four colleges offere general courses. Apart from these there are 37 private colleges of Higher Education Profile education. In terms of government institutions there are three government colleges and Access eight Government Aided colleges imparting general education in the district. Among Sonipat is home to a number of institutes of the polytechnic institutes in the district, there HE and has a high penetration of colleges are only one government and government in comparison to state average for Haryana. aided institutes, whereas there are 12 private The district has three government, three polytechnics present in the district. Block wise private and one deemed university. Among distribution of educational institutions is given the government universities, Bhagat Phool on the next page-

172 State Higher Education Plan Haryana No. of institutions

Blocks in Sonipat

Equity

Sonipat ranks 6th amongst all the districts urban GER (41.6) than male urban GER in GER. GER in Sonipat district is 30.2. The (39.8). Whereas, rural GER (24.0) is lower ratio is slightly better in the case of male than in case of female rural than the male rural female. There is a gap between urban GER GER (26.9). SC GER is the poor with SC GER (40.6) and rural GER (25.6). Interestingly, (persons) as 17.4, SC GER (male) as 19.0 urban GER is higher in the case of female and SC GER (female) as 15.4.

173 Quality

According to the NAAC, out of 82 HE institutions there are 14 educational institutions which have valid accreditation as on March 2016.

Government/ Score S. Name of the Institution Government (Out Grade Cycle No Aided/ Private of 4) O.P. Jindal Global University, Sonipat 1 Private 3.26 A 16/03/2021 (First cycle) Department of Physical Education D. C. S. College of 2 2.22 B 15/09/2016 Education, Mehmoodpur Road, Private Gohana Sonipat – 131301 (First Cycle) Department of Teacher Education D. C. S. College of Education, Mehmoodpur 3 Private 2.52 B 15/09/2016 Road, Gohana Sonipat – 131301 (First Cycle) G.V.M. College of Education for 4 Private 2.89 B 9/12/2019 Women, Sonipat Haryana G.V.M. Girls College, Murthal Road, Government 5 Sonipat, 131001 Haryana (Second 3.1 A 4/5/2019 Aided Cycle) Kanya Mahavidyalaya, Dist. Sonipat, Government 6 3.1 A 30/04/2020 131402 (Second Cycle) Aided Kirorimal College of Education, 7 Private 2.46 B 20/2/2019 Khewari, Sonipat 8 Mukhi College of Education, Sonipat Private 2.15 B 30/4/2020 Om College of Education, Gohana, 9 Sonipat Private 1.72 C 20/04/2017 Mandlana Om College of Education, Khandrai, 10 Gohana-Sonipat, 131301 Haryana Private 2.45 B 4/5/2019 (First Cycle) (Re easement) S. S. College of Education, Gohana- 11 Panipat Road, Gohana, Dist. Sonipat, Private 2.53 B 15/09/2016 Mahmudpur – 131301 (First Cycle) Sunrise College of Education, Dist. 12 Private 1.81 C 4/5/2019 Sonipat, 131023 Haryana (First Cycle) Tika Ram College of Education, 13 Private 2.57 B 20/2/2019 Sonipat, 131001 (Second Cycle) Hindu College Of Education Sonipat, Government 14 3.23 A 9/03/2017 Haryana (Second Cycle) Aided

174 State Higher Education Plan Haryana

Analyses and Recommendations

• It is recommended that the new government educational institutions should be established in the district of Sonipat. While there are quite a number of private colleges providing technical education, there are , however, very few government colleges providing technical education. This can be a hindrance for meritorious students coming from a poor socio economic background.

• The literacy rate for females in Haryana is quite low as compared to males. Government should take adequate measures to increase female enrolment in HE institutions. Particularly the gap between GER in rural and urban population for females is high. Although urban female GER is higher than male GER, however the government must ensure that graduated women also enter the labour market at similar wage rate as men.

• It is recommended that there should be new government and government aided polytechnics established in the district.

• Quality of education is good in the district of Sonipat, with four institutions out of 13 accredited institutions with rank A. However, the administration should make efforts to get more colleges accredited. Institutions should take inspiration from O.P. Jindal Global university, the first and only private university in the state, to get an A grade within the first six years of its establishment. Therefore, the accreditation process should be facilitated, not only by the consultancy but also through institutional representatives as well representative from educational institutions in the district which have performed well in terms of accrediting criterion.

• Special attention should be given to Kathura block as it is devoid of any HE institutions. There is a regional disparity in terms of the distribution of educational institutions in the district. While blocks like Sonipat, Gohana, Ganaur and Murthal show adequate presence of educational institutes, other blocks like Kathura, Mandlana, Kharkhoda, Rai show very poor distribution of educational institutes.

• Sonipat district is expected to witness a high growth in supply of incremental labour force during 2012-22. High employment opportunities within district to provide employment to the growing working population have to be addressed through suitable training. For this the HE sector of the district will have to gear up and provide training in tune with the requirements of the industry.

• An automobile university/college can be set up in the Kundli block of the district as not only it is a manufacturing hub but it also has a lot of auto components units. It was also felt that more workshops and orientation meetings should be held for the students to make them aware about the various vocational courses and multitude of career options they could opt for once they finish their HE.

175 Yamunanagar

General Profile: Census 2011

Yamunanagar comprises 3.99 per cent of total area in Haryana. Yamunanagar has 4.79 per cent of the total population of Haryana. In the age group 18-23, the percentage of male population is 54 per cent. The percentage of female population is 46 per cent. 25 per cent of the total population in Yamunanagar belongs to the Schedule Caste category. The population in Yamunanagar is growing at the rate of 16 per cent (Census 2001 and 2011). The population density of the district is 687 persons per square kilometre. Almost 61.06 per cent of the population is rural, making 38.94 per cent as urban population. There are 639 villages in the district out of which 613 are inhabited. There are two towns in the district.

There are 877 females per 1000 males. This literacy is 83.84 per cent and female literacy is slightly lower than the state figure which rate is 71.38 per cent. 81.12 per cent of the is 879. The child sex ratio (0-6 age) is 826. total population is Hindu. 6.96 per cent is Average literacy in the district is 77.99 per Sikh and 11.41 per cent is Muslim. cent which is slightly better than the state figure which is at 75.55 per cent. Male

176 State Higher Education Plan Haryana

Work Participation Rate

The Work Participation Rate (WPR) of Yamunanagar district is 32.1 per cent in comparison to 35.2 per cent of the State. The WPR of males in Yamunanagar is 52.9 per cent, whereas the female WPR is 8.3 per cent. The percentage of cultivators to total workers in 2011 in the district is 15.8 per cent whereas during 2001 it was 17.4 per cent. The percentage of agricultural labourers to total workers in 2011 in the district is 18.8 per cent whereas during 2001 it was 16.2 per cent. The percentage of household industry workers to total workers in Yamunanagar district is 3.2 per cent in comparison to 2.9 per cent of Haryana. The percentage of other workers to total workers in the district is 62.2 per cent in comparison to 52.1 per cent of Haryana.

Economic Profile

Yamunanagar is very well placed in terms and 3 industrial areas. There were four of industries compared to other districts in registered medium and large scale industrial the state. It has emerged as an important undertakings. There are number of small of industrial destination in the state. The growth scale undertakings in the district. As on 31 of industry has increased only after the state March 2012, in small and micro enterprise of Haryana came into existence in 1966. industry, category wise, number of employee In 2011 there were 3250 total industrial working are given as under- units with 1159 registered industrial units

177 It can be observed that, at the moment wood/wooden-based industry provides maximum employment, has the largest turnover and constitutes largest number of industries in Yamunanagar. The district is well-known for its plywood productions. In terms of employment, repairing and servicing, metal-based (steel fab.), engineering units, chemical-based, agro-based, paper and paper products emerge out as the biggest employers in the region. The annual turnover of these industries and the total number of industrial units under each industry are given as under-

The high turnover of wood/wooden-based construction, and banking and financial industry can be explained on the basis of services. There should also be promotion of the fact that it also has maximum number setting up of industrial clusters for wooden of industrial units in comparison to other furniture, plywood and engineering and industries. It is observed that although, fabrication industries. engineering units have only 82 units in Yamunanagar, its annual turnover is around Access Rs 4150 lakh. Apart from these, sugar machinery, paper machinery and equipment Yamunanagar district is predominated by for petrochemical plants machinery are some private educational institutions. There are of the products the district is well known for. 23 private professional institutions including According to a report by National Skill one technical campus, 22 private colleges Development Corporation , which has of education, two private colleges imparting undertaken a detailed analysis of district- general education and 15 private polytechnic wise skill gap study for Haryana, the district colleges the district has a sizeable number will have increment manpower requirement of government aided institutions. There are in 2017-22 under skill category as 5,973 eight government aided institutions imparting and under unskilled category as 42,541. general education and one government aided The report pointed out that the key growth polytechnic college in Yamunanagar district. industries in the district which will have highest There is, however, only one government incremental skilled manpower requirement college in the district. Block wise distribution in 2017-22 are health care, transportation of educational institutions is given on the next and logistics retail, education & training, page-

178 State Higher Education Plan Haryana No. of institutions

Blocks in Yamunanagar

Equity

Gross Enrolment Ratio in Yamunanagar district is 22.5. The ratio is slightly better in the case of male than female. In terms of GER, it is ranked 18 amongst all districts in the state. There is a huge gap between urban GER (32.7) and rural GER (16.1). Interestingly, urban GER is higher in the case of female urban GER (37.7) than male urban GER (28.6). SC GER is the poorest with SC GER (persons) as 13.8, SC GER (male) as 14.1 and SC GER (female) as 13.5.

179 Quality

According to the NAAC, out of 56 institutions, there are 10 educational institutions which have accreditation as on March, 2016

Government/ Score S. Name of the Institution Government (Out of Grade Cycle No Aided/ Private 4) Aastha College of Education for Women, Aastha Educational and 1. Charitable, SCO-22-23, Patel Market, Private 2.29 B 4/7/2017 Workshop Road Yamuna Nagar – 135001 (First Cycle) Guru Nanak Khalsa College, Yamuna Government 2. Nagar, 135001 Haryana ( Second 3.01 A 9/12/2019 Aided Cycle) Hari Om Shiv Om College of Education, Radaur, Dist. Yamuna 3. Private 2.85 B 4/7/2017 Nagar, Chhota Baans – 135133 (First Cycle) Hindu Girls College, Jagadhri, Government 4. Yamuna Nagar Dist, 135003 (Second 3.01 A 20/02/2019 Aided Cycle) Jankiji College of Education, Vill. Marwakalan, Sadhora Road, 5. Private 2.51 B 9/3/2017 Yamunanagar, Bilaspur – 135102 (First Cycle) Maharaja Agrasen Mahavidyalaya, Government 6. 2.29 B 30/04/2020 Jagadhri, 135003 (Second Cycle) Aided Mukand Lal Natioanal College, Government 7. Yamuna Nagar, 135001 (Second 3.01 A 20/02/2019 Aided Cycle) Sant Nischal Singh College of 8. Eucation for Women, Santpura Private 3.43 A 15/09/2016 Yamuna Nagar – 135001 (First Cycle) Vishva Bharti College of Education, Adjoining Sec - 18, Huda, Dist 9. Private 2.64 B 09/03/2017 Yamuna Nagar, Jagadhri – 135003 (First Cycle) Guru Nanak Girls College, Santpura, Government 10. Yamunanagar – 135001 (Second 3.10 A 18/02/2021 Aided Cycle)

180 State Higher Education Plan Haryana

Analyses and Recommendations

• Yamunanagar as a district is predominated by private enterprises be it industries or education where 46 out of 56 higher education institutions in the district are private. This on one hand depicts a greater private presence, on the other hand it also point towards the desired presence of more government HE institutions in the district. It is, therefore, recommended that more government colleges both general and professional should be established in the district.

• Yamunangar, with a considerable number of colleges with potential for excellence status and with a sizeable number of Governmnet aided colleges with ‘A’ grade, fulfils the criteria for establishment of a cluster university. Thus it is recommended that a cluster university in the jagadhari district must be set-up with either D.A.V college or Guru Nanak girls college as the lead college. It is, however, ironic that the district, with such a large number of HE and considerable number of CPEs, has one of the lower GERs in the state, Yamunanagar the third lowest GER in the state. This reflects that students are not coming forth to attain higher education. A probable reason could be lack of government HE institutions in the district.

• It is also noted that there is a greater concentration of institutions in one or two blocks only. For example, Jagadhari accounts for a larger share of educational institutions in the district. Thus there is a need for better dispersal of institutions among blocks so that there is no lopsided distribution of institution.

• Quality of the educational institutions remains a big concern. Only ten out of 56 institutions have valid accreditation. Out of ten, only five have colleges are accredited with ‘A’ grade. The only government college in the district still remains to be accredited. • Jagadhari block of the district not only has a large number of HE institutions but also has a considerable number of industries and industrial clusters. This advantageous nexus of industries and HE should be made use of. More industry specific and vocational institutes should be set- up so that industries can absorb the skilled youth produced by these institutes.

• It is also observed that there is a decided preference for paid employment than self-employment amongst the youth in the district. It is therefore recommended that a ‘Centre for Entrepreneurial Development’ should be set-up in the district to encourage youth to take up entrepreneurial activities.

181 Part-II

Detailed Data

182 State Higher Education Plan Haryana

1. Haryana at a Glance A. Geographical Profile of the State

Table: 1.1 Basic Information Area (in Sq km) 44212 Rural 42235.92 Urban 1976.08

No. of Districts 21 Predominantly Rural 21 Predominantly urban 0

No. of Blocks 126* Predominantly Rural 125 Predominantly Urban 1

Source: Census 2011 Predominantly rural districts: districts where more than 50% of blocks are rural *Economic Survey of Haryana 2015-16

B. Demographic Profile of Haryana

Table: 1.2 Population All SC ST Area Total M F M F M F Rural 16509359 8774006 7735353 1973294 1746815 0 0

Urban 8842103 4720728 4121375 736362 657144 0 0

Total 25351462 13494734 11856728 2709656 2403959 0 0

Source: Census 2011

Table: 1.3 Population following Different Religions Urban Rural Total Religion M F M F M F Hindu 4296968 3745623 7524114 6604423 11821082 10350046 Muslim 192468 164298 747559 677017 940027 841315 Sikh 174163 156652 479305 433632 653468 590284

183 Christian 16930 16056 9235 8132 26165 24188 Jains 25487 23611 1871 1644 27358 25255 Others 607 928 504 509 1111 1437 Religion Not Stated 11568 12074 9856 8714 21424 20788 Total 4720728 4121375 8774006 7735353 13494734 11856728 8842103 16509359 25351462

Source: Census 2011

Table: 1.4 Population 18-23 years Urban Rural Total Category M F M F M F

SC 102769 89649 265456 216664 368225 306313

ST 0 0 0 0 0 0

OBC NA NA NA NA NA NA

All 598281 501157 1131892 952652 1730173 1453809

Source: Census 2011

2. Higher Education Profile of Haryana Higher Education in Haryana can be evaluated on the yardstick of accessibility, equity and excellence.

A. Accessibility The aspect of accessibility is depicted by spread of higher education institutions across the state. Table: 2.1 Universities in the State

State Public Central State Pvt. Deemed Institutions of Others Total No. University university University University National Importance

15 1 19 9 0 0 44

Table:2.2 Colleges in the State

Govt. Gen Govt. Prof. Pvt. Prof. Govt. Aided Pvt. Gen Govt. Aided Polytechnics No Colleges Colleges Institutions Prof. Colleges Colleges Gen Colleges

110 1 757 0 75 97 185*

Note:* figure depicts number of colleges exclusively offering polytechnic courses only.

184 State Higher Education Plan Haryana 15 Private 156 12 6 5 7 5 6 11 10 4 12 18 7 3 4 2 6 3 5 3 12 1 Govt. Aided 4 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 2 0 1 0 Polytechnic Institution Polytechnic Govt. 25 2 2 1 0 1 2 1 1 2 1 1 1 0 1 1 0 1 3 3 1 35 Prof. Prof. (Others) 613 20 33 35 14 43 33 36 26 20 32 28 54 7 13 6 27 23 59 21 48 10 Prof (Eng) Prof 144 12 5 13 0 14 5 11 4 3 9 6 6 2 9 3 7 2 7 1 15 2 Private Gen 75 2 3 0 2 2 4 2 5 2 7 2 15 1 4 0 4 5 2 7 4 0 Prof. 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 8 Government -Aided Gen 97 10 8 3 1 2 5 2 3 7 5 7 0 1 2 0 5 6 10 4 8 0 Prof. (Others) Prof. 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 Prof (Eng) Prof 1 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 1 0 0 Gen Government 110 4 10 4 6 5 7 11 6 1 5 1 12 4 2 4 4 8 8 4 3 1 Deemed 9 1 0 2 0 1 0 0 0 0 1 2 0 0 0 0 0 0 1 0 1 0 District-Wise Profile (Baseline Data 2015-16) Private 19 1 0 3 0 8 0 2 0 1 0 0 0 0 0 0 0 0 1 0 3 0 Govt Universities 16 0 1 1¹ 0 0 3² 0 1 0 0 1³ 1* 0 0 0 0 1 3 1 3 0 GER 27 27.5 31 37.3 18.4 32.7 26.2 33.1 24.8 22.9 24.3 25.1 32.5 7.6 22.8 34.8 23.8 30.1 35.1 21.1 30.2 22.5 18-23 Age Group 3183982 139296 204160 224731 120051 180966 223154 119346 170284 138212 192997 127338 115936 123470 129784 64983 156631 111267 133196 167607 185744 154829 Total Total Population (in lakhs) 25,351,462 1,128,350 1,634,445 1,809,733 942,011 1,514,432 1,743,931 958,405 1,334,152 1,074,304 1,505,324 964,655 922,088 1,089,263 1,042,708 561,293 1,205,437 900,332 1,061,204 1,295,189 1,450,001 1,214,205 Table: 2.3 Table: District TOTAL Ambala Bhiwani Faridabad Fatehabad Gurugram Hisar Jhajjar Jind Kaithal Karnal Kurukshetra Mahendragarh Nuh Palwal Panchkula Panipat Rewari Rohtak Sirsa Sonipat Yamunanagar Notes and Annotations: * One Central University in Mahendragarh Engineering College College other than Professional Others-Professional Engineering College, Prof. (Eng)- Professional Prof. (Govt.) and its professional departments. 2. includes GJUST Ch. Charan Singh Agriculture University their departments & constituent units. Faridabad 1.includes YMCA University of Science & Technology, and its professional departments & constituent units University and its professional departments & constituent units. 4. includes MDU Rohtak 3.includes Kurukshetra departments & constituent Units Sirsa, and its professional departments & constituent units. 6. includes BPS Mahila kalan University Professional 5.includes CDLU, Colleges offering both engineering and polytechnic courses are counted under Engineering

185 B. Equity

The aspect of equity is depicted by access of education amongst different sections of society in Haryana captured by GER.

Table: 2.4 GER across All Categories

TOTAL RURAL URBAN District Person Male Female Person Male Female Person Male Female Haryana 27 28.3 25.5 21.5 23.8 18.7 37.6 36.8 38.4 Ambala 27.5 26.6 28.6 20.8 21.1 20.4 36.4 33.6 39.8 Bhiwani 31 33.8 27.4 28.2 31.7 23.9 41.9 42.6 41 Faridabad 37.3 40.6 33.5 21.2 26.3 15.4 41.9 44.6 38.6 Fatehabad 18.4 19.3 17. 2 15.4 16.9 13.5 30.9 29.7 32.4 Gurugram 32.7 32.8 32.5 23.7 26.9 20.1 37.4 35.8 39.5 Hisar 26.2 27.5 24.5 20.8 23 18 37.8 37.4 38.3 Jhajjar 33.1 35 30.8 29.1 31.3 26.5 44.6 46 42.9 Jind 24.8 26.6 22.5 21.3 23.9 17.9 36.2 35.4 37.2 Kaithal 22.9 25.1 20.3 19.8 22.8 16.3 33.6 33.2 34.1 Karnal 24.3 24.4 24.1 18.6 19.6 17.4 38.1 36 40.6 Kurukshetra 25.1 24.4 25.8 19.5 20.1 18.9 37.3 33.6 41.8 Mahendragarh 32.5 35.3 29.3 31.8 35.2 27.8 36.4 35.4 37.6 Nuh 7.6 10.8 4 6.2 9.5 2.4 18.1 20.4 15.5 Palwal 22.8 28.3 16.1 18.8 25.2 10.8 35.7 38.6 32.4 Panchkula 34.8 33.8 35.9 18.5 19.6 17.3 48.9 45.9 52.8 Panipat 23.8 24.6 22.8 21.2 23.6 18.3 26.8 25.7 28 Rewari 30.1 31 29 28.8 30.5 26.9 33.6 32.3 35.1 Rohtak 35.1 35.5 34.6 27.8 30.3 24.6 45 42.9 47.4 Sirsa 21.1 21.6 20.5 17.3 18.6 15.9 32.3 30.8 34 Sonipat 30.2 30.8 29.5 25.6 26.9 24 40.6 39.8 41.6 Yamunanagar 22.5 20.7 24.7 16.19 15.6 16.7 32.7 28.6 37.7

Source: Census 2011

Table: 2.5 GER for SC Category

TOTAL RURAL URBAN District Person Male Female Person Male Female Person Male Female Haryana 14.9 16.9 12.5 12.7 15.2 9.7 20.3 21.2 19.2

Ambala 15.8 16.4 15.2 13.5 14.8 12 21.1 20 22.3 Bhiwani 19.2 22.4 15.2 17.6 21 13.2 25.6 27.9 23 Faridabad 16.8 19.8 13.2 13.7 18 8.7 18.2 20.7 15.3

186 State Higher Education Plan Haryana

Fatehabad 8.6 10.2 6.6 7.6 9.5 5.4 13.1 14 12 Gurugram 19.4 21.5 17 16 19.6 11.9 22.2 23.1 21.3 Hisar 14 16.3 11.2 11.9 14.3 8.8 19.6 21.6 17.3 Jhajjar 20.1 22.1 17.8 17.3 19.3 14.9 28.6 30.9 26.1 Jind 13.6 16.1 10.3 11.8 14.9 7.7 20.5 20.8 20.1 Kaithal 11.2 14 7.8 10.2 13.4 6.2 15.5 16.6 14.2 Karnal 11.9 13.2 10.3 10.1 12 7.9 17.3 17.1 17.4 Kurukshetra 14.3 16.1 12.2 11.1 13.4 8.5 26 26 26.1 Mahendragarh 22.2 24.6 19.2 21.8 24.6 18.5 24.3 24.8 23.9 Nuh 10.6 14.2 6.2 9.3 13.6 3.9 14.4 15.9 12.7 Palwal 14 18.7 8.3 12 17 5.7 19.4 23.4 14.9 Panchkula 17.6 17.7 17.4 13 13.8 12 22.2 21.6 22.8 Panipat 13 15.2 10.4 12.5 15.4 8.8 14 14.8 13 Rewari 19.7 22.1 16.9 18.4 21.4 14.9 23.8 24.5 23 Rohtak 18.8 20.4 16.8 15.2 17.5 12.2 24.3 25.1 23.4 Sirsa 9.1 10.3 7.6 7.5 9 5.7 15.2 15.6 14.8 Sonipat 17.4 19 15.4 14.6 16.6 12 24.2 25.1 23.1 Yamunanagar 13.8 14.1 13.5 11.8 12.9 10.4 19.9 17.7 22.4

Source: Census 2011

Table: 2.6 Number of Students Passing Out of Senior Secondary School in 2014-15 Board State Board Schools (HBSE) CBSE Schools Other Board Schools Total Students 151318 58178 --- 209496 Source: CBSE

C. Qualitative Analysis of Higher Education across Districts

Table: 2.7 Educationally Backward Districts No. of Educationally Backward Districts (as per UGC list of 374 EBDs) Weakest Districts Reasons Jind Poor GER Fatehabad Poor GER Sirsa Poor GER Karnal Poor GER Panipat Poor GER Kaithal Poor GER

According to the UGC list of 374 EBDs, Educationally Backward Districts are defined as the districts that have very low GER (<12.4). On the basis of the given criteria, it is suggested that Nuh, which was a part of erstwhile Gurugram, to be included in the list of EBDs.

Strongest 5 Districts Reasons Faridabad High GER Rohtak High GER Panchkula High GER Jhajjar High GER Gurugram High GER

GER calculated as per Census of India, 2011 187 Districts with Special Needs REASONS Nuh Low GER amongst female Fatehabad Low GER amongst SC Sirsa Low GER Yamunanagar Low GER Palwal Low GER

GER calculated as per Census of India, 2011

Table: 2.8 NAAC Accredited Colleges: District-Wise Analysis

Number of Number of colleges Number of colleges colleges accredited accredited accredited with grade A District Total with grade B with grade C colleges Govt. Govt. Govt. accredited Govt. Private Total Govt Private Total Govt Private Total Aided aided aided

Ambala 9 0 5 0 5 0 2 2 4 0 0 0 0 Bhiwani 9 0 0 0 0 1 4 4 9 0 0 0 0 Faridabad 14 0 2 5 7 2 1 4 7 0 0 0 0

Fatehabad 5 0 0 1 1 0 0 4 4 0 0 0 0

Gurugram 15 0 0 0 0 2 1 9 12 1 0 2 3 Hisar 8 1 0 0 1 1 1 4 6 1 0 0 1 Jhajjar 7 0 0 2 2 1 0 4 5 0 0 0 0 Jind 6 0 0 0 0 2 1 3 6 0 0 0 0 Kaithal 3 0 1 0 1 0 1 1 2 0 0 0 0 Karnal 10 0 0 1 1 1 3 5 9 0 0 0 0 Kurukshetra 8 0 0 0 0 0 1 6 7 0 0 1 1 Mahendragarh 9 0 0 0 0 1 0 6 7 0 0 2 2 Nuh 1 0 0 0 0 0 0 0 0 1 0 0 1 Palwal 3 0 0 0 0 0 0 3 3 0 0 0 0 Panchkula 4 0 0 0 0 1 0 3 4 0 0 0 0 Panipat 10 0 0 1 1 0 0 9 9 0 0 0 0 Rewari 10 0 0 0 0 0 4 3 7 2 0 1 3 Rohtak 17 0 1 0 1 0 7 9 16 0 0 0 0 Sirsa 6 0 0 1 1 1 1 3 5 0 0 0 0 Sonipat 13 0 3 0 3 0 0 8 8 0 0 2 2 Yamuna Nagar 10 0 4 1 5 0 1 4 5 0 0 0 0 Total 177 1 16 12 29 13 28 94 135 5 0 8 13

Source: NAAC website

188 State Higher Education Plan Haryana

Table: 2.9 NAAC Accredited Universities: District-Wise Analysis S. Institutional Accreditation No. Name of the Institution District CGPA Grade valid up to Type 1 Maharshi Markandeshwar University, Mullana-Ambala (First Deemed Cycle) Ambala 3.06 A 15/11/2020 University 2 Lingaya’s University, Faridabad Deemed (First Cycle) Faridabad 2.42 B 15/11/2020 University 3 Manav Rachna International University, Faridabad (First Deemed Cycle) Faridabad 3.05 A 15/11/2020 University 4 Guru Jambheshwar University of Science & Technology, Hisar, Government 125001 Haryana (Third Cycle) Hisar 3.28 A 43720 Univeristy 5 Maharshi Dayanand University, Government Rohtak (Second Cycle) Rohtak 3.03 A 22/03/2018 Univeristy 6 Chaudhary Devi Lal University, Government Sirsa – 125055 (First Cycle) Sirsa 2.13 B 13/09/2020 Univeristy 7 O.P Jindal Global University, Private Sonepat- 131001 Sonepat 3.26 A 16/03/2021 University

3. Institutional Profile of Haryana

Table: 3.1 Institutions Covering the State (University Wise)

General/ Science Constituent Affiliated &Technology/ Affiliated Affiliated No. of Name of the Colleges/ Govt. S.No. District Medical/ Govt. Private Others* Colleges State University University Aided Professional/ Colleges Colleges Total Accredited Colleges Colleges language/ Law/ Veterinary 1. Bhagat Phool Science and Singh Mahila Sonipat 5 0 0 0 0 0 Technology 5 Vishwavidyalaya

2. Ch. Bansi Lal Bhiwani General 0 0 0 0 0 0 University 0

3 Chaudhary Devi Sirsa General 0 10 5 (4+1¹) 37 1 53 10 Lal University

4 Chaudhary Ranbir Singh Jind General 0 0 0 0 0 0 University 0

5 Deen Bandhu Chhotu Ram Science and University of Sonipat 0 0 0 22 0 22 0 Technology Sciences & Technology

6 Guru Jambeshwar Science and University of Hisar 0 1 0 14 0 15 0 Technology Science and Technology

189 Table: 3.1 Institutions Covering the State (University Wise)

General/ Science Constituent Affiliated &Technology/ Affiliated Affiliated No. of Name of the Colleges/ Govt. S.No. District Medical/ Govt. Private Others* Colleges State University University Aided Professional/ Colleges Colleges Total Accredited Colleges Colleges language/ Law/ Veterinary 7

Indira Gandhi 0 Rewari General 0 0 0 0 0 0 University

8 Kurukshetra General/ Kurukshetra 2 33 51 283² 2 68 University Professional 371

9 Maharshi General/ Dayanand Rohtak 2 67 44 456³ 1 570 96 Professional University 10 State University of Professional/ Performing Rohtak 4 0 0 0 0 4 0 S&T And Visual Arts 11 YMCA University of Science and Faridabad 0 0 0 0 0 0 Science & Technology 0 Technology 12 BR Ambedkar National Law Sonipat Law ------Universty 13 Lala Lajpat Rai Veterinary Hisar Veterinary 3 ------University 14 Pandit BD Sharma University Rohtak Medical -- 3 -- 77 -- 1 of Health 80 Sciences 15 Ch. Charan Singh Haryana Hisar Agricultural 6 ------6 -- Agriculture University

190 State Higher Education Plan Haryana

Table: 3.2 NAAC Accreditation Status of Colleges (As on March,2016)

Funding (Govt/ Affiliating Grade Cycle of Sr. Name of College District Govt Aided/ University Received Accreditation No. Private Government Chaudhary Devi 1 National College, Sirsa Government B Second Lal University Sirsa,

Government Kurukshetr a 2 Hisar Government A Second College, Hisar University

Government Kurukshetra 3 Hisar Government B Second College, Nalwa University

Government Kurukshetra 4 College, Jind, Jind Government B Second University Safidon

K.M. Government Kurukshetra 5 Jind Government B Second College University

6 Government Kurukshetra Panchkula Government B Second College, Barwala University

Brahmrishi 7 Kurukshetra College of Panchkula Government B First University Education, Pinjore

Firoz Gandhi 8 Memorial Kurukshetra Hisar Government C Second Government University College, Adampur Rajiv Gandhi Maharshi 9 Government Dayanand Bhiwani Government B First College For University, Women, Bhiwani Rohtak

Government Maharshi 10 College for Dayanand Faridabad Government B Second Women, University, Faridabad, Rohtak

Maharshi 11 Government Dayanand Faridabad Government B Second College, Tigaon, University, Rohtak

Maharshi Dronacharya 12 Dayanand Government Gurugram Government B Second University, College Rohtak

191 Table: 3.2 NAAC Accreditation Status of Colleges (As on March,2016)

Funding (Govt/ Affiliating Grade Cycle of Sr. Name of College District Govt Aided/ University Received Accreditation No. Private

Maharshi Government 13 Dayanand college sec-9 Gurugram Government B First University, Gurugram Rohtak

Maharshi Government 14 Dayanand College, Sector-9, Gurugram Government B First University, Gurugram Rohtak

Government Maharshi 15 College, Dist. Dayanand Jhajjar Government B Second Jhajjar, 124507 University, (Second Cycle) Rohtak

Maharshi 16 Government Dayanand College for Mahendragarh Government B Second University, Women, Narnaul Rohtak

Maharshi Government 17 Dayanand College, Gurugram Government C Second University, Sidharawali Rohtak Maharshi Shri Krishna 18 Dayanand Governmnet Rewari Government C Second University, college, Kanwali Rohtak H. L. G. Maharshi 19 Government Dayanand College, Nuh, Nuh Government C Second University, Tauru – 122105 Rohtak (Second Cycle)

Maharshi 20 Government Dayanand Rewari Government C Second College, Bawal University, Rohtak

Bhagwan Shri Chaudhary Devi Government- 21 Krishan College of Sirsa B Second Lal University Aided Education

D.A.V. College Kurukshetra Government- 22 Ambala A Second (Lahore) University Aided

Sanatan Dharma Kurukshetra Government- 23 College (Lahore), Ambala A Second University Aided Ambala

192 State Higher Education Plan Haryana

Table: 3.2 NAAC Accreditation Status of Colleges (As on March,2016)

Funding (Govt/ Affiliating Grade Cycle of Sr. Name of College District Govt Aided/ University Received Accreditation No. Private Sant Mohan Singh Kurukshetra Government- 24 Khalsa Labana Ambala A Second University Aided Girls College,

Shri Atmanand Kurukshetra Government- 25 Ambala A Second Jain (PG) College, University Aided

Sohan Lal Dav Kurukshetra Government- 26 College of Ambala A Second University Aided Education, Ch. Ishwar 27 Singh Kanya Kurukshetra Government- Kaithal A Second Mahavidyalaya, University Aided Fatehpur-Pundri

28 Guru Nanak Kurukshetra Government- Khalsa College, Yamuna Nagar A First University Aided Yamuna Nagar

Guru Nanak Girls Kurukshetra Government- 29 Yamuna Nagar A Second College, Santpura University Aided

Hindu Girls Kurukshetra Government- 30 Yamuna Nagar A First College, Jagadhri University Aided

Mukand Lal 31 Natioanal Kurukshetra Government- Yamuna Nagar A Second College, Yamuna University Aided Nagar Arya Girls Kurukshetra Government- 32 College, Ambala Ambala B Second University Aided Cantt,

Gandhi Memorial Kurukshetra Government- 33 Ambala B Second National College, University Aided

Fateh Chand Kurukshetra Government- 34 College for Hisar B Second University Aided Women C.R. Kisan Kurukshetra Government- 35 College, Jind, Jind B NA University Aided 126102

D.A.V. College , Kurukshetra Government- 36 Karnal B Second Karnal University Aided

193 Table: 3.2 NAAC Accreditation Status of Colleges (As on March,2016)

Funding (Govt/ Affiliating Grade Cycle of Sr. Name of College District Govt Aided/ University Received Accreditation No. Private Dr. Ganesh Dass 37 D.A.V. College Kurukshetra Government- Karnal B Second of Education For University Aided Women

38 Guru Nanak Kurukshetra Government- Karnal B Second Khalsa College University Aided

Arya Kanya Kurukshetra Government- 39 Kurukshetra B Second Mahavidyaaya University Aided

Maharaja Agrasen 40 Kurukshetra Government- Mahavidyalaya, Yamuna Nagar B Second University Aided Jagadhri

R.K.S.D. College Kurukshetra Government- 41 Kaithal B First of Education University Aided

Maharshi 42 Aggarwal College, Dayanand Government- Faridabad A Second Ballabgarh University, Aided Rohtak Maharshi DAV Centenary 43 Dayanand Government- College, Faridabad A Second University, Aided Faridabad Rohtak Maharshi Chhotu Ram 44 Dayanand Government- College of Rohtak A Second University, Aided Education Rohtak

Maharshi 45 G.V.M. Girls Dayanand Government- Sonipat A Second College University, Aided Rohtak

Maharshi 46 Kanya Dayanand Government- Mahavidyalaya, Sonipat A Second University, Aided Kharkoda Rohtak

Maharshi 47 Hindu College Of Dayanand Government- Sonipat A Second Education University, Aided Rohtak

194 State Higher Education Plan Haryana

Table: 3.2 NAAC Accreditation Status of Colleges (As on March,2016)

Funding (Govt/ Affiliating Grade Cycle of Sr. Name of College District Govt Aided/ University Received Accreditation No. Private

Maharshi Banwari Lal Jindal 48 Dayanand Government- Suiwala College, Bhiwani B Second University, Aided Tosham Rohtak

Janta Vidya Maharshi 49 Mandir Ganpat Dayanand Government- Bhiwani B Second Rai Rasiwasia University, Aided College Rohtak Maharshi M.L.R. Saraswati 50 Dayanand Government- College of Bhiwani B Second University, Aided Education Rohtak Maharshi Mahila 51 Dayanand Government- Mahavidyalaya, Bhiwani B First University, Aided Bhiwani Rohtak

Maharshi K. L. Mehta 52 Dayanand Government- Dayanand College Faridabad B Second University, Aided for Women Rohtak

Rao Lal Singh Maharshi 53 College of Dayanand Government- Gurugram B Second Education, University, Aided Sidhrawali Rohtak Maharshi 54 Ahir College, Dayanand Government- Rewari B Second Rewari University, Aided Rohtak

Rao Birender Maharshi 55 Singh College Dayanand Government- Rewari B Second of Education, University, Aided Rampura Rohtak

Maharshi 56 Satish Public Dayanand Government- College of Rewari B Second University, Aided Education, Rewari Rohtak

Maharshi 57 All India Jat Dayanand Government- Heroes’ Memorial Rohtak B Second University, Aided College Rohtak

195 Table: 3.2 NAAC Accreditation Status of Colleges (As on March,2016)

Funding (Govt/ Affiliating Grade Cycle of Sr. Name of College District Govt Aided/ University Received Accreditation No. Private

Maharshi 58 Gaur Brahman Dayanand Government- College of Rohtak B Second University, Aided Education Rohtak

Maharshi 59 Sat Jinda Kalyana Dayanand Government- Rohtak B Second College, Kalanaur University, Aided Rohtak

Maharshi 60 Sh. L.N Hindu Dayanand Government- Rohtak B Second College Rohtak University, Aided Rohtak

Maharshi 61 Vaish College of Dayanand Government- Rohtak B Second Education, Rohtak University, Aided Rohtak

Maharshi 62 Vaish College, Dayanand Government- Rohtak B Second Rohtak University, Aided Rohtak

Maharshi 63 Vaish Mahila Dayanand Government- Rohtak B Second Mahavidyalya, University, Aided Rohtak

International 64 Heritage Research & Education Chaudhary Devi Fatehabad Private A First Society Defence Lal University P.G. College of Education, Tohana

Shah Satnam Chaudhary Devi 65 Ji College of Sirsa Private B First Lal University Education Oasis the Caree 66 Catalyst Society (R) Chaudhary Devi Gramin College Fatehabad Private B First Lal University of Education Tohana Surya (P.G.) Chaudhary Devi 67 College of Fatehabad Private B First Lal University Education Tohana

196 State Higher Education Plan Haryana

Table: 3.2 NAAC Accreditation Status of Colleges (As on March,2016)

Funding (Govt/ Affiliating Grade Cycle of Sr. Name of College District Govt Aided/ University Received Accreditation No. Private

Tirupati College of Chaudhary Devi 68 Fatehabad Private B First Education, Ratia Lal University

69 National College Chaudhary Devi Sirsa Private B First of Education Lal University

Ch.R.R. Memorial 70 College of Chaudhary Devi Sirsa Private B First Education, Lal University Ellenabad Manohar Chaudhary Devi 71 Memorial College Fatehabad Private B First Lal University of Education

Budha College of Kurukshetra 72 Karnal Private A First Education University

L. N. T. College Kurukshetra 73 of Education Panipat Private A First University Samalkha Sant Nischal 74 Singh College Kurukshetra Yamuna Nagar Private A First of Eucation for University Women, Santpura Lord Krishna 75 College of Kurukshetra Ambala Private B First Education, University Adhoya

Arya College of Kurukshetra 76 Hisar Private B First Education University

Shanti Niketan Kurukshetra 77 College of Hisar Private B First University Education Ram Narayan Kurukshetra 78 Institute of Jind Private B First University Education Vardey Devi Kurukshetra 79 College of Jind Private B First University Education

SRM College of Kurukshetra 80 Jind Private B First Education University

197 Table: 3.2 NAAC Accreditation Status of Colleges (As on March,2016)

Funding (Govt/ Affiliating Grade Cycle of Sr. Name of College District Govt Aided/ University Received Accreditation No. Private

Savitri Devi Kurukshetra 81 Memorial College Kaithal Private B First University of Education

Doon Valley Kurukshetra 82 Institute of Karnal Private B First University Education Gyan Bharti 83 College of Kurukshetra Karnal Private B First Education, Tal University Indri

Pratap College of Kurukshetra 84 Karnal Private B First Education University

R. L. College of 85 Kurukshetra Education, Indri Karnal Private B First University Road,

Shaheed Udham 86 Singh Government Kurukshetra Karnal Private B First College, Matak University Majri

Bharat College 87 Kurukshetra of Education, Kurukshetra Private B First University Shahabad

Ch. Matu Ram Kurukshetra 88 College of Kurukshetra Private B First University Education, Ladwa Dr. B. R. Kurukshetra 89 Ambedkar College Kurukshetra Private B First University of Education Mahabir College 90 of Education For Kurukshetra Kurukshetra Private B First Women, Kheri University Markanda Seth Tek Chand 91 College of Kurukshetra Kurukshetra Private B First Education, Rattan University Dera

Shree Sat Guru 92 Kurukshetra Dev College of Panchkula Private B First University Education

198 State Higher Education Plan Haryana

Table: 3.2 NAAC Accreditation Status of Colleges (As on March,2016)

Funding (Govt/ Affiliating Grade Cycle of Sr. Name of College District Govt Aided/ University Received Accreditation No. Private Swami Devi Kurukshetra 93 Dyal College of Panchkula Private B First University Education Ch. Kapoori 94 Ram College of Kurukshetra Panipat Private B First Education, Tal. University Samalkha

GDR College of Kurukshetra 95 Education, Simla Panipat Private B First University Molana Road

Geeta College 96 of Education, Kurukshetra Panipat Private B First Nimbari, Sanoli University Road

LCRT College 97 Kurukshetra of Education, Panipat Private B First University Panipat, ISRANA

N.C. College of Kurukshetra 98 Panipat Private B First Education Israna – University

S. J. S. 99 International Kurukshetra College of Panipat Private B First University Education, Samalkha Saraswati College Kurukshetra 100 of Education, Kawi Panipat Private B First University Road, Madlauda Tau Devi Lal 101 Memorial College Kurukshetra Panipat Private B First of Education, University Samalkha Aastha College 102 of Education for Kurukshetra Women, Aastha Yamuna Nagar Private B First University Educational and Charitable

Hari Om Shiv 103 Kurukshetra Om College of Yamuna Nagar Private B First University Education, Radaur

Jankiji College 104 of Education, Kurukshetra Yamuna Nagar Private B First Vill. Marwakalan University Bilaspur

199 Table: 3.2 NAAC Accreditation Status of Colleges (As on March,2016)

Funding (Govt/ Affiliating Grade Cycle of Sr. Name of College District Govt Aided/ University Received Accreditation No. Private Vishva Bharti 105 College of Kurukshetra Yamuna Nagar Private B First Education, University Jagadhri

106 Shivalik College of Kurukshetra Ambala Private B First Education, University

Ambika College of Kurukshetra 107 Hisar Private B First Education University

108 Saraswati College Kurukshetra Hisar Private B First of Education University

Greenwood 109 College of Kurukshetra Karnal Private B First Education, Meerut University Road,Ranwar B.R. College Kurukshetra 110 of Education, Kurukshetra Private B First University Salarpur Road Kinder Kin College Kurukshetra 111 of Education, Panipat Private B First University Ahar, Israna Dharamjeevi 112 Institute of Kurukshetra Professional Kurukshetra Private C First University Education, Bagthala Dehat Vikas Maharshi 113 Educational Dayanand Society Shiv Faridabad Private A Second University, College of Rohtak Education Tigaon Maharshi Manav Rachna 114 Dayanand College of Faridabad Private A First University, Engineering Rohtak

115 Ganga Institute Maharshi of Education, 20 Dayanand Jhajjar Private A First K.M. Milestone, University, Jhajjar Rohtak

200 State Higher Education Plan Haryana

Table: 3.2 NAAC Accreditation Status of Colleges (As on March,2016)

Funding (Govt/ Affiliating Grade Cycle of Sr. Name of College District Govt Aided/ University Received Accreditation No. Private

Maharshi M. D. College of 116 Dayanand Education, Tal. Jhajjar Private A First University, Bahadurgarh Rohtak

Maharshi Rise Max College 117 Dayanand of Education, Faridabad Private A First University, Ballabgarh Rohtak

Maharshi Women college of 118 Dayanand education, Jhojju Bhiwani Private B First University, Kalan Rohtak

Maharshi 119 National College Dayanand of Education, Bhiwani Private B First University, Loharu Rohtak

Sant Roshanlal Maharshi 120 College of Dayanand Bhiwani Private B First Education University, (Women), Bhiwani Rohtak

Maharshi 121 Vigya College of Dayanand Bhiwani Private B First Education, Loharu University, Rohtak

Aravali College of Maharshi 122 Advanced Studies Dayanand Faridabad Private B First in Education, University, Faridabad Rohtak Gold Field Maharshi 123 College of Dayanand Faridabad Private B First Education, University, Ballabgarh Rohtak

Maharshi 124 M. R. College of Dayanand Education, Aravalli Faridabad Private B First University, Hills Rohtak

124 Rattan Singh Maharshi Girls College Dayanand Faridabad Private B First of Education, University, Ballabgarh Rohtak

201 Table: 3.2 NAAC Accreditation Status of Colleges (As on March,2016)

Funding (Govt/ Affiliating Grade Cycle of Sr. Name of College District Govt Aided/ University Received Accreditation No. Private

Maharshi B. M. College of 125 Dayanand Education, Tal. Gurugram Private B First University, Farrukhnagar Rohtak

Chaudhary Partap Maharshi 126 Singh Memorial Dayanand Gurugram Private B First College of University, Education Rohtak

Deen Dayal Maharshi 127 Rustagi College of Dayanand Gurugram Private B First Education, Hailey University, Mandi Rohtak

Maharshi KIIT College of 128 Dayanand Engineering, Gurugram Private B First University, Gurugram Rohtak

Maharshi 129 Pataudi College of Dayanand Gurugram Private B First Education University, Rohtak

Maharshi Dronacharya 130 Dayanand College of Gurugram Private B Second University, Engineering Rohtak

Maharshi Starex Institute 131 Dayanand of Education, Gurugram Private B First University, Gurugram Rohtak

Maharshi Kamrah Institute 132 Dayanand of Information Gurugram Private B First University, Technology Rohtak

Maharshi 133 Oxford College of Dayanand Gurugram Private B First Education, University, Rohtak

Maharshi Cambridge 134 Dayanand College of Jhajjar Private B First University, Education, Birar Rohtak

Maharshi Haryana Institute 135 Dayanand of Education, Jhajjar Private B First University, Bahadurgarh Rohtak

202 State Higher Education Plan Haryana

Table: 3.2 NAAC Accreditation Status of Colleges (As on March,2016)

Funding (Govt/ Affiliating Grade Cycle of Sr. Name of College District Govt Aided/ University Received Accreditation No. Private

Maharshi 136 P D M College Dayanand of Education, Jhajjar Private B First University, Aurangabad Rohtak

Maharshi 137 Pragya College of Dayanand Jhajjar Private B First Education University, Rohtak

Ganpati Institute Maharshi 138 of Education & Dayanand Mahendragarh Private B First Technology, Teh. University, Namaul Rohtak

Department of 139 Teacher Education Maharshi Sanskriti Institute Dayanand Mahendragarh Private B First of Education University, and Technology Rohtak Narnaul

R. P. S. College of Maharshi 140 Education, Khor Dayanand Mahendragarh Private B First (Ateli Mandi) - University, 123021 Rohtak

Maharshi 141 Baba Jai Ram Dayanand Dass College of Mahendragarh Private B First University, Education Pali Rohtak

Maharshi 142 Baba Jai Ram Dayanand Dass College of Mahendragarh Private B First University, Education, Khatod Rohtak

Shri Krishna Maharshi 143 College of Dayanand Mahendragarh Private B First Education, Vill. University, Pali Rohtak

Maa Omwati Maharshi 144 College of Dayanand Palwal Private B First Education, University, Hassanpur Rohtak

Maharani Kishori Maharshi 145 Memorial College Dayanand Palwal Private B First of Education, University, Hodal Rohtak

203 Table: 3.2 NAAC Accreditation Status of Colleges (As on March,2016)

Funding (Govt/ Affiliating Grade Cycle of Sr. Name of College District Govt Aided/ University Received Accreditation No. Private Maharshi Ramanujan 146 Dayanand College of Palwal Private B First University, Education, Palwal Rohtak

Maharshi 147 Happy College of Dayanand Rewari Private B First Education, Kosli University, Rohtak

Rao Abhay Maharshi 148 Singh College Dayanand Rewari Private B First of Education, University, Saharanwas Rohtak

Shaheed Capt. D. Maharshi 149 K. Khola College Dayanand Rewari Private B First of Education, University, Zainabad Rohtak

Maharshi 150 D.A.V. College of Dayanand Rohtak Private B Second Education, Sampla University, Rohtak

Maharshi 151 Kissan College Dayanand of Education, Rohtak Private B First University, Meham Rohtak

Maharshi 152 M.R Dav College Dayanand Rohtak Private B First of Education University, Rohtak

Maina Education Maharshi 153 Society K V Dayanand Rohtak Private B First M College of University, Education Rohtak

Shri. Balaji Maharshi 154 College of Dayanand Education, Sampla Rohtak Private B First University, - 124501 (First Rohtak Cycle)

Maharshi 155 St. Paul College of Dayanand Rohtak Private B First Education University, Rohtak

204 State Higher Education Plan Haryana

Table: 3.2 NAAC Accreditation Status of Colleges (As on March,2016)

Funding (Govt/ Affiliating Grade Cycle of Sr. Name of College District Govt Aided/ University Received Accreditation No. Private

Maharshi 156 Vikramaditya Dayanand College of Rohtak Private B First University, Education. Sampla Rohtak

Maharshi 157 Yash College of Dayanand Rohtak Private B First Education, Rurkee University, Rohtak

Department of Maharshi 158 Physical Education Dayanand Sonipat Private B First D. C. S. College University, of Education Rohtak

Department of Maharshi 159 Teacher Education Dayanand Sonipat Private B First D. C. S. College University, of Education Rohtak

Maharshi 160 G.V.M. College Dayanand of Education for Sonipat Private B First University, Women Rohtak

Maharshi 161 Kirorimal College Dayanand of Education, Sonipat Private B First University, Khewra Rohtak

Maharshi 162 Mukhi College of Dayanand Sonipat Private B First Education University, Rohtak

Maharshi 163 Om College Dayanand of Education, Sonipat Private B First University, Khandrai Rohtak

Maharshi 164 S. S. College Dayanand of Education, Sonipat Private B First University, Gohana Rohtak

Maharshi 165 Tika Ram College Dayanand Sonipat Private B Second of Education University, Rohtak

205 Table: 3.2 NAAC Accreditation Status of Colleges (As on March,2016)

Funding (Govt/ Affiliating Grade Cycle of Sr. Name of College District Govt Aided/ University Received Accreditation No. Private Maharshi 166 V.B. College of Dayanand Rohtak Private B First Education University, Rohtak Maharshi Laxmi College 167 Dayanand of Education, Gurugram Private C First University, Sidhrawali Rohtak Lord Krishna Maharshi 168 College of Dayanand Gurugram Private C First Education, University, Jamalpur Rohtak Maharshi Maharana Pratap 169 Dayanand College of Mahendragarh Private C First University, Education Kanina Rohtak Maharshi S. J. R. D. 170 Dayanand Memorial College Mahendragarh Private C First University, of Education, Pali Rohtak Maharshi Swaranjali College 171 Dayanand of Education Rewari Private C First University, Chhuriawa Rohtak Maharshi 172 Sunrise College of Dayanand Sonipat Private C First Education University, Rohtak Lingaya’s Lalita Guru Gobind 173 Devi Institute of Singh Sirsa Private A First Management and Indraprastha Sciences, University Al-Falah School of Al-Falah 174 Engineering and Faridabad Private A First University Technology

Manav Rachna Pt B.D. Sharma 175 Dental College, University Of Faridabad Private A First Faridabad Heath Sciences

Lingaya’s Lalita Guru Gobind 176 Devi Institute of Singh Sirsa Private A First Management and Indraprastha Sciences, University

Maharshi 177 R.P.S College of Dayanand Rewari Private B First Education, Khor University

206 State Higher Education Plan Haryana

Table: 3.3 Colleges with Potential for Excellence Status as in 2015-16

Name of Funding (Pvt/ Govt/ Name of College District Cycle of Extension University Govt. Aided

M.L.N. Yamuna Nagar Yamuna Nagar Government-Aided 2015-2020

Guru Nanak Khalsa College Yamuna Nagar Government-Aided 2015-2020 (Co-Ed.) Jagadhri Sanatan Dharma College, Kurukshetra Ambala Government-Aided 2014-2019 University (Lahore) Ambala Cantt. D.A.V College for Girls, Yamuna Nagar Government-Aided 2014-2019 Jagadhri Road D.A.V College, Ambala Government-Aided 2011-2016 Ambala City M.D University, Gita Vidya Mandir Girls Sonipat Government-Aided 2015-2020 Rohtak College, Murthal

Data on Faculty Table: 3.4a Faculty 2015-16: Government and Government-Aided colleges (Baseline data)* Professors ASC Prof Others Total

M F M F M F Sanctioned 28 7 17 52 Filled 16 7 1 4 4 9 41 Vacant 5 0 2 0 0 4 11 Ad-hoc/ Contract 0 0 0 0 0 0 0

Table: 3.4b Faculty 2015-16: Government and Government-Aided colleges (Baseline data)*

Lecturers & Assistant Professors ASC Prof Others Total Readers & Lectures Readers & Lectures Readers & Lectures Associate & Asst. associate & Asst. Associate & Asst. Total professors Professors professors Professors professors Professors Sanctioned 5011 381 34 5426 Filled 3012 344 30 3386 Vacant 1999 37 4 2040

Ad-hoc/ 2224 370 66 2660 Contract

Table: 3.4c Faculty 2015-16 Government Universities (Baseline data)*

Readers & Associate Professors Lecturers & Asst. professors Professor Sanctioned 284 521 1639 Filled 436 225 876

207 Vacant 315 166 264 Ad-hoc/Contract 248

ASC- Arts/Science/Commerce Prof- Professional courses such as Engineering, BBA, MBA Others- Any other courses Note 1: Separate posts are not sanctioned for males and females as well as for Associate Professors and Assistant Professors. *Based on available responses from baseline survey.

Table 3.5 Basic Profile of Higher Education Institutions

NAAC %NAAC Total 2(f) 12(B) Accredited¹ Accredited in Total

State Universities 15 13 9 3 20

State Private Universities 19 -- -- 1 5.26

Deemed Universities 9 -- -- 3 33.33

Government Colleges 110 57 57 19 17.27

Aided Colleges 97 94 95 44 45.36

Private Colleges 889 28 28 114 12.82

Total Post graduate Departments in 263 ------State Universities

Academic staff Colleges 3 -- -- 0 0

Any other ( Mention) ------

208 State Higher Education Plan Haryana

Table: 3.6 Student-Teacher Ratio in Universities and Colleges*

Name University Dept.& Constituent Colleges Affiliated Colleges

Number of Number of Number of Colleges Student Teacher Number of Number of Student Students (All Teachers in No. of Ratio University Students( All Teachers in Teacher Levels) Position Colleges ( Govt.& Govt. levels) Position Ratio Govt.& Govt. (Govt.& Govt. Aided Govt. Govt. Aid Private Aided Aided)

Bhagat Phool Singh Mahila 5 3862 220 17.6:1 0 0 0 0 0 0 Vishwavidyalaya

Ch. Bansi Lal University 0 542 81 6.7:1 0 0 0 0 0 0

Chaudhary Devi Lal 0 2714 64 42:1 10 5 37 22062 415 53:1 University

Chaudhary Ranbir 0 1200 56 21.5:1 0 0 0 0 0 0 Singh University

Deen Bandhu Chhotu Ram University of 0 3778 167 22:1 0 0 22 0 0 0 Sciences & Technology

Guru Jambeshwar University of Science 0 4163 275 15.1:1 1 0 14 588 49 12:1 and Technology

*Based on available responses from baseline survey. 209 Name University Dept.& Constituent Colleges Affiliated Colleges

Number of Number of Number of Colleges Student Teacher Number of Number of Student Students (All Teachers in No. of Ratio University Students( All Teachers in Teacher Levels) Position Colleges ( Govt.& Govt. levels) Position Ratio Govt.& Govt. (Govt.& Govt. Aided Govt. Govt. Aid Private Aided Aided)

Indira Gandhi 0 1889 66 28.1:1 0 0 0 0 0 0 University

Kurukshetra University 2 16070 764 21:1 33 51 283 122822 2608 47:1

Maharshi Dayanand 2 8951 433 21:1 67 44 456 165569 2878 57:1 University

State University of Performing And Visual 0 102 15 6.8:1 0 0 0 0 0 0 Arts

YMCA University of 0 2519 116 21:1 0 0 0 0 0 0 Science & Technology

BR Ambedkar National 0 NA NA NA ------Law Universty

Lala Lajpat Rai -- 579 156 3.7:1 ------Veterinary University

Pandit BD Sharma University of Health -- 2074 336 6.2:1 ------Sciences

Ch. Charan Singh Haryana Agriculture -- 3239 422 7.7:1 ------University

*Based on available responses from baseline survey. 210 State Higher Education Plan Haryana

Table: 3.7 Data for Government and Government Aided Colleges across Universities* Name of college Year of Establishment University Affiliated 2(f)/non 2(f) Status (as per UGC Act) Aided, G.A.) Category (Govt./Govt. Grade (Yes/ No) Year and Accreditation status Categories) Positions (All Teachers in Total Student Strength % of Women Students % of SC Students % of OBC Students Act) 12(B)/non 12(B) Status (as per UGC S. No

Regular Contract

Chaudhary Devi Lal 1 Govt National College, Sirsa 1979 2(f) 12(B) Govt. Yes, B 70 0 5148 17.34 19.27 41.05 University Sirsa

I.G. Govt. Chaudhary Devi Lal 2 1980 2(f) 12(B) Govt. No 9 64 2540 36.02 27.40 20.71 P.G.College,Tohana University Sirsa

Govt. College, Bhattu Kalan Chaudhary Devi Lal 3 1987 2(f) 12(B) Govt. No 15 0 777 35.77 19.30 30.76 (Fatehabad) University Sirsa

Ch. Mani Ram Godara Govt. Chaudhary Devi Lal 4 College For Women, Bhodia 1998 2(f) 12(B) Govt. No 39 0 1712 100 18.52 27.63 University Sirsa Khera

K.T.Govt.College,Ratia Chaudhary Devi Lal 5 1999 2(f) 12(B) Govt. No 14 0 761 6.83 31.68 32.72 (Fatehabad) University Sirsa

Dr. Bhim Rao Ambedkar Chaudhary Devi Lal Non- 6 2007 Non-2(f) Govt. No 28 0 1049 18.03 29.93 24.69 Govt. College, Dabwali University Sirsa 12(B)

CMRJ Govt. College Chaudhary Devi Lal Non- 7 2010 Non-2(f) Govt. No 16 6 576 18.40 48.44 26.91 Ellenabad(Sirsa) University Sirsa 12(B)

211 Name of college Year of Establishment University Affiliated 2(f)/non 2(f) Status (as per UGC Act) Aided, G.A.) Category (Govt./Govt. Grade (Yes/ No) Year and Accreditation status Categories) Positions (All Teachers in Total Student Strength % of Women Students % of SC Students % of OBC Students Act) 12(B)/non 12(B) Status (as per UGC S. No

Regular Contract

Govt. College For Women, Chaudhary Devi Lal Non- 8 2012 Non-2(f) Govt. No 4 12 663 100 28.35 41.93 Ratia University Sirsa 12(B)

Govt. College for Women, Chaudhary Devi Lal Non- 9 2015 Non-2(f) Govt. No 6 0 1497 100 10.90 42.42 Sirsa University Sirsa 12(B)

Govt. College Bhuna Chaudhary Devi Lal Non- 10 2015 Non-2(f) Govt. No 7 0 227 55.95 22.91 -- (Fatehabad) University Sirsa 12(B)

11 Govt.College, Hisar 1950 Kurukshetra University 2(f) 12(B) Govt. Yes, A 97 0 5617 50.20 19.53 28.25

12 Govt.College, Jind 1960 Kurukshetra University 2(f) 12(B) Govt. No 44 1 4051 11.43 20.19 27.70

Smt. Aruna Asaf Ali Govt. P. 13 1978 Kurukshetra University 2(f) 12(B) Govt. No 41 1 1977 54.50 9.34 6.93 G. College, Kalka

Pt. Chiranji Lal Sharma, Govt. 14 1976 Kurukshetra University 2(f) 12(B) Govt. No 64 64 4310 35.01 22.09 10.51 P.G. College,Karnal

15 K. M. Govt College, Narwana 1979 Kurukshetra University 2(f) 12(B) Govt. Yes, B 17 0 3277 29.26 21.45 18.16

16 Govt.College Safidon 1980 Kurukshetra University 2(f) 12(B) Govt. Yes, B 15 43 1639 17.45 20.45 31.60

212 State Higher Education Plan Haryana Name of college Year of Establishment University Affiliated 2(f)/non 2(f) Status (as per UGC Act) Aided, G.A.) Category (Govt./Govt. Grade (Yes/ No) Year and Accreditation status Categories) Positions (All Teachers in Total Student Strength % of Women Students % of SC Students % of OBC Students Act) 12(B)/non 12(B) Status (as per UGC S. No

Regular Contract

17 N.M Govt. College, Hansi 1980 Kurukshetra University 2(f) 12(B) Govt. No 16 0 2165 26.19 23.36 50.02

F.G.M.Govt. College, 18 1981 Kurukshetra University 2(f) 12(B) Govt. Yes, C 60 30 2717 27.42 14.24 23.88 Adampur

19 Govt.College Nalwa 1981 Kurukshetra University 2(f) 12(B) Govt. Yes, B 17 0 586 27.13 31.06 22.49

20 Govt. College, Naraingarh 1981 Kurukshetra University 2(f) 12(B) Govt. No 17 19 2359 58.41 29.82 43.49

21 Govt.Collge Gharaunda 1981 Kurukshetra University 2(f) 12(B) Govt. No 15 0 633 20.06 25.12 25.24

Govt College Of Girls,Sector- 22 1983 Kurukshetra University 2(f) 12(B) Govt. No 30 0 1900 100 16.38 23.37 14,Panchkula

Govt. Postgraduate 23 1997 Kurukshetra University 2(f) 12(B) Govt. No 48 44 3107 55.95 31.10 34.60 College,Ambala Cantt.

Govt. College for Women, 24 1998 Kurukshetra University 2(f) 12(B) Govt. No 47 34 2670 100 22.88 29.44 Karnal

213 Name of college Year of Establishment University Affiliated 2(f)/non 2(f) Status (as per UGC Act) Aided, G.A.) Category (Govt./Govt. Grade (Yes/ No) Year and Accreditation status Categories) Positions (All Teachers in Total Student Strength % of Women Students % of SC Students % of OBC Students Act) 12(B)/non 12(B) Status (as per UGC S. No

Regular Contract

25 Govt. College, Israna, Panipat 1999 Kurukshetra University 2(f) 12(B) Govt. No 18 0 783 30.91 31.03 20.43

Govt. College for Women, Non- 26 2003 Kurukshetra University Non-2(f) Govt. No 20 0 1671 100 23.10 36.68 Hisar 12(B)

S.U.S. Govt. College, Matak 27 2005 Kurukshetra University 2(f) 12(B) Govt. No 33 11 1172 45.22 22.87 47.69 Majri

P.I.G Govt. College For 28 2006 Kurukshetra University 2(f) 12(B) Govt. No 14 56 2559 100 16.57 25.83 Women, Jind

Rajiv Gandhi Govt.College, Non- 29 2006 Kurukshetra University Non-2(f) Govt. No 24 0 1271 45.76 52.51 32.65 Saha 12(B)

Govt. College Sec -1, 30 1983/2007 Kurukshetra University 2(f) 12(B) Govt. Yes, B 74 34 2557 ------Panchkula

Non- 31 Govt College, Julana, Jind 2007 Kurukshetra University Non-2(f) Govt. No 18 0 889 33.75 27.22 19.15 12(B)

Non- 32 Govt college, Kaithal 2007 Kurukshetra University Non-2(f) Govt. No 31 0 1087 18.91 20.41 0 12(B)

214 State Higher Education Plan Haryana Name of college Year of Establishment University Affiliated 2(f)/non 2(f) Status (as per UGC Act) Aided, G.A.) Category (Govt./Govt. Grade (Yes/ No) Year and Accreditation status Categories) Positions (All Teachers in Total Student Strength % of Women Students % of SC Students % of OBC Students Act) 12(B)/non 12(B) Status (as per UGC S. No

Regular Contract

Non- 33 Govt. College, Barwala(Hisar) 2008 Kurukshetra University Non-2(f) Govt. No 4 0 1086 53.58 20.63 25.23 12(B)

Non- 34 Govt College, Panipat 2008 Kurukshetra University Non-2(f) Govt. No 16 10 1053 35.32 31.43 26.21 12(B)

Govt. College Chhachhrauli, Non- 35 2008 Kurukshetra University Non-2(f) Govt. No 30 22 1796 31.07 39.97 27.67 Yamunanagar 12(B)

Non- 36 Govt. College, Bapauli 2010 Kurukshetra University Non-2(f) Govt. No 16 1 572 48.78 22.38 62.06 12(B)

Govt. College for Women, Non- 37 2011 Kurukshetra University Non-2(f) Govt. No 4 0 927 100 17.04 -- Safidon 12(B)

Non- 38 GCW Ambala City 2012 Kurukshetra University Non-2(f) Govt. No 21 0 394 100 37.56 -- 12(B)

Non- 39 Govt College Narnaund 2013 Kurukshetra University Non-2(f) Govt. No 15 5 1067 56.24 20.95 23.99 12(B)

Non- 40 Govt. College Bherian 2013 Kurukshetra University Non-2(f) Govt. No 13 0 709 35.83 30.75 41.61 12(B)

215 Name of college Year of Establishment University Affiliated 2(f)/non 2(f) Status (as per UGC Act) Aided, G.A.) Category (Govt./Govt. Grade (Yes/ No) Year and Accreditation status Categories) Positions (All Teachers in Total Student Strength % of Women Students % of SC Students % of OBC Students Act) 12(B)/non 12(B) Status (as per UGC S. No

Regular Contract

Govt College For Women Non- 41 2014 Kurukshetra University Non-2(f) Govt. No 13 10 412 100 19.66 27.18 Madlauda 12(B)

Govt. College, Assandh Non- 42 2014 Kurukshetra University Non-2(f) Govt. No 6 0 343 21.28 24.78 -- (Karnal) 12(B)

Maharshi Dayanand Non- 43 Govt.College Palwal 2012 University Non-2(f) Govt. No 3 0 798 31.33 29.57 32.28 12(B)

Maharshi Dayanand 44 Govt College, Jhajjar 1963 2(f) 12(B) Govt. Yes, B 23 1 2641 38.18 18.37 34.76 University

Maharshi Dayanand 45 Govt College, Narnaul 1954 2(f) 12(B) Govt. No 30 0 4114 21.62 13.80 61.01 University

Govt. College for Women, Maharshi Dayanand 46 1959 2(f) 12(B) Govt. No 64 2 5457 100 17.98 19.92 Rohtak University

Government College For Maharshi Dayanand 47 1963 2(f) 12(B) Govt. No 86 0 7192 99.86 15.74 38.61 Girls,Sector 14 Gurugram University

Government College, Maharshi Dayanand 48 1970 2(f) 12(B) Govt. No 10 0 2481 19.67 15.07 18.66 Bahadurgarh University

216 State Higher Education Plan Haryana Name of college Year of Establishment University Affiliated 2(f)/non 2(f) Status (as per UGC Act) Aided, G.A.) Category (Govt./Govt. Grade (Yes/ No) Year and Accreditation status Categories) Positions (All Teachers in Total Student Strength % of Women Students % of SC Students % of OBC Students Act) 12(B)/non 12(B) Status (as per UGC S. No

Regular Contract

PT. J.L.N. Govt.College, Maharshi Dayanand 49 1971 2(f) 12(B) Govt. No 62 0 5901 25.39 19.39 31.92 Faridabad University

Maharshi Dayanand 50 Govt. College, Mahendergarh 1971 2(f) 12(B) Govt. No 14 37 2482 21.48 17.44 64.62 University

Maharshi Dayanand 51 Govt.College Bhiwani 1971 2(f) 12(B) Govt. No 21 1 5113 17.17 30.82 23.70 University

Govt. College. Dubaldhan Maharshi Dayanand 52 1972 2(f) 12(B) Govt. No 6 0 301 69.87 24.91 15.28 (Jhajjar) University

Govt. College of Education, Maharshi Dayanand 53 1973 2(f) 12(B) Govt. No 3 0 100 85 21.00 28.00 Bhiwani University

Maharshi Dayanand 54 Govt. College Dujana 1980 2(f) 12(B) Govt. No 17 0 364 33.24 27.47 -- University

Maharshi Dayanand 55 Govt.College, Sidhrawali 1980 2(f) 12(B) Govt. Yes, C 20 0 1112 50.72 15.86 27.70 University

Maharshi Dayanand 56 Govt.College Bawal 1974/1980 2(f) 12(B) Govt. Yes, C 5 23 1378 45.28 25.76 30.19 University

217 Name of college Year of Establishment University Affiliated 2(f)/non 2(f) Status (as per UGC Act) Aided, G.A.) Category (Govt./Govt. Grade (Yes/ No) Year and Accreditation status Categories) Positions (All Teachers in Total Student Strength % of Women Students % of SC Students % of OBC Students Act) 12(B)/non 12(B) Status (as per UGC S. No

Regular Contract

Maharshi Dayanand 57 Govt. College Nahar (Rewari) 1980 2(f) 12(B) Govt. No 14 10 1162 23.28 24.52 59.98 University

Maharshi Dayanand 58 Govt. College Tigaon. 1980 2(f) 12(B) Govt. Yes, B 33 3 1439 33.22 16.96 -- University

Govt College, Jatauli H. Maharshi Dayanand 59 1980 2(f) 12(B) Govt. No 16 22 1389 42.73 15.90 45.57 Mandi University

Maharshi Dayanand 60 G.C. Hodal 1980 2(f) 12(B) Govt. No 3 18 957 39.08 24.97 26.65 University

Maharshi Dayanand 61 D.Govt College Gurugram 1980 2(f) 12(B) Govt. No 69 7 7388 23.35 17.89 41.18 University

Maharshi Dayanand 62 Govt.P.G.College, Gohana 1981 2(f) 12(B) Govt. No 17 52 2371 51.62 20.71 24.08 University

Maharshi Dayanand 63 Govt.College, Nagina Nuh 1981 2(f) 12(B) Govt. No 3 0 775 15.50 21.42 72.26 University

Maharshi Dayanand 64 Govt College, Loharu 1987 2(f) 12(B) Govt. No 10 0 1716 50.34 30.24 21.68 University

218 State Higher Education Plan Haryana Name of college Year of Establishment University Affiliated 2(f)/non 2(f) Status (as per UGC Act) Aided, G.A.) Category (Govt./Govt. Grade (Yes/ No) Year and Accreditation status Categories) Positions (All Teachers in Total Student Strength % of Women Students % of SC Students % of OBC Students Act) 12(B)/non 12(B) Status (as per UGC S. No

Regular Contract

Govt. College for Women, Maharshi Dayanand 65 1988 2(f) 12(B) Govt. Yes, B 20 45 3566 100 19.35 61.83 Narnaul University

Maharshi Dayanand 66 Government College Tauru 1989 2(f) 12(B) Govt. Yes ,B 5 6 309 33.66 25.57 53.90 University

Govt College for Women, Maharshi Dayanand 67 1992 2(f) 12(B) Govt. Yes, B 27 18 1626 100 22.82 26.81 Faridabad University

Maharshi Dayanand 68 S.K.Govt. College, Kanwali 1992 2(f) 12(B) Govt. No 23 0 1321 43.82 19.76 67.22 University

Govt. College, Ateli, Maharshi Dayanand 69 1997 2(f) 12(B) Govt. No 21 0 2985 37.39 15.78 -- Mahendergarh University

Govt College, Baund Kalan Maharshi Dayanand 70 1997 2(f) 12(B) Govt. No 14 0 487 52.57 34.91 17.86 (Bhiwani) University

Govt. College for Women, Maharshi Dayanand 71 1997 2(f) 12(B) Govt. No 6 0 1901 100 24.58 56.50 Mahendergarh University

Maharshi Dayanand 72 GC Krishan Nagar 1997 2(f) 12(B) Govt. No 13 0 909 31.46 21.01 -- University

219 Name of college Year of Establishment University Affiliated 2(f)/non 2(f) Status (as per UGC Act) Aided, G.A.) Category (Govt./Govt. Grade (Yes/ No) Year and Accreditation status Categories) Positions (All Teachers in Total Student Strength % of Women Students % of SC Students % of OBC Students Act) 12(B)/non 12(B) Status (as per UGC S. No

Regular Contract

Govt. College Nangal Maharshi Dayanand 73 1998 2(f) 12(B) Govt. No 14 0 1766 27.01 17.21 -- Choudhary University

Maharshi Dayanand Non- 74 SMRJ.Govt. College, Siwani 1998 Non-2(f) Govt. No 11 0 829 30.12 32.77 22.32 University 12(B)

Govt. College for women Maharshi Dayanand 75 2000 2(f) 12(B) Govt. No 5 0 1564 100 13.49 14.95 Sampla University

Chaudhary Dheerpal Govt. Maharshi Dayanand 76 2000 2(f) 12(B) Govt. No 19 8 577 48.79 13.69 11.96 College, Badli University

Rajiv Gandhi Govt College Maharshi Dayanand Non- 77 2003 Non-2(f) Govt. Yes, B 21 1 3355 100 23.55 27.18 For Women,Bhiwani University 12(B)

Government College, Maharshi Dayanand 78 2003 2(f) 12(B) G.A Yes, B 24 1 2937 37.08 16.82 35.07 Sector-9, Gurugram University

Govt. College for Women, Maharshi Dayanand 79 2004 2(f) 12(B) Govt. No 16 0 618 100 20.23 28.16 Murthal University

Pt. NRS Govt. College, Maharshi Dayanand 80 2007 2(f) 12(B) Govt. No 64 0 6193 27.10 20.29 20.68 Rohtak University

220 State Higher Education Plan Haryana Name of college Year of Establishment University Affiliated 2(f)/non 2(f) Status (as per UGC Act) Aided, G.A.) Category (Govt./Govt. Grade (Yes/ No) Year and Accreditation status Categories) Positions (All Teachers in Total Student Strength % of Women Students % of SC Students % of OBC Students Act) 12(B)/non 12(B) Status (as per UGC S. No

Regular Contract

Govt College for Women, Maharshi Dayanand Non- 81 2007 Non-2(f) Govt. No 14 0 1125 100 23.72 29.60 Tosham, Bhiwani University 12(B)

Maharshi Dayanand Non- 82 Govt.College Birohar, Jhajjar 2007 Non-2(f) Govt. No 9 0 889 45.92 17.09 15.52 University 12(B)

Govt. College for Women Maharshi Dayanand Non- 83 2008 Non-2(f) Govt. No 29 0 838 100 15.15 12.14 Lakhan Majra (Rohtak) University 12(B)

Govt. College for Women, Maharshi Dayanand Non- 84 2008 Non-2(f) Govt. No 18 50 2802 100 19.23 55.50 Rewari University 12(B)

Govt.College for Women, Maharshi Dayanand Non- 85 2010 Non-2(f) Govt. No 14 18 788 100 19.54 0 Gurawara University 12(B)

Maharshi Dayanand Non- 86 Govt.College, Kharkhara 2011 Non-2(f) Govt. No 9 0 969 35.88 17.44 55.73 University 12(B)

Chaudhary Hardwari Lal Maharshi Dayanand Non- 87 2012 Non-2(f) Govt. No 5 3 131 31.30 14.50 12.21 Govt. College,Chhara University 12(B)

Maharshi Dayanand Non- 88 Govt.College, Kosli 2012 Non-2(f) Govt. No 10 15 1169 52.91 19.35 62.45 University 12(B)

221 Name of college Year of Establishment University Affiliated 2(f)/non 2(f) Status (as per UGC Act) Aided, G.A.) Category (Govt./Govt. Grade (Yes/ No) Year and Accreditation status Categories) Positions (All Teachers in Total Student Strength % of Women Students % of SC Students % of OBC Students Act) 12(B)/non 12(B) Status (as per UGC S. No

Regular Contract

Maharshi Dayanand Non- 89 G.C.W. Bawani khera 2012 Non-2(f) Govt. No 20 0 537 99.44 31.47 18.05 University 12(B)

Maharshi Dayanand Non- 90 GC Bahu 2012 Non-2(f) Govt. No 8 5 359 100 22.28 30.36 University 12(B)

Maharshi Dayanand Non- 91 GCW Salaheri Nuh 2012 Non-2(f) Govt. No 3 4 187 100 18.97 54.55 University 12(B)

Maharshi Dayanand Non- 92 GCW Behal, Bhiwani 2013 Non-2(f) Govt. No 7 0 332 100 18.98 19.28 University 12(B)

Maharshi Dayanand Non- 93 Govt. College, Satnali 2013 Non-2(f) Govt. No 3 0 802 50.80 19.58 23.62 University 12(B)

Maharshi Dayanand Non- 94 Govt. College Jassia (Rohtak) 2013 Non-2(f) Govt. No 13 3 327 38.46 16.00 8.87 University 12(B)

Maharshi Dayanand Non- 95 Govt. College Sampla 2013 Non-2(f) Govt. No 2 9 182 1.10 35.71 12.22 University 12(B)

Shaheed Dalbir Singh Govt. Maharshi Dayanand Non- 96 2013 Non-2(f) Govt. No 5 0 313 15.65 25.88 21.43 College, KharKhoda University 12(B)

222 State Higher Education Plan Haryana Name of college Year of Establishment University Affiliated 2(f)/non 2(f) Status (as per UGC Act) Aided, G.A.) Category (Govt./Govt. Grade (Yes/ No) Year and Accreditation status Categories) Positions (All Teachers in Total Student Strength % of Women Students % of SC Students % of OBC Students Act) 12(B)/non 12(B) Status (as per UGC S. No

Regular Contract

Maharshi Dayanand Non- 97 Govt College Kanina 1966/2014 Non-2(f) Govt. No 7 39 3262 46.80 10.21 67.93 University 12(B)

Maharshi Dayanand Non- 98 Govt College Mokhra Rohtak 2014 Non-2(f) Govt. No 9 0 140 100 13.57 17.14 University 12(B)

Govt College Women Badhra Maharshi Dayanand Non- 99 2014 Non-2(f) Govt. No 6 6 455 100 24.84 15.57 Bhiwani University 12(B)

Baijnath Choudhary Govt Maharshi Dayanand Non- 100 College for Women, Nangal 2014 Non-2(f) Govt. No 6 4 653 100 18.52 57.12 University 12(B) Choudhary

Govt. College For Women, Maharshi Dayanand Non- 101 2014 Non-2(f) Govt. No 4 0 129 100 16.67 54.26 Pali University 12(B)

Govt. College for Women, Maharshi Dayanand Non- 102 2014 Non-2(f) Govt. No 21 54 95 100 17.89 17.89 Jassaur Kheri University 12(B)

Govt. College, Matanhail Maharshi Dayanand Non- 103 2014 Non-2(f) Govt. No 4 10 276 59.57 16.97 18.48 (Jhajjar) University 12(B)

Govt. College for Women, Maharshi Dayanand Non- 104 2014 Non-2(f) Govt. No 2 22 939 100 19.96 21.30 Bahadurgarh (Jhajjar) University 12(B)

223 Name of college Year of Establishment University Affiliated 2(f)/non 2(f) Status (as per UGC Act) Aided, G.A.) Category (Govt./Govt. Grade (Yes/ No) Year and Accreditation status Categories) Positions (All Teachers in Total Student Strength % of Women Students % of SC Students % of OBC Students Act) 12(B)/non 12(B) Status (as per UGC S. No

Regular Contract

Maharshi Dayanand Non- 105 Govt. College Punhana 2015 Non-2(f) Govt. No 2 0 37 100 27.03 -- University 12(B)

Govt. College for Women, Maharshi Dayanand Non- 106 2015 Non-2(f) Govt. No 5 0 251 100 23.90 -- Ateli (Mahendragarh) University 12(B)

Govt. College Kheri Gujran Maharshi Dayanand Non- 107 2015 Non-2(f) Govt. No 6 0 114 21.05 20.18 -- (Faridabad) University 12(B)

C.M.K National P.G Girls Chaudhary Devi Lal 108 1970 2(f) 12(B) G.A No 18 71 2019 100 6.88 32.74 College, Sirsa University

Bhagwan Shri Krishan College Chaudhary Devi Lal 109 1976 2(f) 12(B) G.A Yes, B 4 1 92 100 19.57 26.09 of Education (W) Sirsa University

Sri Guru Hari Singh College, Chaudhary Devi Lal 110 1983 2(f) 12(B) G.A No 7 6 667 17.24 14.54 35.83 Sirsa University

Sanatan Dharma College 111 1916 Kurukshetra University 2(f) 12(B) G.A Yes, A 54 69 2923 47.35 11.67 24.87 (Lahore) Ambala Cantt

Gandhi Memorial National 112 College Ambala Cantt 1948 Kurukshetra University 2(f) 12(B) G.A Yes, B 32 48 2018 40.19 17.89 25.72 (Haryana)

224 State Higher Education Plan Haryana Name of college Year of Establishment University Affiliated 2(f)/non 2(f) Status (as per UGC Act) Aided, G.A.) Category (Govt./Govt. Grade (Yes/ No) Year and Accreditation status Categories) Positions (All Teachers in Total Student Strength % of Women Students % of SC Students % of OBC Students Act) 12(B)/non 12(B) Status (as per UGC S. No

Regular Contract

Dyal Singh college, Karnal, 113 1949 Kurukshetra University 2(f) 12(B) G.A No 23 30 3693 38.21 11.13 18.06 Haryana

Arya Post Graduate College, 114 1954 Kurukshetra University 2(f) 12(B) G.A No 23 0 5418 64.05 8.49 28.79 Panipat

Sohan Lal DAV College of 115 1954 Kurukshetra University 2(f) 12(B) G.A Yes, A 9 11 273 100 20.15 27.84 Education, Ambala

K.M College of Education, 116 1955 Kurukshetra University 2(f) 12(B) G.A No 6 0 49 87.76 18.37 28.57 Hansi Gate (Bhiwani)

M.L.N College, Yamuna 117 1955 Kurukshetra University 2(f) 12(B) G.A Yes, A 54 0 4155 41.23 14.49 26.38 Nagar

118 Hindu Girls College, Jagadhri 1962 Kurukshetra University 2(f) 12(B) G.A Yes, A 7 0 843 100 33.57 35.47

Chhaju Ram Memorial Jat 119 1967 Kurukshetra University 2(f) 12(B) G.A No 46 0 5023 16.78 6.99 5.38 College, Hisar

Arya Kanya Mahavidyalya, 120 Shahabad Markanda, 1968 Kurukshetra University 2(f) 12(B) G.A Yes, B 22 51 1876 100 12.95 39.39 Kurukshetra

225 Name of college Year of Establishment University Affiliated 2(f)/non 2(f) Status (as per UGC Act) Aided, G.A.) Category (Govt./Govt. Grade (Yes/ No) Year and Accreditation status Categories) Positions (All Teachers in Total Student Strength % of Women Students % of SC Students % of OBC Students Act) 12(B)/non 12(B) Status (as per UGC S. No

Regular Contract

Guru Nanak Khalsa College, 121 1969 Kurukshetra University 2(f) 12(B) G.A Yes, B 12 51 1752 31.34 10.16 17.98 Karnal

Hindu Kanya Mahavidyalya, 122 1970 Kurukshetra University 2(f) 12(B) G.A No 15 40 1805 100 6.59 0.00 Jind

123 M.L.N College, Radaur 1971 Kurukshetra University 2(f) 12(B) G.A No 3 9 742 51.75 21.97 48.92

S.D. Mahila Mahavidyalya, 124 1973 Kurukshetra University 2(f) 12(B) G.A No 8 0 1367 100 5.67 10.68 Narwana , Jind

125 DAV College, Karnal 1974 Kurukshetra University 2(f) 12(B) G.A No 6 61 2407 23.39 5.82 16.83

Indira Gandhi National 126 1975 Kurukshetra University 2(f) 12(B) G.A No 22 0 1200 43.83 11.92 41.92 College, ladwa

S.M.S Khalsa Labana Girls 127 1981 Kurukshetra University 2(f) 12(B) G.A Yes, A 2 15 591 100 28.43 32.32 College, Ambala

Dayanand Mahila 128 1982 Kurukshetra University 2(f) 12(B) G.A No 21 39 2087 100 14.71 30.81 Mahavidyalya, Kurukshetra

226 State Higher Education Plan Haryana Name of college Year of Establishment University Affiliated 2(f)/non 2(f) Status (as per UGC Act) Aided, G.A.) Category (Govt./Govt. Grade (Yes/ No) Year and Accreditation status Categories) Positions (All Teachers in Total Student Strength % of Women Students % of SC Students % of OBC Students Act) 12(B)/non 12(B) Status (as per UGC S. No

Regular Contract

Seth Navrang Rai Lohia 129 Jairam Girls college,Lohar 2001 Kurukshetra University 2(f) 12(B) G.A No 9 27 823 64.64 8.02 18.59 Majra, Kurukshetra

Maharshi Dayanand 130 Aggarwal College, Ballabgarh 1971 2(f) 12(B) G.A No 0 91 4213 59.36 9.23 21.65 University

Vaish College of Education, Maharshi Dayanand 131 1944 2(f) 12(B) G.A No 6 8 5542 17.68 8.88 24.07 Baund Kalan, Bhiwani University

Maharshi Dayanand 132 A.I. J. H.M. College, Rohtak 1944 2(f) 12(B) G.A Yes, B 73 0 9224 17.73 3.32 8.59 University

C.R. College of Education, Maharshi Dayanand 133 1951 2(f) 12(B) G.A Yes ,A 16 0 125 80.80 20.00 29.60 Rohtak University

Maharshi Dayanand 134 Hindu College, Sonipat 1956 2(f) 12(B) G.A No 23 30 2184 8.65 13.78 22.89 University

Kishan Lal Public College, Maharshi Dayanand 135 1964 2(f) 12(B) G.A No, 60 57 3251 41.83 11.93 62.63 Rewari University

Janta Vidya Mandir Ganpat Maharshi Dayanand 136 Rai Rasiwasia College, 1965 2(f) 12(B) G.A Yes, B 23 30 2416 45.65 10.18 22.02 University Charkhi Dadri

227 Name of college Year of Establishment University Affiliated 2(f)/non 2(f) Status (as per UGC Act) Aided, G.A.) Category (Govt./Govt. Grade (Yes/ No) Year and Accreditation status Categories) Positions (All Teachers in Total Student Strength % of Women Students % of SC Students % of OBC Students Act) 12(B)/non 12(B) Status (as per UGC S. No

Regular Contract

Hindu College of Education, Maharshi Dayanand 137 Sonipat 1968 2(f) 12(B) G.A Yes, A 8 0 285 72.98 14.03 21.05 University

Vaish College Of Education, Maharshi Dayanand 138 1969 2(f) 12(B) G.A Yes, B 6 8 173 88.44 8.67 9.83 Rohtak University

Adarsh Mahila Maharshi Dayanand 139 1970 2(f) 12(B) G.A No 4 22 2490 100 6.71 21.00 Mahavidyalaya, Bhiwani University

K.L Mehta Dayanand College Maharshi Dayanand 140 1970 2(f) 12(B) G.A Yes, B 20 78 3345 89.27 4.04 4.36 (W) Faridabad University

Gaur Brahman Degree Maharshi Dayanand 141 1970 2(f) 12(B) G.A No 12 20 1665 25.59 12.67 15.86 College, Rohtak University

Maharshi Dayanand 142 L.N. Hindu College, Rohtak 1971 2(f) 12(B) G.A Yes, B 14 37 1752 50.51 14.27 13.24 University

Gaur Brahman College of Maharshi Dayanand 143 1974 2(f) 12(B) G.A Yes, B 7 1 - - - Education, Rohtak University

Rao Lal Singh College of Maharshi Dayanand 144 Education, Sidhrawali, 1974 2(f) 12(B) G.A Yes, B 9 1 110 73.64 19.09 30.00 University Gurugram

228 State Higher Education Plan Haryana Name of college Year of Establishment University Affiliated 2(f)/non 2(f) Status (as per UGC Act) Aided, G.A.) Category (Govt./Govt. Grade (Yes/ No) Year and Accreditation status Categories) Positions (All Teachers in Total Student Strength % of Women Students % of SC Students % of OBC Students Act) 12(B)/non 12(B) Status (as per UGC S. No

Regular Contract

Nirankari Baba Gurubachan Maharshi Dayanand 145 Singh Memorial College, 1975 2(f) 12(B) G.A No 10 25 522* 89.65 22.22 51.72 University Gurugram

TR College of Education, Maharshi Dayanand 146 1975 2(f) 12(B) G.A No 4 3 107 86.92 17.76 28.97 Sonipat University

Maharaja Aggrasen P.G. Maharshi Dayanand 147 1984 2(f) 12(B) G.A No 18 22 1039 100 10.78 30.41 College for Women, Jhajjar University

DAV Centenary College Maharshi Dayanand 148 1985 2(f) 12(B) G.A Yes ,A 17 102 4268 26.36 8.46 20.85 (Faridabad) University

Maharshi Dayanand GGDSD, Palwal Non- 149 1955 University, Rohtak 12(B) G.A No 30 0 2124 35.06 10.36 23.73 2(f)

Dr. Ganesh Dass D.A.V. College of Education for 150 1968 Kurukshetra University 2(f) 12(B) G.A Yes,B 1 5 163 100 17.18 25.15 Women

Manohar Memorial P.G. Chaudhary Devi Lal 151 College, Fatehabad 1970 2(f) 12(B) G.A No 11 0 3677 37.84 10.77 18.66 University, Sirsa

Maharshi Dayanand Y.M.D College, Nuh 1971 152 University, Rohtak 2(f) 12(B) G.A No 7 20 1493 7.30 3.48 84.80

229 Name of college Year of Establishment University Affiliated 2(f)/non 2(f) Status (as per UGC Act) Aided, G.A.) Category (Govt./Govt. Grade (Yes/ No) Year and Accreditation status Categories) Positions (All Teachers in Total Student Strength % of Women Students % of SC Students % of OBC Students Act) 12(B)/non 12(B) Status (as per UGC S. No

Regular Contract

B.A.R Janta College, Kaul 153 (Kaithal) 1973 Kurukshetra University 2(f) 12(B) G.A No 14 0 846 20.83 8.04 13.36

Guru Nanak Girls College, 154 Yamunanagar 1974 Kurukshetra University 2(f) 12(B) G.A Yes,A 51 94 2943 100 19.47 32.52

155 D.A.V College Pehowa 1981 Kurukshtera University 2(f) 12(B) G.A No 5 2 4657 21.34 9.2 25.76

156 D.A.V College Cheeka 1983 Kurukshetra University 2(f) 12(B) G.A No 18 0 1722 41.92 12.36 23.92

MLR Saraswati college of Maharshi Dayanand 157 Education Bhiwani 1983 University, Rohtak 2(f) 12(B) G.A No 7 6 667 17.24 14.54 35.83

Gita Vidya Mandir Kanya M/V Maharshi Dayanand 158 Sonipat 1987 University, Rohtak 2(f) 12(B) G.A Yes, A 38 80 3898 100 6.67 18.01

Saraswati Mahila Maharshi Dayanand 159 Mahavidyalya, Palwal 1988 University, Rohtak 2(f) 12(B) G.A No 14 69 2747 100 11.87 --

Bhagwan Parshu Ram College Non- 160 Kurukshetra 1992 Kurukshetra University Non-2(f) G.A No 24 0 12(B)

230 State Higher Education Plan Haryana Name of college Year of Establishment University Affiliated 2(f)/non 2(f) Status (as per UGC Act) Aided, G.A.) Category (Govt./Govt. Grade (Yes/ No) Year and Accreditation status Categories) Positions (All Teachers in Total Student Strength % of Women Students % of SC Students % of OBC Students Act) 12(B)/non 12(B) Status (as per UGC S. No

Regular Contract

Tika Ram Girls College Maharshi Dayanand 161 Sonipat 1992 University 2(f) 12(B) G.A No 2 0 2500 100 5.72 9.24

RBS College of Education Mahrishi Dayanand 162 1953 2(f) 12(B) G.A Yes, B 5 0 64 90.63 20.31 31.25 Rewari University, Rohtak

163 MDSD Girls College Ambala 1980 Kurukshetra University No No G.A No 13 0 239 100 18.41 33.47

Ch. Ishwar Singh Kanya 164 Mahavidyalaya Fatehpur 1984 Kurukshetra University 2(f) 12(B) G.A Yes A 20 0 1716 46.39 10.61 14.45 Pundri

MPN College Mullana 165 1983 Kurukshetra University 2(f) 12(B) G.A No 15 34 390 24.62 44.87 16.67 Ambala

M N College Shahbad 166 1971 Kurukshetra University 2(f) No G.A No 16 0 933 21.33 15.01 39.44 Markanda, Kurukshetra

Mahrishi Dayanand 167 CRA College Sonipat 1951 2(f) 12(B) G.A No 24 11 3896 49.90 3.54 2.13 Universi, Rohtak

DAV college, Naneola 168 1974 Kurukshetra University 2(f) 12(B) G.A No 8 42 288 40.97 5.90 2.78 Ambala

231 Name of college Year of Establishment University Affiliated 2(f)/non 2(f) Status (as per UGC Act) Aided, G.A.) Category (Govt./Govt. Grade (Yes/ No) Year and Accreditation status Categories) Positions (All Teachers in Total Student Strength % of Women Students % of SC Students % of OBC Students Act) 12(B)/non 12(B) Status (as per UGC S. No

Regular Contract

I G Mahila Mahavidyalaya 169 1970 Kurukshetra University 2(f) 12(B) G.A No 4 1 2699 100 8.82 23.16 Kaithal

Maharaja Aggarsen College 170 1971 Kurukshetra University 2(f) 12(B) G.A No 6 0 1198 28.05 16.28 35.23 Jagadhri

Mahrishi Dayanand 171 Ahir College Rewari 1945 2(f) 12(B) G.A Yes, B 0 21 3489 37.95 11.89 20.49 University, Rohtak

Maharana Pratap College Chaudhary Devi Lal 172 for Women, Mandi Dabwali, 1968 2(f) No G.A No 7 42 657 100 24.51 21.92 University, Sirsa Sirsa

173 RKSD College, Kaithal 1954 Kurukshetra University 2(f) 12(B) G.A B 51 0 3589 46.36 16.32 27.53

174 DAV College, Sadhaura 1968 Kurukshetra University 2(f) 12(B) G.A No -- -- 960 46.98 24.16 39.06

*Based on available responses from baseline survey.

232 State Higher Education Plan Haryana

Table 3.8 Data on Polytechnic Institutions (Government and Government-Aided)*

Teachers in positions (All Accreditation % of Year of categories) Total Student % of SC % OBC Sl. Name of Polytechnic Type Status (Yes/No) Women Establishment Strength Students Students No. Year and Grade Students Regular Contract

Government Polytechnic, 1 1958 Govt. N0 63 0 1833 11.78 17.99 28.57 Ambala City

Kalpana Chawla Govt. 2 Polytechnic for Women, 1968 Govt. NO 42 1 444 ------Ambala City

Rani Jhansi Laxmibai, 3 Govt Polytechnic, 1998 Govt. No 40 0 801 ------Loharu, Bhiwani

Ch. Bansilal 4 Government Polytechnic, 2008 Govt. No ------Bhiwani

Government Polytechnic 5 1955 Govt. No 33 0 736 ------for Women, Faridabad

Government Polytechnic, 6 1993 Govt. No 43 0 660 20. 25 10 24.24 Manesar, Gurugram

Government Polytechnic, 7 1992 Govt. No 56 15 673 18.8 23.77 63.15 Hisar

233 Table 3.8 Data on Polytechnic Institutions (Government and Government-Aided)*

Teachers in positions (All Accreditation % of Year of categories) Total Student % of SC % OBC Sl. Name of Polytechnic Type Status (Yes/No) Women Establishment Strength Students Students No. Year and Grade Students Regular Contract

Government Polytechnic, 8 1985 Govt. No 31 0 652 ------Mandi Adampur, Hisar

Government Polytechnic, 9 1961 Govt. No 69 0 734 ------Jhajjar

Institute of Textile 10 Engineering Govt. Poly. 1968 Govt. No 25 0 773 ------Narwana, Jind

Institute of Printing and Packaging Technology, 11 Guru Govind Singh 2006 Govt. No 25 0 ------Govt. Polytechnic Cheeka, Kaithal

Government Polytechnic, 12 NA Govt. No ------Shergarh

Guru Brahmanand 13 Ji Govt. Polytechnic, 1951 Govt. No 52 43 2195 0.64 18.91 32.12 Nilokheri, Karnal

Govt, Polytechnic, Umri, 14 2014 Govt. No 1 0 54 ------Kurukshtera

234 State Higher Education Plan Haryana

Table 3.8 Data on Polytechnic Institutions (Government and Government-Aided)*

Teachers in positions (All Accreditation % of Year of categories) Total Student % of SC % OBC Sl. Name of Polytechnic Type Status (Yes/No) Women Establishment Strength Students Students No. Year and Grade Students Regular Contract

Baba Kheta Nath Govt. 15 Polytechnic, Narnaul , 1992 Govt. No 32 0 435 1.15 8.28 14.94 Mahendragarh

16 Government Polytechnic, 1992 Govt. No 46 0 945 ------Uttawad, Nuh

Government Polytechnic 17 2008 Govt. No 20 0 290 ------(w) Morni, Panchkula

Institute of Mechanical 18 Engineering, Govt. Poly. 2006 Govt. No 18 0 742 ------Lisana, Rewari

Ch. Matu Ram Arya 19 Govt. Polytechnic, 2006 Govt. No 26 26 254 1.18 10.63 25.98 Rohtak

Deen Bandhu Sir Chotu 20 Ram Govt. Polytechnic 2009 Govt. No 8 8 770 3.38 5.45 9.09 Sampla, Rohtak

Govt. Polytechnic, 21 1981 Govt. No 15 0 589 ------Meham, Rohtak

235 Table 3.8 Data on Polytechnic Institutions (Government and Government-Aided)*

Teachers in positions (All Accreditation % of Year of categories) Total Student % of SC % OBC Sl. Name of Polytechnic Type Status (Yes/No) Women Establishment Strength Students Students No. Year and Grade Students Regular Contract

Government Polytechnic, 22 1962 Govt. No 39 0 633 ------Sirsa

Government Polytechnic 23 1985 Govt. No 27 0 249 ------(w), Sirsa

Ch. Devi Lal Govt. 24 Polytechnic Nathu Sri 2001 Govt. No 41 0 689 ------Chopta, Sirsa

Government Polytechnic 25 1941 Govt. No 52 0 828 ------Sonipat

BPS Mahila Polytechnic, Govt. 26 1984 No 33 0 554 ------Kanya Gurukul, Sonipat Aided

Chotu Ram Polytechnic Govt. 27 1956 No 62 26 1217 ------College, Rohtak Aided

Seth Jai Prakash Govt. 28 Polytechnic, Dampla, 1987 No 48 24 1627 -- 10.76 36.88 Aided Yamunanagar Vaish Polytechnic Institute Govt. 29 1957 No 35 16 985 7.51 11.68 35.94 , Rohtak Aided

*Based on available responses from baseline survey.

236 State Higher Education Plan Haryana

Faculty Wise Enrolment in Higher Education*

Table:3.9 Under Graduate Studies 2015-16 (Government and Government-Aided colleges)

Total % of Total Average Annual % Annual

Faculty/ Discipline Enrollment (units) Enrollment Enrollment (units) Average Enrollment

M F M F M F M F

Arts 59369 61154 49.26 50.74 549.2 439.8 55.53 44.47

Humanities 7461 8075 48.02 51.98 574.9 454.7 55.56 44.44

Languages 6530 1923 77.25 22.75 1306 240.4 84.47 15.53

Sciences 33302 34364 49.22 50.78 397.8 298.1 57.18 32.82

Commerce 28268 33468 45.79 54.21 280.7 231.7 54.82 45.18

Management 3006 1880 61.52 38.48 102.3 48.64 67.55 32.45

Agriculture ------

Medicine & Allied Health 51 811 5.92 94.08 326.5 104.5 75.75 24.25 Science

Engineering Technology ------

Law ------

Veterinary Science ------

Others 3786 3959 48.88 51.1 2 83.88 66.35 55.88 44.12

*Based on available responses from baseline survey.

Table: 3.10 Post Graduate Studies 2015-16 Government and Government- Aided colleges)

Total Enrollment Average Annual % Annual % of Total Enrollment Faculty/ Discipline (units) Erollment (units) Average Enrollment

M F M F M F M F

Arts 1857 5153 26.49 73.51 40.88 91.92 30.78 69.22

Humanities 267 877 23.34 76.66 35.75 82.45 30.25 69.75

Languages 133 557 19.28 80.72 26.6 48.92 35.22 64.78

237 Sciences 709 4375 13.95 86.05 34.14 128 21.06 78.94

Commerce 1023 4927 17.19 82.81 27.82 89.09 23.80 76.20

Management 29 47 38.16 61.84 29 23.5 55.24 44.76

Agriculture ------

Medicine & ------Allied Health Science

Engineering Technology ------

Law ------

Veterinary Science ------

Others 346 622 35.74 64.26 24.2 28.2 46.18 53.82

Faculty Wise Enrolment in State Universities*

Table: 3.11 Faculty Wise Enrolment in State Universities in Undergraduate Studies 2015-16

Average Annual % Annual Average Total Enrollment % of Total Enrollment Faculty Enrollment Enrollment M F M F M F M F

Arts 399 2976 11.82 88.18 200 1488 11.82 88.18

Humanities 47 2 95.92 4.08 47 2 95.92 4.08

Languages 479 115 80.64 19.36 240 115 67.56 32.44

Sciences 1604 446 78.24 21.76 802 446 64.26 35.74

Commerce 151 131 53.55 46.45 151 131 53.55 46.45

Management 341 138 71.19 28.81 341 138 71.19 28.81

Agriculture 0 0 0 0 0 0 0 0 Medicine & 734 224 76.62 23.38 245 112 68.60 31.40 Allied Health Science Engineering Technology 5335 1727 75.55 24.45 1067 432 71.19 28.81

Law 2714 76 97.28 2.72 679 38 94.70 5.30

Veterinary Science 0 0 0 0 0.00 0.00

Others 635 148 81.10 18.90 127 37 77.44 22.56

*Based on available responses from baseline survey. 238 State Higher Education Plan Haryana

Table 3.12 Faculty Wise Enrolment in State Universities in Post Graduate Studies 2015-16

% of Total Average Annual % Annual Faculty Total Enrollment Enrollment Enrollment (units) Average Enrollment M F M F M F M F

Arts 1336 1466 47.68 52.32 223 244 47.68 52.32

Humanities 22 10 68.75 31.25 22 10 68.75 31.25

Languages 447 720 38.30 61.70 89.4 144 38.30 61.70

Sciences 2359 4209 35.92 64.08 262 468 35.92 64.08

Commerce 437 457 48.88 51.12 62.4 76.2 45.04 54.96

Management 1773 490 78.35 21.65 197 61.3 76.28 23.72

Agriculture 0 0 0 0 0 0 0 0 Medicine & Allied 122 217 35.99 64.01 61 72.3 45.75 54.25 Health Science Engineering T 1511 852 63.94 36.06 252 170 59.64 40.36 echnology Law 200 18 91.74 8.26 50 9 84.75 15.25

Veterinary Science 0 0 0.00 0 0 0.00 0.00

Others 1016 198 83.69 16.31 169 39 81.28 18.72

Table.3.13 Faculty Wise Enrolment in State Universities in Research Studies M Phil/Ph D - 2015-16

% of Total Average Annual % Annual Average Total Enrollment Faculty Enrollment Enrollment Enrollment M F M F M F M F

Arts 165 279 37.16 62.84 33 55.8 37.16 62.84

Humanities 21 21 50.00 50.00 10.5 10.5 50.00 50.00

Languages 78 174 30.95 69.05 26 58 30.95 69.05

Sciences 111 205 35.13 64.87 15.9 29.3 35.13 64.87

Commerce 28 68 29.17 70.83 5.6 13.6 29.17 70.83

239 Management 111 151 42.37 57.63 22.2 30.2 42.37 57.63

Agriculture 0 0 0 0 0 0 0 0

Medicine & Allied 2 0 100 0 1 0 100 0 Health Science Engineering 391 223 63.68 36.32 130 74.3 63.68 36.32 Technology

Law 25 4 86.21 13.79 12.5 4 75.76 24.24

Veterinary Science 0 0 0 0 0 0 0 0

Others 115 63 64.61 35.39 28.8 21 57.79 42.21

Based on available responses in the baseline surveys. The above tables present student enrollment figures for regular courses only. Figures for distance learning programs are not included.

4. State Expenditure on Higher Education

Table: 4.1a Financial Details 2014-15 ( Revised Estimates) Total Expenditure on Total Expenditure Total Total Expenditure Total Expenditure State GDP¹ Technical Education on Education Expenditure on HE as a % of on Technical (in crore of as a % of Total (in crores on HE as Total Expenditure Education as a rupees) Expenditure of rupees)² a % of GSDP on Education % of GSDP on Education

2,15,145.73 10533.6961 0.58% 11.75% 0.19% 3.86%

Table: 4.1b Financial Details (2014-15) Total Expenditure Total Expenditure Total Expenditure on T State GDP(in on Education² on Higher Education³ echnical Education crore of rupees) (in crore of rupees) (in crore of rupees) (in crore of rupees) 2,15,145.73 10533.6961 1237.78 406.591

¹ Economic Survey of Haryana 2014-15 (Pg 1) ² (This includes school education, secondary education, university and higher education, adult education and technical education), Source: Budget, 2015-16, Finance Department, Haryana (PP-191 to 209) ³ Budget Provisions of Higher Education Department, Haryana, Source: Higher Education Department, Haryana

240 State Higher Education Plan Haryana

Table: 4.2a Financial Outlay 2015-16 ( Budget Estimate) Total Expenditure

Total Expenditure on Technical State GDP Total Expenditure Total Expenditure Total Expenditure on Technical Education as (in crores on Education¹ on HE as a % o on HE as a % of Education as a % of Total of rupees) (in crores of rupees) f GSDP Total expenditure a % of GSDP Expenditure

on Education NA 11918.48 NA 11.57% NA 3.89%

Table : 4.2b Financial Outlay 2015-16 ( Budget Estimate) State GDP Total Expenditure Total Expenditure Total Expenditure

(in crores on Education¹ on Higher Education on Technical Education

of rupees) (in crores of rupees) (in crores of rupees) (in crores of rupees) NA 11918.4756 1379.1 464.719

¹ (This includes school education, secondary education, university and higher education adult education and Technical Education), Source: Budget, 2015-16 Finance Department, Haryana (PP-191 to 209)

241

Table 4.3 Break-up of State Expenditure on Higher Education

University and 2014-15 (Revised Estimate) 2015-16 (Budget Estimate) 2016-17 (Budget Estimate)

Higher

Education Non Plan Total Non Plan Total Non Plan Total

Plan Plan Plan Direction and 47.5831 18.0853 65.6684 55.9634 25.7898 81.7532 73.82 21.3656 95.1856

Administration Assistance to 66 198 264 73 222 295 80 222 302

Universities Assistant to 260.52 80.3147 340.8347 306.7552 117.6602 424.4154 358.84 280.374 639.214

Government

Colleges and

Institutes Assistance to 344 0 344 380 0 380 395 0 395

Non-

Government

Colleges and

Institutes Scholarships 0.6 1.62 2.22 0.65 1.7 2.35 0.5 2.2 2.7

Faculty 0 7.35 7.35 0 10 10 0 8.2 8.2

Development

Programme Special 0 89 89 0 60 60 0 70 70

Component

Plan for

Scheduled

Castes Grand 718.7031 394.37 1113.073 816.3686 437.15 1253.519 908.16 604.1396 1512.3

Total

(University

and Higher

Education) Total 39340.24 22109.58 61449.82 43396.83 25743.46 69140.29 58525.75 40256.21 88781.96

Expenditure

of state

242 State Higher Education Plan Haryana

Table 4.3 Break-up of State Expenditure on Higher Education

University and 2014-15 (Revised Estimate) 2015-16 (Budget Estimate) 2016-17 (Budget Estimate)

Higher

Education Non Plan Total Non Plan Total Non Plan Total

Plan Plan Plan % of Total 1.83% 1.78% 1.81% 1.88% 1.70% 1.81% 1.551727 1.500736 1.703386

Expenditure

of state

Source: Budget Statement, Haryana 2016-17. Table: 4.4 Fund Equalization Formula Sl. No. Criteria Value 1 Population (Age Group: 18-23)

(As per Census 2011) 3183982 2 Per Capita Income

(As per 2013-14 at current prices) 1,33,427 3 Gross Enrolment Ratio

(As per 2014-15) 27.9 4 Performance 2011-12 2012-13 2013-14 2014-15 Improvement in GER* GER- All categories 28 27.8 27.5 27.9 GER- SCs 17.5 17.2 17.5 18.3 GER- STs NA NA NA NA Gender Parity Index*

GPI- All Categories 0.98 0.92 0.90 0.93 GPI- SCs 0.91 0.85 0.84 0.84 GPI- STs NA NA NA NA

Expenditure on Higher Education

Per Capita Expenditure (in Rs.) 2802.13 2910.9 3446.13 3885.68 Expenditure as % of NSDP 0.5 0.49 0.53 0.58 College - Population Index* 33 34 34 35 Institutional Density* 23.9 24.2 24.8 25 Teacher - Student Ratio* 21 19 18 18 No. of Ph.D’s Produced 395 382 388 ( in thousands)* Special Problems Poor GER for rural female and SC category vis-à-vis total GER.

Note: * Data taken from AISHE Report for various years. Population should be taken as per 2011 Census data Gender Parity Index= No. of females enrolled/no. of males enrolled CPI = No. of colleges (in the state) per lakh population Institutional density = No. of Higher educational institutions per 1000 Sq.M

243 References British Council, p.4. Available at: https://www.britishcouncil.in/sites/ Books and Journal Articles default/files/understanding_india.pdf [Accessed 28 Mar. 2016]. Agarwal, P. ed., 2012. A half-century of Indian higher education: Essays by Engin, M., & Atkinson,F.. (2015) Philip G Altbach. SAGE Publications Faculty Learning Communities: A India. Model for Supporting Curriculum Changes in Higher Education. Agarwal, P., 2013. Asia: Higher International Journal of Teaching and Education in India and Pakistan– Learning in Higher Education. Volume Common Origin, Different 27, Number 2, pp. 164-174 Trajectories. Universities for a New World: Making a Global Network in Green, F. (2013). Skills and Skilled International Higher Education. New Work: An Economic and Social Delhi, Sage, pp.254-283. Analysis, Oxford: OUP Oxford.

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244 State Higher Education Plan Haryana

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245 28 March 2016, from https:// villageinfo.in/haryana/palwal/palwal. Government Sources html Directorate of Census Operations Med.stanford.edu. (2016). Office Haryana, (2011). District Census of Institutional Planning - Stanford Handbook Ambala. [online], University School of Medicine. [online] pp.13-15. Available at http://www. Available at: http://med.stanford.edu/ censusindia.gov.in/2011census/ planning/ [Accessed 28 Mar. 2016]. dchb/0602_PART_B_DCHB_AMBALA. pdf [Accessed on 8 Mar. 2016] Ministry of Finance, Government of India, (2016). Economic Survey Directorate of Census Operations 2015-16. Haryana, (2011). District Census Handbook Bhiwani [online], pp.14- The Pioneer, (2016). Haryana Govt. 16. Available at http://www. to support budding entrepreneurs censusindia.gov.in/2011census/ in art and culture. [online] Available dchb/0613_PART_B_DCHB_ at: http://www.dailypioneer.com/ BHIWANI.pdf [Accessed 10 Mar. state-editions/haryana-govt-to- 2016] support-budding-entrepreneurs-in-art- and-culture.html [Accessed 29 Mar. Directorate of Census Operations 2016]. Haryana, (2011). District Census Handbook Faridabad. [online], Tareen, J. (2016). Abolish Affiliation pp.14-16. Available at http://www. System. The New Indian Express. censusindia.gov.in/2011census/ [online] Available at: http://www. dchb/0620_PART_B_DCHB_ newindianexpress.com/columns/ FARIDABAD.pdf [Accessed 9 March. article252565.ece [Accessed 28 2016] Mar. 2016]. Directorate of Census Operations Times Higher Education (THE). Haryana, (2011). District Census (2015). BRICS & Emerging Handbook Fatehabad [online], Economies. [online] Available at: pp.11-13 Available at http://www. https://www.timeshighereducation. censusindia.gov.in/2011census/ com/world-university-rankings/2016/ dchb/0610_PART_B_DCHB_ brics-emerging-economies#!/ FATEHABAD.pdf [Accessed 12 Mar. page/0/length/25 [Accessed 29 Mar. 2016] 2016]. Directorate of Census Operations University Grants Commission. Haryana, (2011). District Census [online] Available at: http://www.ugc. Handbook Gurugram [online], ac.in/ [Accessed 29 Mar. 2016]. pp.14-16. Available at http://www. censusindia.gov.in/2011census/

246 State Higher Education Plan Haryana dchb/0618_PART_B_DCHB_ GURUGRAM.pdf [Accessed on 13 Directorate of Census Operations Mar. 2016] Haryana, (2011). District Census Handbook Kurukshetra [online], Directorate of Census Operations pp.14-16. Available at http://www. Haryana, (2011). District Census censusindia.gov.in/2011census/ Handbook Hisar. [online], pp.14-16. dchb/0604_PART_B_DCHB_ Available at http://www.censusindia. KURUKSHETRA.pdf [Accessed on 19 gov.in/2011census/dchb/0612_ Mar. 2016] PART_B_DCHB_HISAR.pdf [Accessed on 14 Mar. 2016] Directorate of Census Operations Haryana, (2011). District Census Directorate of Census Operations Handbook Mahendragarh [online], Haryana, (2011). District Census pp.13-15. Available at http://www. Handbook Jhajjar. [online], pp.13- censusindia.gov.in/2011census/ 15. Available at http://www. dchb/0616_PART_B_DCHB_ censusindia.gov.in/2011census/ MAHENDRAGARH.pdf [Accessed on dchb/0615_PART_B_DCHB_JHAJJAR. 19 Mar. 2016] pdf [Accessed on 16 Mar. 2016] Directorate of Census Operations Directorate of Census Operations Haryana, (2011). District Census Haryana, (2011). District Census Handbook Nuh [online], pp.17-19. Handbook Jind. [online], pp.13-15. Available at http://www.censusindia. Available at http://www.censusindia. gov.in/2011census/dchb/0619_ gov.in/2011census/dchb/0609_ PART_B_DCHB_NUH.pdf [Accessed PART_B_DCHB_JIND.pdf [Accessed on 20 Mar. 2016] on 17 Mar. 2016] Directorate of Census Operations Directorate of Census Operations Haryana, (2011). District Census Haryana, (2011). District Census Handbook Panchkula [online], Handbook Karnal [online], pp.13-15. pp.12-14. Available at http://www. Available at http://www.censusindia. censusindia.gov.in/2011census/ gov.in/2011census/dchb/0606_ dchb/0601_PART_B_DCHB_ PART_B_DCHB_KARNAL.pdf PANCHKULA.pdf [Accessed on 20 [Accessed on 17 Mar, 2016] Mar. 2016]

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247 Directorate of Census Operations Directorate of Census Operations Haryana, (2011). District Census Haryana, (2011). District Census Handbook Yamunanagar [online], Handbook Panipat [online], pp. pp. 13-15, Available at http://www. 11-13 Available at http://www. censusindia.gov.in/2011census/ censusindia.gov.in/2011census/ dchb/0603_PART_B_DCHB_ dchb/0607_PART_B_DCHB_PANIPAT. YAMUNANAGAR.pdf [Accessed on pdf [Accessed on 20 Mar. 2016] 20 Mar. 2016]

Directorate of Census Operations Government of Haryana, (2015). Haryana, (2011). District Census Haryana Sports and Physical Fitness Handbook Rohtak [online], pp. Policy. Haryana. 14-16, Available at http://www. Ministry of Micro, Small and Medium censusindia.gov.in/2011census/ Enterprises, (2011). Brief Industrial dchb/0614_PART_B_DCHB_ Profile of Ambala District. Ministry of ROHTAK.pdf [Accessed on 20 Mar. MSME, Government of India, [online], 2016] pp. 15-18. Available at http:// dcmsme.gov.in/dips/har_ambala.pdf Directorate of Census Operations [Accessed on 8 Mar. 2016] Haryana, (2011). District Census Handbook Rewari [online], pp. Ministry of Micro, Small and Medium 13-15, Available at http://www. Enterprises, (2011). Brief Industrial censusindia.gov.in/2011census/ Profile of Bhiwani District. Ministry dchb/0617_PART_B_DCHB_REWARI. of MSME, Government of India, pdf [Accessed on 19 Mar. 2016] [online], pp. 10. Available at http:// dcmsme.gov.in/dips/har_bhiwani.pdf Directorate of Census Operations [Accessed on 10 Mar. 2016] Haryana, (2011). District Census Handbook Sirsa [online], pp. 13-15, Ministry of Micro, Small and Medium Available at http://www.censusindia. Enterprises, (2011). Brief Industrial gov.in/2011census/dchb/0611_ Profile of Faridabad District. Ministry PART_B_DCHB_SIRSA.pdf [Accessed of MSME, Government of India on 20 Mar 2016] [online], pp. 9. Available at http:// dcmsme.gov.in/dips/DIP%20 Directorate of Census Operations Report%20%20Faridabad.pdf Haryana, (2011). District Census [Accessed on 8 Mar. 2016] Handbook Sonipat [online], pp. 13-15, Available at http://www. Ministry of Micro, Small and Medium censusindia.gov.in/2011census/ Enterprises, (2011). Brief Industrial dchb/0608_PART_B_DCHB_ Profile of Fatehabad District. Ministry SONIPAT.pdf [Accessed on 20 Mar. of MSME, Government of India, 2016] [online], pp. 12-13. Available at http://dcmsme.gov.in/dips/har_

248 State Higher Education Plan Haryana fatehabad.pdf [Accessed on 12 Mar. Profile of Kaithal District. Ministry of 2016] MSME, Government of India [online] pp. 13-14. Available at http:// Ministry of Micro, Small and Medium dcmsme.gov.in/dips/har_kaithal.pdf Enterprises, (2011). Brief Industrial [Accessed on 18 Mar. 2016] Profile of Gurugram District. Ministry of MSME, Government of India, Ministry of Micro, Small and Medium [online], pp. 11. Available at http:// Enterprises, (2011). Brief Industrial dcmsme.gov.in/dips/Gurugram.pdf Profile of Kurukshetra District. Ministry [Accessed on 13 Mar. 2016] of MSME, Government of India Ministry of Micro, Small and Medium [online], pp. 13. Available at http:// Enterprises, (2011). Brief Industrial dcmsme.gov.in/dips/kurushetra.pdf Profile of Hisar District. Ministry [Accessed on 19 Mar. 2016] of MSME, Government of India, Ministry of Micro, Small and Medium [online], pp. 8-11. Available at http:// Enterprises, (2011). Brief Industrial msmedikarnal.gov.in/dps/hissar.pdf Profile of Mahendragarh District. [Accessed on 14 Mar. 2016] Ministry of MSME, Government of India [online], pp.12. Available Ministry of Micro, Small and Medium at http://dcmsme.gov.in/dips/ Enterprises, (2011). Brief Industrial mahendragarh.pdf [Accessed on 19 Profile of Jhajjar District. Ministry Mar. 2016] of MSME, Government of India, [online], pp. 15-16. Available at Ministry of Micro, Small and Medium http://dcmsme.gov.in/dips/jhajjar.pdf Enterprises, (2011). Brief Industrial [Accessed on 16 Mar. 2016] Profile of Panchkula District. Ministry of MSME, Government of India Ministry of Micro, Small and Medium [online], pp. 12. Available at http:// Enterprises, (2011). Brief Industrial dcmsme.gov.in/dips/panchkula.pdf Profile of Jind District. Ministry of [Accessed on 20 Mar. 2016] MSME, Government of India, [online] Ministry of Micro, Small and Medium pp. 10-11. Available at http:// Enterprises, (2011). Brief Industrial dcmsme.gov.in/dips/har_jind.pdf Profile of Nuh District. Ministry of [Accessed on 17 Mar, 2016] MSME, Government of India [online], pp. 9-10. Available at http://dcmsme. Ministry of Micro, Small and Medium gov.in/dips/Nuh.pdf [Accessed on 20 Enterprises, (2011). Brief Industrial Mar. 2016] Profile of Karnal District. Ministry of MSME, Government of India, [online] Ministry of Micro, Small and Medium pp. 11-12. Available at http:// Enterprises, (2011). Brief Industrial dcmsme.gov.in/dips/har_karnal.pdf Profile of Panchkula District. Ministry [Accessed on 28 Mar. 2016] of MSME, Government of India Ministry of Micro, Small and Medium [online], pp. 12. Available at http:// Enterprises, (2011). Brief Industrial dcmsme.gov.in/dips/panchkula.pdf

249 [Accessed on 20 Mar. 2016] pp. 15-16.Available at http://www. Ministry of Micro, Small and Medium msmedikarnal.gov.in/dps/Sonipat.pdf Enterprises, (2011). Brief Industrial [Accessed on 20 Mar. 2016] Profile of Palwal District. Ministry of MSME, Government of India [online], Ministry of Micro, Small and Medium pp. 9-10, Available at http://dcmsme. Enterprises, (2011). Brief Industrial gov.in/dips/har_palwal.pdf [Accessed Profile of Yamunanagar District. on 19 Mar. 2016] Ministry of MSME, Government of India [online]. pp. 10. Available Ministry of Micro, Small and Medium at http://dcmsme.gov.in/dips/ Enterprises, (2011). Brief Industrial yamunana.pdf [Accessed on 20 Mar. Profile of Panipat District. Ministry of 2016] MSME, Government of India [online], National Skill Development pp. 12. Available at http://dcmsme. Corporation, (2013). District wise Skill gov.in/dips/har_panipat.pdf gap study for the State of Haryana. [online], pp. 86-94. Available at Ministry of Micro, Small and Medium http://www.techeduhry.gov.in/Skill- Enterprises, (2011). Brief Industrial Development/NSDC-Haryana_ Profile of Rohtak District. Ministry of Final%20Report.pdf [Accessed 8 Mar. MSME, Government of India [online], 2016] pp. 14, Available at http://dcmsme. National Skill Development gov.in/dips/har_rohtak.pdf [Accessed Corporation, (2013). District wise Skill on 20 Mar, 2016] gap study for the State of Haryana. [online], pp. 103-108Available Ministry of Micro, Small and Medium at http://www.techeduhry.gov.in/ Enterprises, (2011). Brief Industrial Skill-Development/NSDC-Haryana_ Profile of Rewari District. Ministry of Final%20Report.pdf [Accessed 8 Mar. MSME, Government of India [online], 2016] pp. 11-12, Available at http:// National Skill Development dcmsme.gov.in/dips/har_rewari.pdf Corporation, (2013). District wise Skill [Accessed on 19 March. 2016] gap study for the State of Haryana. Ministry of Micro, Small and Medium [online], pp.129-136.Available Enterprises, (2011). Brief Industrial at http://www.techeduhry.gov.in/ Profile of Sirsa District. Ministry Skill-Development/NSDC-Haryana_ of MSME, Government of India Final%20Report.pdf [online], Available at http://www. msmedikarnal.gov.in/dps/sirsa.pdf National Skill Development [Accessed on 20 Mar. 2016] Corporation, (2013). District wise Skill gap study for the State of Haryana. Ministry of Micro, Small and Medium [online], pp.116-122.Available Enterprises, (2011). Brief Industrial at http://www.techeduhry.gov.in/ Profile of Sonipat District. Ministry of Skill-Development/NSDC-Haryana_ MSME, Government of India [online]. Final%20Report.pdf [Accessed on 12 Mar. 2016]

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National Skill Development gap study for the State of Haryana. Corporation, (2013). District wise Skill [online] pp.199-207.Available gap study for the State of Haryana. at http://www.techeduhry.gov.in/ [online], pp.145-151.Available Skill-Development/NSDC-Haryana_ at http://www.techeduhry.gov.in/ Final%20Report.pdf Skill-Development/NSDC-Haryana_ Final%20Report.pdf National Skill Development Corporation, (2013). District wise Skill National Skill Development gap study for the State of Haryana. Corporation, (2013). District wise Skill [online] pp.227-234.Available gap study for the State of Haryana. at http://www.techeduhry.gov.in/ [online], pp.158-165.Available Skill-Development/NSDC-Haryana_ at http://www.techeduhry.gov.in/ Final%20Report.pdf [Accessed on 28 Skill-Development/NSDC-Haryana_ Mar. 2016] Final%20Report.pdf National Skill Development National Skill Development Corporation, (2013). District wise Skill Corporation, (2013). District wise Skill gap study for the State of Haryana. gap study for the State of Haryana. [online] pp.243-248.Available [online], pp.172-179.Available at http://www.techeduhry.gov.in/ at http://www.techeduhry.gov.in/ Skill-Development/NSDC-Haryana_ Skill-Development/NSDC-Haryana_ Final%20Report.pdf [Accessed on 19 Final%20Report.pdf [Accessed on 16 Mar. 2016] Mar. 2016] National Skill Development National Skill Development Corporation, (2013). District wise Skill Corporation, (2013). District wise Skill gap study for the State of Haryana. gap study for the State of Haryana. [online] pp.254-260.Available [online], pp.187-193.Available at http://www.techeduhry.gov.in/ at http://www.techeduhry.gov.in/ Skill-Development/NSDC-Haryana_ Skill-Development/NSDC-Haryana_ Final%20Report.pdf [Accessed on 20 Final%20Report.pdf [Accessed on 17 Mar. 2016] Mar, 2016] National Skill Development National Skill Development Corporation, (2013). District wise Skill Corporation, (2013). District wise Skill gap study for the State of Haryana. gap study for the State of Haryana. [online] pp.213-220.Available [online] pp.278-285.Available at http://www.techeduhry.gov.in/ at http://www.techeduhry.gov.in/ Skill-Development/NSDC-Haryana_ Skill-Development/NSDC-Haryana_ Final%20Report.pdf Final%20Report.pdf (Accessed on 20 Mar. 2016] National Skill Development Corporation, (2013). District wise Skill

251 National Skill Development Mar. 2016] Corporation, (2013). District wise Skill National Skill Development gap study for the State of Haryana. Corporation, (2013). District wise Skill [online] pp.268-272.Available gap study for the State of Haryana. at http://www.techeduhry.gov.in/ [online] pp.348-356,Available Skill-Development/NSDC-Haryana_ at http://www.techeduhry.gov.in/ Final%20Report.pdf [Accessed on 19 Skill-Development/NSDC-Haryana_ Mar. 2016] Final%20Report.pdf [Accessed on 20 Mar. 2016] National Skill Development Corporation, (2013). District wise Skill National Skill Development gap study for the State of Haryana. Corporation, (2013). District wise Skill [online] pp.292-299,Available gap study for the State of Haryana. at http://www.techeduhry.gov.in/ [online] pp.366-376.Available Skill-Development/NSDC-Haryana_ at http://www.techeduhry.gov.in/ Final%20Report.pdf [Accessed on 19 Skill-Development/NSDC Haryana_ Mar. 2016] Final%20Report.pdf [Accessed on 20 Mar. 2016] National Skill Development University Grants Commission, Corporation, (2013). District wise Skill (2010). UGC (Affiliation of Colleges gap study for the State of Haryana. by Universities) Regulations. New [online] pp.323-328,Available Delhi, India at http://www.techeduhry.gov.in/ Skill-Development/NSDC-Haryana_ Final%20Report.pdf [Accessed on 19 Mar, 2016]

National Skill Development Corporation, (2013). District wise Skill gap study for the State of Haryana. [online] pp.306-314.Available at http://www.techeduhry.gov.in/ Skill-Development/NSDC-Haryana_ Final%20Report.pdf [Accessed 19 Mar. 2016]

National Skill Development Corporation, (2013). District wise Skill gap study for the State of Haryana. [online] pp.334-342,Available at http://www.techeduhry.gov.in/ Skill-Development/NSDC-Haryana_ Final%20Report.pdf [Accessed on 19

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253 254 State Higher Education Plan Haryana

Annexures

255 256 State Higher Education Plan Haryana

Annexure I

Report on

The First Consultation Meeting on the Drafting of the State Higher Education Plan for Haryana

21st of December 2015, Chandigarh

257 258 State Higher Education Plan Haryana

Welcoming Remarks Professor (Dr.) Y.S.R Murthy, Registrar, 10.30 am – 10.35 am O.P. Jindal Global University (JGU)

The First Consultation Meeting on the Drafting of State Higher Education Plan (SHEP) began with the opening remarks by Professor Y.S.R. Murthy who welcomed the representatives and academic leaders of various institutions on behalf of O.P. Jindal Global University for participating in the meeting.

Introductory Remarks Professor (Dr.) C. Raj Kumar, Vice Chancellor, 10.30 am – 10.35 am O.P. Jindal Global University & Director International Institute for Higher Education Research and Capacity Building (IIHEd)

In his address Professor C. Raj Kumar set the theme for the first consultation meeting on SHEP. He emphasised on the need to address the concerns regarding access, equity and excellence in the higher education system of the state. He then proceeded to introduce the basic concept of Rashtriya Uchattar Shiksha Abhiyan (RUSA) and encouraged the representatives present to voice their views and suggestions regarding various aspects of formulating the SHEP and discuss the issues and innovative measure taken in higher education of Haryana. He emphasised on the need for identifying a way forward where state’s higher education institutions could work together with the government in the drafting of the State Higher Education Plan.

Professor Kumar also highlighted the need for holding more participative, consultative meetings and regional workshops and informed the gathering about the next consultative workshops to be held in Sonipat.

Special Remarks Mr. Vijai Vardhan, Additional Chief Secretary, 10.40 am -10.50 am Department of Higher Education, Government of Haryana

259 Mr. Vijay Vardhan, in his address, for quality education largely due informed the representatives of to problems of shortage of faculty, different educational institutions outdated curricula, poor research present at the workshop, that under work, unsatisfactory movement RUSA each state has to prepare from higher education to vocational an SHEP. The plan made would be education. He also remarked that one spread over a period of ten years, to size fits all approach would not work. be reviewed after five years. There is a need to make teaching The Project Approval Board (PAB) more outcome based, to instruct constituted in each of the institutions teachers to focus on application are required to evaluate the plan and based approach, to make students monitor the implementation of said feel free to choose their individual activities annually. He stressed on the pathways, to interweave technology in need to design a realistic plan which to the entire education system so that can be implemented in a time bound multi-dimensional programs could be manner. The SHEP would constitute introduced. the vision, missions, physical and financial targets against which funds Mr. Vardhan suggested that the would be granted. Mr. Vardhan institutions should focus on creating spoke about the changing trends and an alumni network who can help unprecedented economic, social, institutions with funds as well as technological and demographic placements of students. With these transformations that are taking enriching remarks he ushered in place and the need for a continuous the first session of the consultation remodeling and reinvention in the meeting. field of education.

He expressed concerns over the increasing supply-demand gap in the provision of quality education and how there is an unmet demand

260 State Higher Education Plan Haryana

Session I Understanding RUSA, Methodology and Approach 10.50 am to 12.30 pm

A brief presentation was made by There was an outpour of suggestions Ms. Anamika Srivastava, Assistant from the members present. Initiating Professor and Fellow, International the discussion, Gen. (Dr.) Ranjit Singh Institute for Higher Education Research from Central University of Haryana and Capacity Building (IIHEd), suggested that in order to improve the O.P Jindal Global University, on quality of the education and teaching understanding RUSA, its coverage there is a need to increase the pay scale and approach, institutional structure, of teachers. As the new institutions prerequisites for receiving funds, would have funds, they could work criteria for allocation of funds, its on this aspect. He also talked about components and planning process for the quality and punctuality of teachers the formulation of SHEP. At the end of and how improvements in these area the presentation the representatives could address the issues of quality and present were asked to ponder upon access in the higher education. three important questions: Dr. Ashish Dahiya, Director, Institute I. At the institutional level, what were of Hotel and Tourism Management, the challenges faced by them in Maharishi Dayanand University, meeting the objective of access, equity Rohtak remarked that the problem was and excellence in higher education? not only limited to quality of teachers II. What are the success stories or but extends to ‘unteachable’ students. initiatives taken by the institutions He further highlighted the concern of present in achieving the objective of quality by citing an example where access, equity and excellence? out of 60 NET qualified candidates III. How to make funding initiatives who appeared for an interview, 50 per of the central and state institutions cent could not write in correct English, effective and cater the institutional which reflects the gravity of the issue. requirements? He also threw light on the problem of funding and highlighted the skewed

261 distribution of funds between university There were problems of quality and colleges whereby colleges only got education, work culture and low quality 30 per cent of the funds out of which output produced by research students. they had to pay teacher salaries and bear other administrative expenses, Mr. Vijai Vardhan replied that the leaving insufficient funds for carrying discussants should not only focus on out other development activities. the problems of individual colleges but also concentrate on the larger picture Following the line of discussion and issues concerning SHEP and that Assistant Professor Suresh Dhanerwal, their problems have been noted. He from Government College, Gurugram emphasised that they would have to reiterated that universities were take initiatives at institutional level to giving less funds and more tasks to solve these problems through sheer the colleges. All the tasks that were commitment and determination. traditionally done by University like holding of examinations, declaration Mr. S K Ghakar, Vice Chancellor of results etc. were also being given of Chaudhary Bansi Lal University, to colleges now. In addition to it Bhiwani shared some of the successful Universities heavily penalised colleges initiatives undertaken by the University. for minor issues. All this was taking a Firstly, he mentioned how they have toll on the funds of the colleges, leading been able to make optimal use of the to the depletion of much needed in-house facilities that reduced the resources which could be utilised for extra cost. An in-house software has the infrastructural development or been created which has digitised the other productive activities. process such as issuance of admit cards and declaration of results among The Principal of Dronacharya College, other things. Secondly, he pointed Gurugram, Dr. Ram Krishan also out the problem in syllabus, and how reiterated how colleges were made sometimes the course content is too to do lot of administrative work, less. There were other difficulties faced leading to inefficient allocation such as translating study material from and mismanagement of resources. Hindi to English. Thirdly, he also pointed He raised issues such as lack of out how inefficiencies have crept in the institutional funding, getting work teaching at the higher education level. done from teachers by inducing fear, Mr. Ghakar then proceeded to suggests character crisis amongst teachers, a few reforms. For example, in research, problems of non-uniform syllabus and he suggested that only those teachers schedule; and admission procedures. should be appointed who have national He also brought home the fact that and international publications. Talking employability of students was poor. about examination reforms he advised

262 State Higher Education Plan Haryana the need to reduce the number of During the discussion a point was examinations and design a common raised regarding funds getting entrance exam for each discipline. wasted in outsourcing work to private He suggested that universities with agencies for conducting examination. specialisation in a particular discipline The discussants mentioned that a few can take the responsibility of carrying private agencies neither worked on out common entrance examination in time nor were they efficient. On this their discipline. He also brought up the issue Mr. Vardhan asked Mr. Ghakar point of sharing and caring between to share a detailed report on his in- universities and colleges. He suggested house online model so that it could the setting up of a Resource Sharing be studied and implemented in other Centre where all the teachers, students, colleges also. It was also discussed that researchers and others members can there should be a balance between access e-books, e-magazines, journals autonomy as well as accountability of and other resources. public and private service providers.

In his response Mr. Vardhan suggested Professor Asha Kadyan, Vice Chancellor that there should be video recording of Bhagat Phool Mahila University, of candidates interviewed for different Khanpur Kalan, Sonipat talked about teaching positions and should be the issue of un-employability after made available under Right to awarding of degrees. She pointed Information (RTI) Act. This would make out that if students were not getting the selection process transparent and employment then it’s the fault of colleges the right person will be selected for also. She also pointed out that poor the right job. He also commented that of the state should not be neglected. education should be seen as more Higher education institutions are also than just a means to earn a gainful supposed to understand and explore employment. It should be seen as an their role in providing community end in itself. For a person coming from services. In her university, many a disadvantaged background, who has initiatives are taken whereby students struggled to get through college, the undertake activities like teaching joy of getting a meaningful education students from the poor families. She is more important. He also appreciated specially talked about employment of the idea of a Common Admission rural women. She informed how in the Test with one university carrying out social work department of their college examination for one discipline. He also women from disadvantaged sections gave the idea of online examination were trained and enabled to earn a system and asked the colleges to work livelihood. around this idea. They aimed at imparting skills to rural

263 women to promote entrepreneurship also talked about revising syllabus to and self-employment. In addition to ensure that syllabus was in tune with this, she advocated the introduction of the requirements of the industry. Hence academic reforms and laid emphasis there is a need of periodic revision of on Choice Based Credit System syllabus in tandem with the changing (CBCS). She also favored setting up dynamics of the society. of Common Resource Centre so that if one college or department or even Joining in the discussion Associate students face problems the other Professor Raj Kumar, Government college or department can help. College, Hansi talked about the aspect of transparency in the appointment and Taking the discussion forward, Dr. selection of teachers. He stressed that Bhagwan Singh, Registrar, Ch. Bansi the role of management committee in Lal Univeristy, Bhiwani, on the issue selection and appointment of teachers of poor access of higher education should be reduced to the minimal and institutions, stressed the need to bring in suggested setting up of High Powered scientific approach in setting up of new Selection Committee to ensure an universities. He talked about how with unbiased and transparent selection the help of scientific mapping of areas and appointment process. (through remote sensing, Geographical Information System) we could identify Mr. Vardhan welcomed the suggestions the gaps and set up institutions in and accepted that colleges of one the areas which were really in need particular discipline could get affiliated of one. This would result in efficient to the leading university of that allocation of scarce resources. On the discipline. For example all technical question of excellence he suggested colleges could get affiliated to a that particular university doing well in leading technical university. This would one discipline or particular course for also result in relieving the pressure example space science or some other from the existing universities. technology should take the lead and Professor Shweta Singh from B.P.S set the precedents in imparting quality College, Khanpur Kalan, Sonipat, education so that other institutions mooted the idea of common could follow them. In this way all the curriculum for the state universities. She universities should come together, emphasised that colleges should have set up a centre for excellence and CBCS. She also welcomed the idea of co-ordinate with each other. He establishing a Centre of Excellence. also suggested that colleges should She then proceeded to suggest ways ensure that their faculty strength was of utilising existing infrastructure such as per UGC requirements as there as holding night classes. On the was need to increase manpower. He question of quality she emphasised

264 State Higher Education Plan Haryana that in the absence of regular faculty, the students or give poor marks on the workload on Teaching Assistants receiving unfavorable rating could not increases manifold, so there was a be discarded easily. Many methods need to provide resources to Teacher like evaluation before the results were Assistants also. out, maintaining the anonymity of the evaluator or evaluating a teacher after A few points were suggested by Ms. student has passed out were suggested. Vandana Gupta, Principal Government It was felt this was one area where a College, Sector-1, Panchkula to robust framework needs to be created. rejuvenate higher education in Haryana. She advocated the inclusion Moving on with the discussion of Environment Studies as a part of Professor M.S. Turan, Registrar, Guru curricula. She stressed on the need Jambeshwar University of Science and for Staff Development Programs for Technology, Hisar provided some very teachinf and non-teaching staff. She valuable points. He talked about how mentioned how motivational lectures there was a problem of unavailability were introduced by teachers and after of students for placements largely initial low attendance it is now a highly due to low pass out rates specially successful and beneficial exercise in in technical courses like B.Tech or her institution. She also suggested Bachelor of Physiotherapy. There that institutions should not only stress was already a backlog of students on teaching but also on how students and still more students were being have been evolved by teachers. She admitted to fill up the seats. Therefore, mentioned that although there have he suggested that there should be an been schemes by government to integration of primary, secondary and improve the accessibility of education higher education. He said with proper like EDUSAT but there has been a lack monitoring at all the three levels of incentive. She also pointed out that the harmony between the primary introduction of biometric system would secondary and higher education could perhaps ensure attendance of teachers be maintained. He also talked about but it would not make teachers work. the need to introduce Bridge Courses so that students from secondary courses Discussion was also steered towards could move on to courses offered at how there was a need for evaluation higher education level. He pointed of teachers by students. Though the out that there are hardly any university need for such evaluation could not be run bridge courses. He also remarked denied, there were concerns regarding that along with sharing physical and how the students might give biased infrastructural resources there should rating to some teachers. The concerns also be an emphasis on sharing of like the teachers trying to influence Human capital.

265 proposals by the research students and He believed that there should be candidates where the content was too exchange of faculty within the state. poor and detail too less. He, therefore, For example faculty and students in put forward the need for a multi-centric various universities pursuing different approach to deal with these problems disciplines could be exchanged with and emphasised on the need of a another university through signing of a collective action. MoU. On the aspect of employability he stressed that there was a need to lay Professor Dr. C. Raj Kumar and Mr. emphasis on self- employment. For this Vardhan felt that the issues mentioned he advocated the setting up of Centre in the three questions had been of Entrepreneurial Development. He adequately discussed and there was a also advocated setting up of three need to move on to larger discussion on state level Incubation Centre with the challenges that state higher education leading industrial association. He system is facing and opportunities that mentioned that currently none of the State could explore and concluded universities have an incubation Centre. session one. In the context of examination reforms he remarked that state could take inspiration from secondary education system and set up a Common Board of Examinations. Lastly, he emphasised on the need to reduce the administrative pressure on faculty so that they could focus on teaching and research.

Joining in the discussion Mr. Sanket Mishra from DPS Mahila Vidyalaya, Khanpura Kalam, Sonipat firstly, emphasised that funds should be need based. He highlighted that Haryana was already suffering from the problems of fewer faculty members, issues of internal governance and low research and development outlays. Haryana with one of the highest per capita incomes in the country has more funds but they were not being properly utilised. Secondly he also lamented about the low quality of research

266 State Higher Education Plan Haryana

Session II Challenges and Opportunities in Higher Education Sector in Haryana 12.30 pm to 1.45 pm

presentation the participants were Session II began with a brief encouraged to reflect upon the presentation by Ms. Nisha Nair, following concerns. Research Associate, Jindal Global Law 1. What are the challenges faced School and fellow, International Institute while addressing the issue of gender for Higher Education Research and disparity? How to address them? Capacity Building (IIHEd), O.P. Jindal Global University on issues that are 2. How do we address regional plaguing the higher education system disparity within Haryana? of the State and identify the potential areas that can provide opportunities of The discussion began with a focus on growth and improvement in the higher issues of gender disparity, regional education system. She spoke about the disparity, accessibility, and equity. One demographic set-up highlighting the of the participants cited the example of agricultural and service industries that a college in his village which sponsored largely aided in enhancing the Gross education for girls. They especially Domestic Product of Haryana. offered food and hostel facilities to encourage girl education. The data presented on population composition and enrollment reflected One of the distinguished participants the issues of gender and minority expressed concern over the high fee concerns. The presentation culminated structure in some of the universities and by stressing the importance of colleges running professional courses. accreditation and the importance He said that in some courses the fee that RUSA lays emphasis on was as high as Rs. 20,000 whereas acquiring accreditation by colleges in other university like MD University and universities. At the end of the it was only Rs. 200. So there is a

267 huge disparity in the fee structure of He cited the example of Nuh district different colleges and universities. He in Haryana where the education of suggested that the government should female population is least amongst all take measures to maintain a parity the districts in the state. in the fees to be paid by the students making it affordable for all. Adding on to the discussion Professor C. Raj Kumar talked about the role of Professor (Dr.) C. Raj Kumar added that women in academia and leadership. there should be a committee to monitor He stressed that more women should the fee structure of different universities. be given leadership role at the For every course structure, fee should university level. He said that at JGU, be rationalised with differential fee 47% of the faculty is female with many structure.Mr. Vijai Vardhan then shared of them in leadership position. Mr. his ideas on the subject. He said that Vijai Vardhan also put forward the institutions can have some tie ups with fact that societal biases were reflected all the departments for scholarship and in the gender disparity in the area of fellowship. So that poor students can education. Discoursing on the issue afford the higher education. Professor of gender and sectional disparity in (Dr.) C. Raj Kumar stressed on how education Dr. Asha Kadyan informed Corporate Social Responsibility (CSR) that students at the Social Work money can be spent on public and Department of her university do the private institutions set-up. field work whereby they visit the houses Moving on to the question of education of the students who had dropped out status among different sections of from the colleges and schools due to society in Haryana, Mr. Vardhan various reasons and motivate them to underlined the need to make education take admissions again. more equitable. It was further suggested that the private One of the representatives present corporations and companies should added to the discussion on gender start some entrepreneurship course disparity, and mentioned that generally for the students or institutions should the percentage of female students in run some courses for the students for professional courses is less that male enhancing their entrepreneurial skills. students and therefore suggested that Another participant said that every a foundation course in mathematics, institution should have a personality science and other areas should be development centre. made compulsory so that female students could be encouraged to join Moving on to the issue of regional professional courses. disparity in terms of government educational institutions in districts Professor Ghakar further stressed on it was highlighted that district like the importance of educating girls.

268 State Higher Education Plan Haryana

Sonipat has many schools whereas Government College for Women, district like Mahendargarh has fewer Mahendragarh, emphasised on schools. Similarly Jhajjar has only the importance of Research and two Government Colleges whereas Publication. He proposed that a list at Bhiwani, Sonipat and other districts the State level regarding publishing of have got more Government Colleges. articles by researchers needs to be kept Thus a sincere need to redress the and only those articles published at the issues of regional disparity was felt. international level should be counted. Addressing the issue of regional disparity within Haryana a suggestion After listening to the participants Mr. was put forth by one of the members Vijai Vardhan asked all the members that institutions could adopt villages and representatives of the institutions and try to extend the reach of education present there to ponder upon on to far corners of the districts. whether institutions have done enough for women, children and for differently Coming to the issue of disparity in abled people. He said that differently terms of quality of education imparted, abled were a special class of people National Assessment and Accreditation who needed to be treated with special council (NAAC) rating is taken as care and brought in to the mainstream. a measure of quality of education Such children need a lot of love and imparted. Since now all the colleges compassion along with psychological have to be accredited, it was felt that counseling and support from their NAAC Accreditation process should peers as well as teachers. be acknowledged and initiated in all institutions. Along with it an increasing With this somber reflection session II role of Accrediting Agency at the state of the First Consultation meeting was level was also felt. concluded. Dr. P.K Sharma Associate Professor,

269 Session III - Reimagining the vision, mission and strategies of Higher Education Plan 1.45 pm to 3.00 pm

The third and concluding session education. He said that if students of the First Consultation Workshop excel in higher education it would be encouraged the participants to put advantageous not only for the student forth their views on vision, mission and but for the growth and development strategies of Higher Education Plan by of the country as well. He further deliberating on the following questions directed his attention on setting up special colleges for higher education 1. Where do you see Haryana’s higher for disabled students. education sector in ten years now? 2. Why Haryana need world Class Taking the discussion forward Professor University? C. Raj Kumar invited Professor Michael 3. How to motivate state holders C. Davis, Distinguished Visiting to be conscious of national and Professor of JGU, Faculty of Law, international bench marking of University of Hong Kong. Professor higher education sector? Michael C. Davis said that at a personal 4. How to address the issue of access level individuals should be motivated and equity as well as excellence at to strive for higher education. Not the same time? only is education a basic human right but also important for development. What are the ways to encourage He considered lack of innovation to accountability as well as provide be the biggest problem and felt an autonomy to the institution, leaders urgent need to focus on this area. and faculty members? In this context he cited the ‘Sonipat Mr. Vijai Vardhan continuing the Declaration’ released during the discussion from the previous session summit of world class universities in alluded to the hardships and problems BRICS and Emerging economy at JGU students face in attaining higher which laid stress on the role of higher

270 State Higher Education Plan Haryana equitable education in nation building, On the question of improving the as one of the positive steps taken in the standards of Research in the state this direction. Assistant Professor Mr. N.H. Tomar from Government College, Adampur, On the issue of gender disparity he Haryana raised an important questions, pointed out the fact that the gender gap if Assistant Professor could be allowed is worst in Haryana. The skewed sex to guide Ph.D. students as supervisors ratio not only reflected gender gap but considering Assistant Professor’s in problems of inequity in getting higher degree colleges require Ph.D. degree education in Haryana. He said gender and many years of teaching experience inequality would end if we develop before they are hired. He stressed certain policy mechanism framework. that young and dynamic Assistant He suggested that different Universities Professors should be allowed to guide in Haryana should come together to Ph.D. students for doing research. form memorandum of understanding (MoU) and take classes together. For Mr. Vijai Vardhan added that there is example the students enrolled in one a need for institutions to strengthen department of one university should be the alumni network. He lamented that allowed to participate in the classroom with an exception of a few educational activity of another department of institutions strong alumni networks are another university. This was one of the not visible. Professor C. Raj Kumar also way how universities come together added that at the institutional level and and bring resources in multiple ways. colleges of higher education we must Professor Michael Davis said that in have strong alumni network. Hong Kong girls outnumbered and fair ahead of boys in higher education. Mr. Vijai Vardhan said that Haryana has the one of the highest per capita He said that the thrust should be on income in the country. But this has bringing world class resources together. not trickled down to the poor and The purpose of education should low income people. There is need to be development and building up of reflect upon how and whether the lives reputation and standard and it should of people working as laborers have not be about making money. There is changed because of the said growth a need of some kind of excellence for in per capita income? Whether the achieving higher education. There were lives of students who pass the higher also concern regarding poor quality of education have changed? teaching in higher education institutes in Haryana and lack of Institutional The Additional Chief Secretary further resources. said that common people were not getting enough money to raise their

271 standard of living in fact the poor vote of thanks extended by Professor were getting poorer in Haryana. He Y.S.R Murthy, Registrar JGU to all said that landholdings have become the participants and delegates with small in Haryana and the lands a request to prepare the Institutional nearby Delhi were being sold. One Development Plans for their respective of the participants added that higher institutions. education must be regenerated and penetrated in to society. There should be strong correlation between higher education and industry. Once the gaps are filled the excellence in higher education would follow.

Mr. Vardhan mentioned that in every government university or college recruitment of the teachers and professors must be without any intervention. In the selection committee, everybody must be an academician. Professor Raj Kumar said that if one analyses the factors for failure of education, the most important one is the lack of motivation. He suggested that the teachers must be distinct from the government officials. They must be given respect, space and freedom. He cited that problem is largely of perception.

So the question should be how should they be motivated? He then concluded the session by stating that positivity and enthusiasm must be cultivated among the students and if the education and health department of the State worked the way they should, everything would be alright. The first consultation meeting on the drafting of State Higher Education Plan for Haryana was concluded with the

272 State Higher Education Plan Haryana

Report on

The Second Consultation Meeting on the Drafting of the State Higher Education Plan for Haryana

25th of January 2016, Sonipat

273 274 State Higher Education Plan Haryana

275 INAUGURAL SESSION (11.00 am – 11.15 am)

Welcoming Remarks: and address concerns pertaining Professor (Dr.) Y. S. R. Murthy, to the higher education system in Registrar, O. P. Jindal Global India. The daunting challenges University (JGU), Haryana inflicting the education system today such as inequity, low accessibility to educational institutions, poor Introductory Remarks: education permeation and unequal Professor (Dr.) C. Raj Kumar distribution of educational institutions Vice Chancellor, JGU across states require substantive Director, International Institute engagement that can provide a solution for Higher Education Research & to these problems. In that endeavor, Capacity Building (IIHEd) Prof. C. Raj Kumar asserted that the goal of the consultation meet is to take lessons from the experts who have vast Special Remarks: experience and knowledge about the Mr. Vijai Vardhan, Additional Chief higher education system in Haryana Secretary, Department of Higher and move towards drafting a state Education, Government of Haryana higher education plan in Haryana. Mr. The Inaugural Session of the ‘Second Vijai Vardhan, in equal voice, urged Consultation Meeting on the Drafting the representatives present at the meet to come forth with their ideas, of State Higher Education Plan for provide their valuable suggestions and Haryana: From Institutional Plan to facilitate the process of formation of State Plan’ began with the opening State Higher Education Plan for the remarks by Prof. (Dr.) Y. S. R. Murthy, state of Haryana. followed by Prof. C. Raj Kumar, the Founding Vice Chancellor of O.P Jindal Session I: Envisioning the future Global University and Special Remarks of Higher Education Sector in by Mr. Vijai Vardhan, Additional Chief Haryana: Sharing Best Practices Secretary in the Department of Higher (11:15 am – 12:15 pm) Education, Government of Haryana. Moderator: With the growing emphasis on Professor (Dr.) C. Raj Kumar improving equity, access and quality Vice Chancellor, JGU and of Higher education, the distinguished Director, International Institute for speakers stressed the imperative of Higher Education Research & Capacity stakeholders like colleges and other Building (IIHEd) academic institutions to participate

276 State Higher Education Plan Haryana

Speakers there are certain areas in the current education system that needs particular Professor (Dr.) S.K. Gakhar, Vice attention. These areas largely included Chancellor, Ch. Bansi Lal University, problems of lack of infrastructure, Bhiwani vacant faculty positions, low quality of teaching and subpar level of research Dr. Karthick Sridhar, Vice Chairman, work. In order to convert these Indian Centre for Academic Ranking weaknesses into strengths, Professor and Excellence Private Limited, Gakhar suggested ‘Five Game Chennai Changers’.

Professor (Dr.) Stephen P. Marks, Financial Innovation- to generate François-Xavier Bagnoud Professor of funds for colleges without burdening Health and Human Rights, Harvard the students. This could be done T.H Chan School of Public Health, by bringing out more scholarships Harvard University, USA schemes, setting up more state universities of sciences, bringing out Consultation with Vice Chancellors of more dual degree courses and setting universities, Registrars, Principals of up a State Library Information System, colleges, Nodal Officers for RUSA and whereby resources can be made government officials in Haryana. accessible to all students and faculty.

Professor S.K Gakhar initiated the first Reinvigorating Research- due emphasis session by stressing on the importance of should be given to research and education as the main driver of growth innovation. that can instrumentalise changes in social, economic and intellectual Development of E-content- creation of values. While suggesting a roadmap a database to have an easy access to of higher education in Haryana, Prof. information Gakhar elucidated that, Haryana is in a good position in terms of political, Increased vocational and training – for economic and demographic profile better development of skills. to reap the benefits of the revolution in the higher education system. With Administrative and regulatory Gross Enrollment Ratio (GER) of 27.9 framework- to ensure the regulation % (higher than Indian average) as well of official appointments at the higher as favorable educational institutional levels in institutions. diversity, Haryana has the potential to become the ultimate destination of Dr. Karthick Shridhar, next in line to Higher Education in India. However, speak on the future of education,

277 shifted the focus of discussion to the for other growing institutions towards ranking system of colleges, both in research and innovation. India and abroad. In India, rankings have often been criticised for being Focus on paper presentations and biased, commercial and diseased. publications, in order to attract However, Dr. Sridhar advised that better collaborations, students and ranking in India viewed more as a employment opportunities. benchmark than a goal. Introduce the concept of Patents in Talking about the Global Ranking order to achieve excellence in research. Agencies (QS, THE, ARWU) and India’s performance globally, India While concluding his speech, Dr. fares well in terms of the criterions Sridhar tried to relieve the concern like academic reputation, employer over rankings in India by suggesting reputation, publications, etc. However that ranking merely provides a there are several factors that have benchmark for quality education. The acted adversely towards India’s mechanism of ranking carries certain ranking such as the problem of limitations like failure to include data collection, number of papers a qualitative criterion for social published, research performance, etc. inclusion, or featuring generically For example, a very small number of different institutions, etc. Nevertheless, institutions i.e. only seven institutes, it is largely based on these quantitative primarily IIT’s contribute 13 per cent indicators that universities, students, of India’s research publications. and government can determine the Moreover in terms of citations and quality of educational institutions. collaborations, India show a poor data related to its performance. Thus, Dr. The last speaker of the session, Prof. Sridhar suggested the urgency to take (Dr.) Stephen P. Marks brought forth six corrective action so that improvements dimensions of world class Universities in the transparency of data could be that can be observed as a template made. for Haryana while drafting its higher education plan. Recommendations: Indian universities and institutions Institutional Autonomy and Academic must have a transparent mechanism to freedom: Provide freedom to scholars show their credentials on the number in order to disseminate information of publications, citations, etc. without the fear of being fired or ousted. Institutions like Punjab Technical University should provide a template Honesty and Integrity: Undue pressure

278 State Higher Education Plan Haryana for paper publications or good recommendations like enabling clarity performance by students in exams among ranking agencies, provision have led scholars to opt for unfair of funds for public universities, means in academic practice. Focus strengthen few institutions so that it can should, therefore, reside on checking cater to students from marginalised dishonest practices. backgrounds, strengthening few regions as hubs for the purpose of agriculture, Social Responsibilities: sports, etc. Mr. Ashok Kundu, Asst. Universities have the moral obligation Professor from Government College of not imposing any ideology on its Kalka in consonance with Mr. Sandeep students, rather encourage them to made recommendations such as the take up research on socially relevant provision of cheaper technology, issues. exchange programs for students and faculty that can help in improving Balancing of Teaching and scholarship: the current higher education sector A good scholar does not necessarily in Haryana. Mr. Dalbir Singh from mean a good teacher and vice versa. Govt. College, Rewari advocated the introduction of bio-metric attendance The cost of World Class Education: for students apart from teachers to There is a widening tension between improve student attendance. He also access and equity in education due to favored holding of more inter-college an increasing cost of facilitating it. activities to enable different ideas and perspectives. Brig. S.K Sharma, The value of Ranking: Pro-Vice Chancellor of North Cap In the case of India, ranking should be University suggested that best colleges more balanced and evolved. It should in the universities should be upgraded include social inclusion and culture as to the status of autonomous units in one of its criteria for a holistic analysis. order to produce better quality of work, Prof. Marks concluded his speech on students, and teachers. Few questions a strong note that suggested, ‘Higher were raised about the lack of clarity and Education should be made a Human confusion by a plethora of schemes Right, not a privilege of the Dominant brought by various agencies like central class’. government, state government, UGC, and others. Additionally, the problem Following the presentations of of implementation of choice based distinguished Speakers, the floor credit system was also highlighted. was left open for feedback and In response to the suggestions and suggestions. Mr. Sandeep from Guru feedback, Mr. Vardhan assured Jambeshwar Univeristy of Science & that majority of the concerns of Technology, Hisar, chalked out few the institutions have already been

279 acknowledged or being dealt with at and economic disparities and skewed present. economic growth trajectory (where maximum income is generated through On the question of rankings and real sector) projections were being inability of government institutions made that Haryana might become to figure in the list of top institutions, the ground for many anti-national he emphasised that government activities. Thus, it is very important that institutions were entrusted with the higher education system of Haryana important responsibilities of social is not only improved but made an inclusion, character building and instrument of bringing about positive nation building. Since these areas, social, political and economic change. unfortunately, did not get reflected in rankings, he asked the representatives not to be deterred by the rankings are SESSION II: Financing Higher mere benchmarks and not the goal in Education: Exploring New itself. Avenues (12:15 pm-1:15 pm)

On the question of Choice Based Moderator: Professor (Dr.) Sreeram Credit System (CBCS), Mr. Vardhan Chaulia, Dean, Jindal School of responded that though CBCS International Affairs, JGU was a good innovative idea, its implementation in the state would Speakers still require institutional preparedness. He recommended introducing CBCS Professor (Dr.) Saumen Chattopadhyay, courses on a pilot basis in some Professor & Chairperson, Zakir Husain universities so that its effectiveness Centre for Educational Studies, School could be gauged. He also appreciated of Social Sciences, Jawaharlal Nehru the idea of introducing bio-metric for University, New Delhi the attendance of students but warned against the misuse of technology. Mr. Professor (Dr.) Ilyas Husain, Professor, Vardhan quite somberly reflected that Department of Educational Studies, in Haryana the per capita Gross State Jamia Millia Islamia, New Delhi Domestic Product (GSDP) expenditure on education is one of the lowest in the Consultation with Vice Chancellors of country, largely due to the short shelf life universities, Registrars, Principals of of the political parties who refrain from colleges, Nodal Officers for RUSA and making long-term plans for education government officials in Haryana. and opt for short-term measures. With the falling standards of education, The second session commenced poor enrolment in rural areas, social with Prof. Chaulia highlighting

280 State Higher Education Plan Haryana the scarcity of funds available to that existing education loan system government colleges, Government- in Haryana is plagued with issues Aided colleges and state universities like asymmetric information, moral in Haryana. Lack of funds has led to hazards, lack of liquidity and a limited undesirable consequences like poor guarantee of loan recovery. With an state of infrastructure, low quality of appropriate monitoring framework, research and less focus on teaching. education vouchers can be given to In this context, he emphasised the deserving students as an alternative need to better understand the role of funding mechanism. government as well as further explore the role of private players to generate Patenting in areas of basic and applied more financial resources for higher research as well as industry funding are education institutions in Haryana. other important sources of financing higher education. Additionally, he The first lead discussant of this session, informed the audience that students can Prof. Saumen Chattopadhyay then also provide funds to higher education pointed out that receiving quality institutions through graduate tax or higher education has now become income contingent loans i.e. after expensive. As the government is a student has achieved a particular already facing a resource crunch, it income level, the student can pay a tax should encourage multiple sources (graduate tax) or repay his loans through of funding without compromising on income contingent loan. Overall, Prof. academic autonomy, student diversity, Chattopadhyay has observed a trend and overall excellence. He then put towards decentralisation and outcome forward the following options for orientation in higher education financing higher education: funding. • Deregulation of fees • Education loans The next Speaker of the session, Prof. • Graduate tax Ilyas Husain stressed on the need • Public Private Partnerships (PPPs) to increase the spending on higher • Patent education as a percentage of Gross • Industry Domestic Product (GDP) from 3.5% • Cost cutting to 6%. Within funds disbursed by • Better asset management central institutions like UGC, central • Human Capital contract institutions receive 92% whereas He advocated the adoption of market- state universities merely obtain 3%. driven approaches to fund students Subsequently, the quality of education rather than government funding of state has been compromised as rich higher universities and analysed some of the education institutions have become above funding mechanisms. He stated richer whereas poor universities have

281 remained poorer. He offered the a funding mechanism. As students following solutions to improve the don’t find employment opportunities funding of state universities: even after completion of professional courses like engineering, their ability to • Discriminatory fee structure: High repay their education loans is severely fees for the rich and low fees for compromised. the poor. Similarly high fees for professional courses and low fees The conference concluded with for non-professional courses. remarks by Mr. Vijai Vardhan and Prof. (Dr.) C. Raj Kumar. While Mr. Vardhan • Starting self-finance courses emphasised the importance of appointing the right kind of educational • Consultancy and shared resources administrators to harness a culture of innovation and transparency, Prof. Raj • Student loan rental Kumar stressed the need for institutions to generate their own funds irrespective • Active mobilisation of individual of their private or public nature. donations and corporate philanthropy Session III: Developing a Culture of In the subsequent stakeholder Research and Innovation in Higher discussion, Mrs. Sharma, Principal Education (2:00 pm – 3:00 pm) of Ambala Cantt. College suggested that the research quality of higher Moderator: Professor (Dr.) Sanjeev P. education institutions can be improved Sahni, Principal Director, Jindal Institute by encouraging intelligent students of Behavioral Sciences (JIBS), Member toward research driven courses and of Governing Body, Advisor to the Vice others towards vocational courses. A Chancellor, JGU representative from GC, Gurugram College remarked that the college Speakers or the university land can be leased or rented out to gain more funds. Professor (Dr.) Poonam Batra, Professor, Professor Romika Batra, from Indira Department of Education, University of Gandhi State University, acknowledged Delhi, New Delhi that there is a need for more Public- Private Partnerships (PPP’s) in higher Professor (Dr.) Harjeet Kaur Bhatia, education institutions. O.P. Gupta Head, Department of Educational from Jind Government College agreed Studies, Department of Education, with Prof. Chattopadhyay’s point on Jamia Millia Islamia, New Delhi the viability of education loans as Professor (Dr.) Madhulika Dube,

282 State Higher Education Plan Haryana

Professor, Department of Statistics, added that research should ideally Maharishi Dayanand University, Rohtak aim to address real world problems. She then expressed her concern over Consultation with Vice Chancellors of the lack of funding for research, lack universities, Registrars, Principals of of interdisciplinary collaborations, and colleges, Nodal Officers for RUSA and the administrative rigidity that curbs government officials in Haryana. cross-cutting research and partnership.

The third session commenced with The next Speaker was Prof. Hajeet Professor Sanjeev P. Sahni reflecting Kaur Bhatia. She primarily focused her on the importance of state-funded part of the discussion on the purpose universities and institutions in higher of higher education. According to Prof. education. He noted that state funded Bhatia, higher education should cater universities and institutions produce the to the socio-economic problems of maximum number of scientists in India. society and she stressed on the need to In addition, he expressed his concern improve the quality of education. She about the high unemployment levels noted that higher education should of young graduates. Thereafter, he be re-engineered to cater towards identified three layers of education that outstanding problems of the society. could be implemented. This involves a foundation level of education, career- Prof. Madhulika Dube was the final oriented education, and research- speaker for the second session. Higher oriented educational institution. He education according to Professor Dube further stressed the need for funding in is central to social development. She higher education. expressed concern over the archaic syllabi that have been taught since time The first Speaker of the session, Prof. in memorial. Regarding the capacity to Poonam Batra, began her part of the research, she suggested that perhaps discussion by emphasising the need only a few research-oriented students for real research in universities and should be selected. She agreed institutions. For instance, she pointed with Professor Batra that in a multi- out that MPhil and Ph.D. students often disciplinary world it is important to fail to connect with the objectives of their carry out cross-cutting research. academic inquiry. She also stressed that research needs to be geared In the subsequent stakeholder towards policy making because very discussion, interesting suggestions and often policy decisions are based on the questions followed. Professor Singh personal knowledge of the decision from Bhilani suggested that there maker as opposed to considering all should be an equal balance between the policy options. Professor Batra also teaching and research. In other words,

283 the academic year should be planned Session IV: Promoting Social out with clear objectives in mind. Ms. Inclusion in Higher Education Kakuli Sen from GD Goenka University (3:00 pm – 4:00 pm) pointed that not every student or academician is research oriented. Moderator: Professor (Dr.) Professor Thereafter, Dr. Anil stressed that the (Dr.) Y. S. R. Murthy, Registrar, O. P. quality of Ph.D. submissions should be Jindal Global University (JGU) maintained by asking specialists from outside the university system to inspect Speakers it. Professor (Dr.) Karuna Chanana, In addition to this, she suggested that Retired Professor, Zakir Husain Centre ample time should be provided for for Educational Studies, School of research. Several faculty members of Social Sciences, Jawaharlal Nehru Government Colleges also expressed University, New Delhi. their desire to be brought into research, both as researchers and as supervisors, Professor (Dr.) Krishna Kumar, while others suggested that non- Department of Education, University of academic specialists could also be Delhi, New Delhi. brought into the process of research. Consultation with Vice Chancellors of In response to the recommendations universities, Registrars, Principals of and questions, Mr. Vijai Vardhan colleges, Nodal Officers for RUSA and reassured that autonomy to Universities government officials in Haryana. will be provided and the Education Department of the Government will be The final session witnessed an open to the idea of organising short- invigorating discussion that embarked term courses, along with research on the critical issue of social inclusion seminars for the faculty members in higher education, not limited of Government-Aided colleges. In to Haryana but considering India addition, Prof. C. Raj Kumar stressed as a whole. The session raised the need for creating institutional important considerations revolving best practices for Government-Aided around gender disparity, casteism, colleges and highlighted the need for social exclusion, etc. Both the lead an improvement in the ecosystem of discussants, Prof. Karuna Chanana teaching. and Prof. Krishna Kumar, voiced their opinion against social exclusion of marginalised sections in Higher Educational Institutions (HEI’s), which in turn raised a bigger question: What

284 State Higher Education Plan Haryana does education really stand for? Does faculty in higher education. Among it mean harnessing knowledge present the challenges, Prof. Karuna Chanana ‘out there’ or knowledge as a tool to pointed out: arouse deeper epistemological issues and questions? In this globalising Although, in recent years, there has world, the negative impact that ousts been an increase in women enrollment other positive features of globalisation in HEI, when these numbers are lies in the fact that education is losing disaggregated into numbers getting out on its humane approach. transferred into jobs, the proportion of women is dismal. Prof. YSR Murthy, acting as moderator The trend in work place still remains for the session, spearheaded the asymmetrical which suggests that higher discussion by addressing the problem the position, lower the proportion of of disparity between existent law female in jobs and vice versa. and practice in society for socially The current policy and programs look backward classes/ marginalised at women as a single category, instead sections. He presented significant yet of looking at their multiple identities. often ignored questions relating to the For example, a scheduled caste basic infrastructure of an educational woman from a rural area, that too from institution such as: Are educational a backward district of Haryana will be institutions disabled friendly? Are at the bottom of the pyramid so far as the websites used by universities and her opportunities for higher education colleges friendly for visually challenged are concerned and thus needs special students? The Moderator’s comments consideration. were followed by presentations given Gender divide in subjects forms by eminent professors, Prof. Karuna another crucial impediment for the Chanana, and Prof. Krishna Kumar, education system in India. One of the resulting in an engaging discussion major reasons for this gender divide of with various stakeholders from different ‘masculine’ and ‘feminine’ subjects is parts of Haryana. the gender socialisation process. In this case, women often become the target Lead Discussant, Prof. Karuna of gender stereotypes that question Chanana’s presentation focused their admission into technological on the question of gender in Indian subjects. society. Prof. Chanana started with an account of the status of women Education is often very expensive and in higher education, the challenges unaffordable for families coming from they face in the present society and the marginalised background. Taking the recommendations to promote the case of Haryana where 19 out gender equity among student and of 36 universities are private, private

285 universities form a crucial portion of Girls should be encouraged on taking educational institutions. However, in science stream in schools. In some a country where parents are reluctant schools, such as Rajasthan, science is to spend on a girl’s education, it is a not offered to girls. Measures have to big question as to how much these be taken by the Haryana government families will be willing to spend in so that Science is offered till Class private universities that often turn out 12th. to be very expensive. Research should be given its due Amidst these challenges, Prof. Chanana importance highlighted the way forward and recommendations in order to promote Look into the lives of women achievers gender parity in higher education: and probe as to what were the propelling factors that guided them. Assess and highlight the current Are educational institutions helpful in position of women in four subjects- harnessing talent in sports or other Science, Technology, Engineering activities? In Haryana, since women and Mathematics (STEM), including have overcome societal prejudices and other subjects like Teachers Education, earned their name through various Medicine, Sports Sciences and Physical sports and extra-curricular activities, Education. In the case of Medicine, educational institutions must ensure special care should be taken to subjects like physical education and see whether the university is public sports science are being promoted by or private. In case it is private, the Universities and colleges. government must be conscious of the Higher educational institutions should difficulties faced by women students. become a tool for promoting local talent and skills. Gender sensitisation of students. Recently, Haryana Government took Recommendations measures along with the Medical Department in order to curb female Creation of a broad-based educational feticide and other social evils. data-base which should be transparent, Therefore, the Government must meaningful and gender inclusive in its consider doctors as a possible party to approach. The database must contain overcome gender discrimination. relevant information about both public Provide incentives to ensure women join and private institutions, list of students the work force after completing their and faculty members in terms of their education. Also, probe into measures education and social parameters such that can be adopted by institutions to as caste, rural, urban, religion etc. encourage women.

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The All India Survey of Higher Education by suggesting the subject of inclusion (AISHE) is inadequate at present and as rather an unpleasant one for those steps must be taken to constitute a involved in higher education. He cited better body for a holistic promotion of the recent example of the Dalit student, education in the society. Rohith Vermula from Hyderabad Central University as a tragedy that Develop mechanisms to ensure ascertained the difficulties of attaining incentives for women students from social inclusion in higher education. the backward socio-economic backgrounds. To ensure an inclusive knowledge growth, Prof. Kumar specifically Promotion of Distance Learning stressed on the moral significance Education. Distance Learning institutions of education and highlighted the must develop in collaboration with responsibility of HEI’s to ensure that conventional institutions in order to debates concerning knowledge inform have a larger outreach. changes in the school curriculum. This is necessary because it is only by Policy and Programs to focus on women ‘engaging’ with the crucial facets of as a single category are not enough, socialisation in the school curriculum rather focus on their multiple identities. that HEI’s can develop an ethos of Develop Schools of Education that knowledge.The role of Universities, can promote educational studies as a therefore, do not remain confined discipline, not just as teacher education to the provision of mere access to but where knowledge underscores students coming from marginalised understanding and deeper learning on sections of the population, but to make the basis of sound research. students of those groups feel at home, feel wanted and feel engaged in areas Universities have to become more where university learning wants to gender sensitive and inclusive in their trigger proficiency. approach. Undertake measures to bring parity in positions. Today, inclusion stands as a critical topic, where neither knowledge on Women should be a made part of globalisation or global rankings can all decision-making bodies and help. Rather it is a subject where Indians committees, statutory as well as non- themselves have to realise inclusion as statutory. a matter of greatest concern.

Prof. Krishna Kumar, who followed the Among several other facets of presentation of Prof. Karuna Chanana, inclusion, culture remains the most started his speech on a gruesome note significant. According to Prof. Kumar,

287 it is incumbent on those who have Krishna Kumar were: undertaken the responsibility to deliver education as their profession to engage Knowledge needs to be reconstituted with culture from an epistemological/ and organised from various philosophical position. If the Haryana perspectives in order to underscore the Government makes it a priority to viewpoint of the marginalised which ‘engage’ with culture, it has to look can rejuvenate the higher education into the socialisation of students who system in India. come to study at their universities. The case of Rohith Vermula is the Universities, need to be engaged perfect counterexample to suggest not only as guests and participants that in order to develop an ethos of but as responsible actors to ensure learning, education system in India an inclusive growth of knowledge, needs to adopt sensitivity towards starting from the socialisation process its students. Marginalised groups in schools. should be engaged by the teachers and administrators of the Universities After Prof. Kumar had delivered his as human beings, and not mere lecture, Prof. Murthy invited the floor objects of patronage or kindness. It for questions and comments. Mr. is important that the youth in higher Vijai Vardhan while commenting on education system feel happy, wanted the session, asserted the problem and engaged in something worthwhile of inclusion as the most crucial not just as an individual goal, but a impediment in the case of education, connected social national goal. And specifically in the case of Haryana this is where Prof. Kumar highlighted where caste is found embedded in the importance of engagement with the social structure. He thanked Prof. knowledge. Krishna Kumar’s compassionate dedication towards education and for According to Prof. Kumar, in this so- bringing forth the moral purpose of called era of globalisation, there is a education, a factor missing from the larger disassociation of knowledge earlier debates and discussions in the from its ethical goal of learning, where Consultation workshop. knowledge is treated as a mere bundle of skills and information. However, In the conclusion of his remarks, Mr. if education does not arouse deeper Vardhan suggested all the Principals, questions in our minds, then that Vice Chancellors and heads of knowledge is not worth the paper on educational institutions to act as a family which it is printed. and practice empathy and compassion with students, especially who come The Recommendations suggested by

288 State Higher Education Plan Haryana from a marginalised background. their recommendations will be given its due consideration while drafting the The questions in this discussion pointed report of the State Higher Education out several loopholes in the education Plan in Haryana. Indeed, representing system and confirmed that any kind different perspectives was the of cosmetic changes cannot be useful precise objective of conducting such in the case of Haryana, where caste consultation programs. Such visionary remains deeply embedded in the social goals require a roadmap to implement structure. In answer to S.K Gakhar’s them. The various perspectives that suggestion of providing a mechanism emerge from the experiences of of exclusiveness, where people in the distinguished participants will be creamy layer can offer their seats for an important constituent of such a backward sections. Mr. Vardhan replied roadmap. He further encouraged that mindset of the general population all kinds of suggestions and is the causal factor and that India has recommendations that can be helpful not been able to rise above caste. in reimagining this roadmap for a Since caste system in India remains better Haryana. immutable and irrefutable, cosmetic solutions, cannot be the answer to Prof. Raj Kumar’s concluding remarks such deep-rooted social evils. Another were followed by a vote of thanks question came from an Assitant by Anamika Srivastava, Assistant Professor of a Government College Professor, Jindal Global Law School. in Haryana who inquired whether the role of education has become more industrial in its approach? While answering this question, Mr. Vardhan stated that intelligence has different components and can be viewed from different perspectives.

While questions pertaining to different issues of social inclusion came across in the discussion, few questions like the relevance of including different religions under Institutional Development Plan were reflective of the indifferent attitude towards marginalised sections.

In his concluding remarks, Prof. C. Raj Kumar reassured the stakeholders that

289 290 State Higher Education Plan Haryana

Annexure II

Details on the Calculations on District Wise GER: Haryana

O.P. Jindal Global University Sonipat, Haryana

291 Details on Calculations of District Wise GER: Haryana1

Measures of Access

Gross Enrolment Ratio: It is defined as the attending any educational institution. These ratio of total enrolment in higher education figures slightly differ because a person may and population in the age group 18 to 23. be enrolled but currently not attending the Net Enrolment Ratio: It is age specific institution. enrolment ratio. It is derived as the ratio of total enrolment in 18 to 23 years age group The census data also provides data for and the population in the age group 18 to education. The GER at district level can be 23 years. calculated from Census data only (Series C: Social and Cultural tables). Census defines Eligible Enrolment Ratio: It derived from attendance at college at college is defined as dividing those enrolled in higher education in “A person attending college or university or the specific age group by those eligible to be any such private (recognised or unrecognised) enrolled in higher education. Here eligibility institution that ultimately result in awarding a may be decided on two bases; those attained Graduate Degree or Post Graduate Degree higher secondary education in 18 to 23 years as recognised by government or university or age group and those in attaining higher any other agency authorised by Government secondary and above in the age group 18 will be considered as attending college. This to 23. includes the study of Arts, Science, Commerce, Home Science, Modern Indian/European languages, Theology, Public Administration, Sources of Data Statistics and other similar subjects. A person enrolled for Degree or Post Graduate Degree Selected Educational Statistics (SES), level education through correspondence Ministry of Human Resource Development, course of a recognised university/open Government of India: The data is provided university or institute will also be treated as by respective state departments of education. attending college2”. It leads to under estimation of enrolment due to missing large number of unrecognised However, enrolment in vocational institutions institution; inadequate response from is defined as follows; “Persons receiving colleges and universities and non-reporting vocational training or attending vocational/ of some states professional courses will come under this category. It includes the study of courses The NSS provides data on attainment in higher which prepare students for various vocations/ education. The data on educational access is professions such as Agriculture, Teacher measured from employment-unemployment Training, Physical Education, Engineering round and dedicated education round. and Technology, Architecture, Fine Arts It provides data on both attendance and (Music, Dancing, Sculpture, etc.), Journalism, enrolment. The current attendance status Library Science, Law, Medicine, Business refers to whether a person is currently Management, etc. Therefore all persons attending vocational or professional courses such as electrician, plumber, carpenter, 1 We thank Dr. Khalid Khan, Junior Consultant, Institute of Economic Growth, New Delhi for his contribution to this section. 2 See instruction manual of Census, 2011 motor mechanic, fitter, stenography, typing, architecture, engineering, computers, nursing, midwifery, pathology, courses of ayurvedic, unani & other systems of medicine; agriculture, dairying, forestry, blacksmithy, dyeing, tanning, textile, teaching (JBT, B.Ed., M.Ed., etc.); physical education, journalism, library science, art, fine art, dress making, visual communication, etc. will be considered as attending Vocational Institutes. Persons attending computer and similar courses offered by different private institutions will also be covered under this category. Engineering Colleges, Medical colleges, IIT’s, Institutes of Business Management, professional courses such as Company Secretary, Chartered Accountant, Law Colleges, etc. are also included under this category1”.

The access to higher education in this paper is measured as the percentage of person in the age group 18 to 23 attending college. It should be noted that access to higher education includes enrolment in post higher secondary education. The enrolment at college level is considered for measuring. Vocational education is not included for calculation because it may be above or below higher secondary level. The exclusion of vocational education may lead to under estimation of enrolment in higher education but this is unlikely to affect the ranking of districts.

1 See instruction manual of Census, 2011 GER at District level

Table 1: District Wise GER in higher Education by Gender: Total Person Male Female Haryana 27.0 28.3 25.5 Panchkula 34.8(3) 33.8(5) 35.9(1) Ambala 27.5(10) 26.6(12) 28.6(9) Yamunanagar 22.5(18) 20.7(19) 24.7(12) Kurukshetra 25.1(12) 24.4(16) 25.8(11) Kaithal 22.9(16) 25.1(14) 20.3(18) Karnal 24.3(14) 24.4(17) 24.1(14) Panipat 23.8(15) 24.6(15) 22.8(15) Sonipat 30.2(8) 30.8(9) 29.5(6) Jind 24.8((13) 26.6(13) 22.5(16) Fatehabad 18.4(20) 19.3(20) 17.2(19) Sirsa 21.1(19) 21.6(18) 20.5(17) Hisar 26.2(11) 27.5(11) 24.5(13) Bhiwani 31.0(7) 33.8(6) 27.4(10) Rohtak 35.1(2) 35.5(2) 34.6(2) Jhajjar 33.1(4) 35.0(4) 30.8(5) Mahendragarh 32.5(6) 35.3(3) 29.3(7) Rewari 30.1(9) 31.0(8) 29.0(8) Gurugram 32.7(5) 32.8(7) 32.5(4) Nuh 7.6(21) 10.8(21) 4.0(21) Faridabad 37.3(1) 40.6(1) 33.5(3) Palwal 22.8(17) 28.3(10) 16.1(20)

Source: Census 2011; number in parenthesis shows ranking

Table 2: District Wise GER in Higher Education by Gender: Rural Person Male Female Haryana 21.5 23.8 18.7 Panchkula 18.5 (17) 19.6 (16) 17.3 (14) Ambala 20.8 (11) 21.1 (14) 20.4 (7) Yamunanagar 16.19 (19) 15.6 (20) 16.7 (15) Kurukshetra 19.5 (14) 20.1 (15) 18.9 (9) Kaithal 19.8 (13) 22.8 (13) 16.3 (16) Karnal 18.6 (16) 19.6 (17) 17.4 (13) Panipat 21.2 (9) 23.6 (11) 18.3 (10) Sonipat 25.6 (6) 26.9 (6) 24.0 (5) Jind 21.3 (8) 23.9 (10) 17.9 (12) Fatehabad 15.4 (20) 16.9 (19) 13.5 (19) Sirsa 17.3 (18) 18.6 (18) 15.9 (17) Hisar 20.8 (12) 23.0 (12) 18.0 (11) Bhiwani 28.2 (4) 31.7 (2) 23.9 (6) Rohtak 27.8 (5) 30.3 (5) 24.6 (4) Jhajjar 29.1 (2) 31.3 (3) 26.5 (3) Table 2: District Wise GER in Higher Education by Gender: Rural Person Male Female Mahendragarh 31.8 (1) 35.2 (1) 27.8 (1) Rewari 28.8 (3) 30.5 (4) 26.9 (2) Gurugram 23.7 (7) 26.9 (7) 20.1 (8) Nuh 6.2 (21) 9.5 (21) 2.4 (21) Faridabad 21.2 (10) 26.3 (8) 15.4 (18) Palwal 18.8 (15) 25.2 (9) 10.8 (20)

Source: Census 2011

Table 3: District Wise GER in higher Education by Gender: Urban Person Male Female Haryana 37.6 36.8 38.4 Panchkula 48.9 (1) 45.9 (2) 52.8 (1) Ambala 36.4 (11) 33.6 (13) 39.8 (8) Yamunanagar 32.7 (17) 28.6 (19) 37.7 (12) Kurukshetra 37.3 (10) 33.6 (14) 41.8 (4) Kaithal 33.6 (15) 33.2 (15) 34.1 (16) Karnal 38.1 (7) 36.0 (9) 40.6 (7) Panipat 26.8 (20) 25.7 (20) 28.0 (20) Sonipat 40.6 (6) 39.8 (6) 41.6 (5) Jind 36.2 (13) 35.4 (11) 37.2 (14) Fatehabad 30.9 (19) 29.7 (18) 32.4 (18) Sirsa 32.3 (18) 30.8 (17) 34.0 (17) Hisar 37.8 (8) 37.4 (8) 38.3 (11) Bhiwani 41.9 (4) 42.6 (5) 41.0 (6) Rohtak 45.0 (2) 42.9 (4) 47.4 (2) Jhajjar 44.6 (3) 46.0 (1) 42.9 (3) Mahendragarh 36.4 (12) 35.4 (12) 37.6 (13) Rewari 33.6 (16) 32.3 (16) 35.1 (15) Gurugram 37.4 (9) 35.8 (10) 39.5 (9) Nuh 18.1 (21) 20.4 (21) 15.5 (21) Faridabad 41.9 (5) 44.6 (3) 38.6 (10) Palwal 35.7 (14) 38.6 (7) 32.4 (19)

Source: Census 2011 Table 4: District Wise GER among SC in higher Education by Gender: Total Total_SC Person Male Female Haryana 14.9 16.9 12.5 Panchkula 17.6 (7) 17.7 (10) 17.4 (3) Ambala 15.8 (10) 16.4 (11) 15.2 (8) Yamunanagar 13.8 (14) 14.1 (17) 13.5 (10) Kurukshetra 14.3 (11) 16.1 (13) 12.2 (12) Kaithal 11.2 (18) 14.0 (18) 7.8 (18) Karnal 11.9 (17) 13.2 (19) 10.3 (15) Panipat 13.0 (16) 15.2 (15) 10.4 (14) Sonipat 17.4 (8) 19.0 (8) 15.4 (7) Jind 13.6 (15) 16.1 (14) 10.3 (16) Fatehabad 8.6 (21) 10.2 (21) 6.6 (20) Sirsa 9.1 (20) 10.3 (20) 7.6 (19) Hisar 14.0 (12) 16.3 (12) 11.2 (13) Bhiwani 19.2 (5) 22.4 (2) 15.2 (9) Rohtak 18.8 (6) 20.4 (6) 16.8 (6) Jhajjar 20.1 (2) 22.1 (3) 17.8 (2) Mahendragarh 22.2 (1) 24.6 (1) 19.2 (1) Rewari 19.7 (3) 22.1 (4) 16.9 (5) Gurugram 19.4 (4) 21.5 (5) 17.0 (4) Nuh 10.6 (19) 14.2 (16) 6.2 (21) Faridabad 16.8 (9) 19.8 (7) 13.2 (11) Palwal 14.0 (13) 18.7 (9) 8.3 (17)

Source: Census 2011

Table 5: District Wise GER among SC in higher Education by Gender: Rural Rural_SC Person Male Female Haryana 12.7 15.2 9.7 Panchkula 13.0 (10) 13.8 (14) 12.0 (6) Ambala 13.5 (9) 14.8 (12) 12.0 (7) Yamunanagar 11.8 (14) 12.9 (18) 10.4 (10) Kurukshetra 11.1 (16) 13.4 (16) 8.5 (14) Kaithal 10.2 (17) 13.4 (17) 6.2 (17) Karnal 10.1 (18) 12.0 (19) 7.9 (15) Panipat 12.5 (11) 15.4 (10) 8.8 (11) Sonipat 14.6 (7) 16.6 (9) 12.0 (8) Jind 11.8 (15) 14.9 (11) 7.7 (16) Fatehabad 7.6 (20) 9.5 (20) 5.4 (20) Sirsa 7.5 (21) 9.0 (21) 5.7 (18) Hisar 11.9 (13) 14.3 (13) 8.8 (12) Bhiwani 17.6 (3) 21.0 (3) 13.2 (4) Rohtak 15.2 (6) 17.5 (7) 12.2 (5) Jhajjar 17.3 (4) 19.3 (5) 14.9 (2) Mahendragarh 21.8 (1) 24.6 (1) 18.5 (1) Rewari 18.4 (2) 21.4 (2) 14.9 (3) Table 5: District Wise GER among SC in higher Education by Gender: Rural Rural_SC Person Male Female Gurugram 16.0 (5) 19.6 (4) 11.9 (9) Nuh 9.3 (19) 13.6 (15) 3.9 (21) Faridabad 13.7 (8) 18.0 (6) 8.7 (13) Palwal 12.0 (12) 17.0 (8) 5.7 (19)

Source: Census 2011

Table 6: District Wise GER among SC in higher Education by Gender: Urban Urban_SC Person Male Female Haryana 20.3 21.2 19.2 Panchkula 22.2 (8) 21.6 (10) 22.8 (8) Ambala 21.1 (10) 20.0 (14) 22.3 (10) Yamunanagar 19.9 (12) 17.7 (15) 22.4 (9) Kurukshetra 26.0 (2) 26.0 (3) 26.1 (1) Kaithal 15.5 (17) 16.6 (17) 14.2 (18) Karnal 17.3 (16) 17.1 (16) 17.4 (13) Panipat 14.0 (20) 14.8 (20) 13.0 (19) Sonipat 24.2 (6) 25.1 (4) 23.1 (5) Jind 20.5 (11) 20.8 (12) 20.1 (12) Fatehabad 13.1 (21) 14.0 (21) 12.0 (21) Sirsa 15.2 (18) 15.6 (19) 14.8 (17) Hisar 19.6 (13) 21.6 (11) 17.3 (14) Bhiwani 25.6 (3) 27.9 (2) 23.0 (6) Rohtak 24.3 (4) 25.1 (5) 23.4 (4) Jhajjar 28.6 (1) 30.9 (1) 26.1 (2) Mahendragarh 24.3 (5) 24.8 (6) 23.9 (3) Rewari 23.8 (7) 24.5 (7) 23.0 (7) Gurugram 22.2 (9) 23.1 (9) 21.3 (11) Nuh 14.4 (19) 15.9 (18) 12.7 (20) Faridabad 18.2 (15) 20.7 (13) 15.3 (15) Palwal 19.4 (14) 23.4 (8) 14.9 (16)

Source: Census 2011 Share of 18 to 23 age group in total population

Table 7: Population in the age group 18 to 23: Total Person Male Female State - Haryana 3183982 1730173 1453809 Panchkula 64983 35383 29600 Ambala 139296 74233 65063 Yamunanagar 154829 84017 70812 Kurukshetra 127338 67658 59680 Kaithal 138212 75133 63079 Karnal 192997 102964 90033 Panipat 156631 85780 70851 Sonipat 185744 101729 84015 Jind 170284 94404 75880 Fatehabad 120051 64673 55378 Sirsa 167607 90326 77281 Hisar 223154 124725 98429 Bhiwani 204160 112130 92030 Rohtak 133196 73174 60022 Jhajjar 119346 65026 54320 Mahendragarh 115936 62350 53586 Rewari 111267 58481 52786 Gurugram 180966 100793 80173 Nuh 123470 65263 58207 Faridabad 224731 120754 103977 Palwal 129784 71177 58607

Source: Census, 2011

Table 8: Population in the age group 18 to 23: Rural Rural Person Male Female Haryana 2084544 1131892 952652 Panchkula 30290 16157 14133 Ambala 79113 41442 37671 Yamunanagar 95106 51052 44054 Kurukshetra 87642 46029 41613 Kaithal 107715 58754 48961 Karnal 136930 72890 64040 Panipat 85131 46598 38533 Sonipat 128795 71071 57724 Jind 130512 72725 57787 Fatehabad 96989 52405 44584 Sirsa 125602 67801 57801 Hisar 152482 85764 66718 Bhiwani 162933 89911 73022 Rohtak 76438 42768 33670 Table 8: Population in the age group 18 to 23: Rural Rural Person Male Female Jhajjar 88727 48468 40259 Mahendragarh 99127 53598 45529 Rewari 81969 42801 39168 Gurugram 62175 33277 28898 Nuh 108453 57289 51164 Faridabad 49421 26393 23028 Palwal 98994 54699 44295

Source: Census, 2011

Table 9: Population in the age group 18 to 23: Urban Urban Person Male Female State – Haryana 1099438 598281 501157 Panchkula 34693 19226 15467 Ambala 60183 32791 27392 Yamunanagar 59723 32965 26758 Kurukshetra 39696 21629 18067 Kaithal 30497 16379 14118 Karnal 56067 30074 25993 Panipat 71500 39182 32318 Sonipat 56949 30658 26291 Jind 39772 21679 18093 Fatehabad 23062 12268 10794 Sirsa 42005 22525 19480 Hisar 70672 38961 31711 Bhiwani 41227 22219 19008 Rohtak 56758 30406 26352 Jhajjar 30619 16558 14061 Mahendragarh 16809 8752 8057 Rewari 29298 15680 13618 Gurugram 118791 67516 51275 Nuh 15017 7974 7043 Faridabad 175310 94361 80949 Palwal 30790 16478 14312 Source: Census, 2011

Table 10: District share in population of age group 18 to 23: Rural Rural Person Male Female HARYANA 100 100 100 Panchkula 1.5 1.4 1.5 Ambala 3.8 3.7 4.0 Yamunanagar 4.6 4.5 4.6 Kurukshetra 4.2 4.1 4.4 Kaithal 5.2 5.2 5.1 Karnal 6.6 6.4 6.7 Panipat 4.1 4.1 4.0 Sonipat 6.2 6.3 6.1 Jind 6.3 6.4 6.1 Fatehabad 4.7 4.6 4.7 Sirsa 6.0 6.0 6.1 Hisar 7.3 7.6 7.0 Bhiwani 7.8 7.9 7.7 Rohtak 3.7 3.8 3.5 Jhajjar 4.3 4.3 4.2 Mahendragarh 4.8 4.7 4.8 Rewari 3.9 3.8 4.1 Gurugram 3.0 2.9 3.0 Nuh 5.2 5.1 5.4 Faridabad 2.4 2.3 2.4 Palwal 4.7 4.8 4.6

Source: Census, 2011

Table11: District share in population of age group 18 to 23: Urban Urban Person Male Female State – HARYANA 100 100 100 Panchkula 3.2 3.2 3.1 Ambala 5.5 5.5 5.5 Yamunanagar 5.4 5.5 5.3 Kurukshetra 3.6 3.6 3.6 Kaithal 2.8 2.7 2.8 Karnal 5.1 5.0 5.2 Panipat 6.5 6.5 6.4 Sonipat 5.2 5.1 5.2 Jind 3.6 3.6 3.6 Fatehabad 2.1 2.1 2.2 Sirsa 3.8 3.8 3.9 Hisar 6.4 6.5 6.3 Bhiwani 3.7 3.7 3.8 Rohtak 5.2 5.1 5.3 Jhajjar 2.8 2.8 2.8 Mahendragarh 1.5 1.5 1.6 Rewari 2.7 2.6 2.7 Gurugram 10.8 11.3 10.2 Nuh 1.4 1.3 1.4 Faridabad 15.9 15.8 16.2 Palwal 2.8 2.8 2.9 Source: Census, 2011

Table 12: District share in population of age group 18 to 23: Urban Total Person Male Female State – HARYANA 100 100 100 Panchkula 2.0 2.0 2.0 Ambala 4.4 4.3 4.5 Yamunanagar 4.9 4.9 4.9 Kurukshetra 4.0 3.9 4.1 Kaithal 4.3 4.3 4.3 Karnal 6.1 6.0 6.2 Panipat 4.9 5.0 4.9 Sonipat 5.8 5.9 5.8 Jind 5.3 5.5 5.2 Fatehabad 3.8 3.7 3.8 Sirsa 5.3 5.2 5.3 Hisar 7.0 7.2 6.8 Bhiwani 6.4 6.5 6.3 Rohtak 4.2 4.2 4.1 Jhajjar 3.7 3.8 3.7 Mahendragarh 3.6 3.6 3.7 Rewari 3.5 3.4 3.6 Gurugram 5.7 5.8 5.5 Nuh 3.9 3.8 4.0 Faridabad 7.1 7.0 7.2 Palwal 4.1 4.1 4.0

Source: Census, 2011 302 State Higher Education Plan Haryana

Annexure III Sonipat Declaration on World Class Universities in BRICS and Emerging Economies

O.P. Jindal Global University Sonipat, Haryana

303 We the representatives of higher educational institutions from around the globe, meeting at the 4.2. The role of philanthropy has been crucial historically in creating world-class universities and is invitation of the Times Higher Education (THE), O.P. Jindal Global University (JGU), and beginning to provide the resources for quality education in the BRICS and Emerging Economies. This the International Institute for Higher Education Research and Capacity Building (IIHEd), trend should be encouraged in ways that maintain the independence of the institution while on the occasion of the THE BRICS and Emerging Economies Universities Summit on encouraging private contributions to the funding of higher education. the theme: “Why Emerging Economies need World Class Universities” 4.3. Access to higher education should be affordable. While it is also sometimes necessary for students to pay held in Sonipat (Haryana), National Capital Region of Delhi, India, tuition and fees for higher education, the burden on students and their families should be limited and from 2-4 December 2015, declare the following principles to guide the creation and adequate financial support should be provided to qualified students with limited financial means development of world-class universities within our countries. through scholarships and loans. 4.4. Funding from industry may be a valuable source for research but must be administered so as to avoid Principle 1. The mission of world-class universities is the pursuit of any conflict of interest and interference with academic integrity and freedom. A conflict-of-interest knowledge and promotion of innovation policy should be made explicit and transparent by the university, which should require a conflict of 1.1. A world-class university is one that considers access to higher education to be a human right and a interest statement by the researcher receiving such support. www.jgu.edu.in public good. It recognizes that the pursuit of knowledge for knowledge's sake is itself part of the 4.5. Excellent facilities and technology constitute an essential element of the resources needed to achieve academic enterprise and should always be valued. The objective of a world-class university is not only world-class status for universities in the BRICS and Emerging Economies. Investments by to produce a skilled workforce but also to prepare citizens to serve society and to understand and share governments and philanthropic entities in physical infrastructure should be strongly encouraged. human values. It is therefore incumbent on such universities to provide a liberal education, including the social sciences and humanities, so that students acquire, beyond professional preparation, the Principle 5. Governance of universities must provide SONIPAT DECLARATION ability to think critically and to understand and appreciate their civilizational heritage and their role an environment for free enquiry and career development in a complex world. 5.1. As part of their effort to achieve world-class status, universities in the BRICS and Emerging 1.2. Universities in the BRICS and Emerging Economies should encourage creative thought and value the Economies must adhere to the highest standards of academic freedom, honesty, and integrity. diverse backgrounds of the different university stakeholders. Universities should be free, open, and Academic freedom requires that students, faculty, and other researchers have freedom to teach and ON liberal spaces where the heritage of the past is transmitted to new generations, where critical thinking disseminate ideas and information, however inconvenient to university or state authorities, without is stimulated, and where innovation is promoted. fear of reprisals from university or state officials, including providing legal safeguards where appropriate. Principle 2. The highest qualities of students, faculty, and staff must be promoted 5.2. While maintaining the above standards, universities may have a valuable role to play in informing WORLD-CLASS UNIVERSITIES IN 2.1. Recruitment, selection, retention, and promotion of students, staff, and faculty should reflect a government policy at the local and national levels to help governments address issues affecting public balanced commitment to both excellence and equity and not be distorted by ideological, political, or welfare. financial pressures. 5.3. Universities should adhere to the best global policies and practices in ensuring the well-being of its 2.2. Gender equality within the university environment should be a priority goal at the student, staff, and faculty members and students, both in terms of infrastructure as well as social support systems. BRICS AND EMERGING ECONOMIES faculty levels. 2.3. Special efforts should be made to ensure the highest quality of teaching, based on how students learn, Principle 6. Universities can enhance the quality of teaching and and, for that purpose, teaching staff should be motivated and trained to achieve excellence in teaching. research through local and global connections 6.1. Part of building world-class universities is fostering local and international collaborations. Principle 3. Research should adhere to the highest standards Engagement with local communities through such activities as participatory action research and 3.1. World-class universities in the BRICS and Emerging Economies have a special challenge to promote community outreach enhances the role and relevance of the university with local realities and in and produce the highest quality research at the undergraduate, graduate and professional school levels. cultivating local knowledge and indigenous traditions. 3.2. It is essential that all who engage in such research adhere to the highest standards of academic honesty 6.2. In addition, universities should cultivate collaborations with institutions across the globe through and integrity and, in particular, that they ensure that all ideas, data, findings, reasoning, conclusions, joint teaching, faculty and student exchanges, joint research, seminars, training programs and and recommendations that are not original be properly attributed by faculty and researchers in their conferences, and joint publications. INTERNATIONAL INSTITUTE FOR scholarship and by students in all the work they submit. HIGHER EDUCATION RESEARCH & 3.3. Governments should not interfere with the autonomy and academic freedom of higher education The above principles are designed to guide universities in the BRICS and Emerging Economies CAPACITY BUILDING institutions. Research excellence should be a priority of universities in the BRICS and Emerging to advance towards world-class status. Ranking of universities may be a useful stimulus for IIHEd Institution Building for Nation Building Economies in their pursuit of world-class status. improvement and in future should reflect achievements in relation to these principles. O.P. JINDAL GLOBAL UNIVERSITY www.iihed.edu.in Principle 4. Universities must be provided appropriate resources to achieve greatness 4.1. Universities in the BRICS and Emerging Economies cannot achieve greatness unless they have In profound appreciation of the inspiring presence of the President of India, Shri Pranab Mukherjee sufficient financial and human resources, which may be from public or private funding. Governments and for addressing the delegates of the summit at the Durbar Hall of the Rashtrapati Bhavan and have a particular responsibility to provide adequate resources to higher education and to facilitate in admiration of the outstanding contribution of the speakers and delegates. private support for universities while ensuring that private support does not interfere with the other Mr. Naveen Jindal Professor (Dr.) C. Raj Kumar principles in this Declaration. Founding Chancellor Founding Vice Chancellor 304 State Higher Education Plan Haryana

We the representatives of higher educational institutions from around the globe, meeting at the 4.2. The role of philanthropy has been crucial historically in creating world-class universities and is invitation of the Times Higher Education (THE), O.P. Jindal Global University (JGU), and beginning to provide the resources for quality education in the BRICS and Emerging Economies. This the International Institute for Higher Education Research and Capacity Building (IIHEd), trend should be encouraged in ways that maintain the independence of the institution while on the occasion of the THE BRICS and Emerging Economies Universities Summit on encouraging private contributions to the funding of higher education. the theme: “Why Emerging Economies need World Class Universities” 4.3. Access to higher education should be affordable. While it is also sometimes necessary for students to pay held in Sonipat (Haryana), National Capital Region of Delhi, India, tuition and fees for higher education, the burden on students and their families should be limited and from 2-4 December 2015, declare the following principles to guide the creation and adequate financial support should be provided to qualified students with limited financial means development of world-class universities within our countries. through scholarships and loans. 4.4. Funding from industry may be a valuable source for research but must be administered so as to avoid Principle 1. The mission of world-class universities is the pursuit of any conflict of interest and interference with academic integrity and freedom. A conflict-of-interest knowledge and promotion of innovation policy should be made explicit and transparent by the university, which should require a conflict of 1.1. A world-class university is one that considers access to higher education to be a human right and a interest statement by the researcher receiving such support. public good. It recognizes that the pursuit of knowledge for knowledge's sake is itself part of the 4.5. Excellent facilities and technology constitute an essential element of the resources needed to achieve academic enterprise and should always be valued. The objective of a world-class university is not only world-class status for universities in the BRICS and Emerging Economies. Investments by to produce a skilled workforce but also to prepare citizens to serve society and to understand and share governments and philanthropic entities in physical infrastructure should be strongly encouraged. human values. It is therefore incumbent on such universities to provide a liberal education, including the social sciences and humanities, so that students acquire, beyond professional preparation, the Principle 5. Governance of universities must provide ability to think critically and to understand and appreciate their civilizational heritage and their role an environment for free enquiry and career development in a complex world. 5.1. As part of their effort to achieve world-class status, universities in the BRICS and Emerging 1.2. Universities in the BRICS and Emerging Economies should encourage creative thought and value the Economies must adhere to the highest standards of academic freedom, honesty, and integrity. diverse backgrounds of the different university stakeholders. Universities should be free, open, and Academic freedom requires that students, faculty, and other researchers have freedom to teach and liberal spaces where the heritage of the past is transmitted to new generations, where critical thinking disseminate ideas and information, however inconvenient to university or state authorities, without is stimulated, and where innovation is promoted. fear of reprisals from university or state officials, including providing legal safeguards where appropriate. Principle 2. The highest qualities of students, faculty, and staff must be promoted 5.2. While maintaining the above standards, universities may have a valuable role to play in informing 2.1. Recruitment, selection, retention, and promotion of students, staff, and faculty should reflect a government policy at the local and national levels to help governments address issues affecting public balanced commitment to both excellence and equity and not be distorted by ideological, political, or welfare. financial pressures. 5.3. Universities should adhere to the best global policies and practices in ensuring the well-being of its 2.2. Gender equality within the university environment should be a priority goal at the student, staff, and faculty members and students, both in terms of infrastructure as well as social support systems. faculty levels. 2.3. Special efforts should be made to ensure the highest quality of teaching, based on how students learn, Principle 6. Universities can enhance the quality of teaching and and, for that purpose, teaching staff should be motivated and trained to achieve excellence in teaching. research through local and global connections 6.1. Part of building world-class universities is fostering local and international collaborations. Principle 3. Research should adhere to the highest standards Engagement with local communities through such activities as participatory action research and 3.1. World-class universities in the BRICS and Emerging Economies have a special challenge to promote community outreach enhances the role and relevance of the university with local realities and in and produce the highest quality research at the undergraduate, graduate and professional school levels. cultivating local knowledge and indigenous traditions. 3.2. It is essential that all who engage in such research adhere to the highest standards of academic honesty 6.2. In addition, universities should cultivate collaborations with institutions across the globe through and integrity and, in particular, that they ensure that all ideas, data, findings, reasoning, conclusions, joint teaching, faculty and student exchanges, joint research, seminars, training programs and and recommendations that are not original be properly attributed by faculty and researchers in their conferences, and joint publications. scholarship and by students in all the work they submit. 3.3. Governments should not interfere with the autonomy and academic freedom of higher education The above principles are designed to guide universities in the BRICS and Emerging Economies institutions. Research excellence should be a priority of universities in the BRICS and Emerging to advance towards world-class status. Ranking of universities may be a useful stimulus for Economies in their pursuit of world-class status. improvement and in future should reflect achievements in relation to these principles. Principle 4. Universities must be provided appropriate resources to achieve greatness 4.1. Universities in the BRICS and Emerging Economies cannot achieve greatness unless they have In profound appreciation of the inspiring presence of the President of India, Shri Pranab Mukherjee sufficient financial and human resources, which may be from public or private funding. Governments and for addressing the delegates of the summit at the Durbar Hall of the Rashtrapati Bhavan and have a particular responsibility to provide adequate resources to higher education and to facilitate in admiration of the outstanding contribution of the speakers and delegates. private support for universities while ensuring that private support does not interfere with the other Mr. Naveen Jindal Professor (Dr.) C. Raj Kumar principles in this Declaration. Founding Chancellor Founding Vice Chancellor 305 We the representatives of higher educational institutions from around the globe, meeting at the 4.2. The role of philanthropy has been crucial historically in creating world-class universities and is invitation of the Times Higher Education (THE), O.P. Jindal Global University (JGU), and beginning to provide the resources for quality education in the BRICS and Emerging Economies. This the International Institute for Higher Education Research and Capacity Building (IIHEd), trend should be encouraged in ways that maintain the independence of the institution while on the occasion of the THE BRICS and Emerging Economies Universities Summit on encouraging private contributions to the funding of higher education. the theme: “Why Emerging Economies need World Class Universities” 4.3. Access to higher education should be affordable. While it is also sometimes necessary for students to pay held in Sonipat (Haryana), National Capital Region of Delhi, India, tuition and fees for higher education, the burden on students and their families should be limited and from 2-4 December 2015, declare the following principles to guide the creation and adequate financial support should be provided to qualified students with limited financial means development of world-class universities within our countries. through scholarships and loans. 4.4. Funding from industry may be a valuable source for research but must be administered so as to avoid Principle 1. The mission of world-class universities is the pursuit of any conflict of interest and interference with academic integrity and freedom. A conflict-of-interest knowledge and promotion of innovation policy should be made explicit and transparent by the university, which should require a conflict of 1.1. A world-class university is one that considers access to higher education to be a human right and a interest statement by the researcher receiving such support. public good. It recognizes that the pursuit of knowledge for knowledge's sake is itself part of the 4.5. Excellent facilities and technology constitute an essential element of the resources needed to achieve academic enterprise and should always be valued. The objective of a world-class university is not only world-class status for universities in the BRICS and Emerging Economies. Investments by to produce a skilled workforce but also to prepare citizens to serve society and to understand and share governments and philanthropic entities in physical infrastructure should be strongly encouraged. human values. It is therefore incumbent on such universities to provide a liberal education, including the social sciences and humanities, so that students acquire, beyond professional preparation, the Principle 5. Governance of universities must provide ability to think critically and to understand and appreciate their civilizational heritage and their role an environment for free enquiry and career development in a complex world. 5.1. As part of their effort to achieve world-class status, universities in the BRICS and Emerging 1.2. Universities in the BRICS and Emerging Economies should encourage creative thought and value the Economies must adhere to the highest standards of academic freedom, honesty, and integrity. diverse backgrounds of the different university stakeholders. Universities should be free, open, and Academic freedom requires that students, faculty, and other researchers have freedom to teach and liberal spaces where the heritage of the past is transmitted to new generations, where critical thinking disseminate ideas and information, however inconvenient to university or state authorities, without is stimulated, and where innovation is promoted. fear of reprisals from university or state officials, including providing legal safeguards where appropriate. Principle 2. The highest qualities of students, faculty, and staff must be promoted 5.2. While maintaining the above standards, universities may have a valuable role to play in informing 2.1. Recruitment, selection, retention, and promotion of students, staff, and faculty should reflect a government policy at the local and national levels to help governments address issues affecting public balanced commitment to both excellence and equity and not be distorted by ideological, political, or welfare. financial pressures. 5.3. Universities should adhere to the best global policies and practices in ensuring the well-being of its 2.2. Gender equality within the university environment should be a priority goal at the student, staff, and faculty members and students, both in terms of infrastructure as well as social support systems. faculty levels. 2.3. Special efforts should be made to ensure the highest quality of teaching, based on how students learn, Principle 6. Universities can enhance the quality of teaching and and, for that purpose, teaching staff should be motivated and trained to achieve excellence in teaching. research through local and global connections 6.1. Part of building world-class universities is fostering local and international collaborations. Principle 3. Research should adhere to the highest standards Engagement with local communities through such activities as participatory action research and 3.1. World-class universities in the BRICS and Emerging Economies have a special challenge to promote community outreach enhances the role and relevance of the university with local realities and in and produce the highest quality research at the undergraduate, graduate and professional school levels. cultivating local knowledge and indigenous traditions. 3.2. It is essential that all who engage in such research adhere to the highest standards of academic honesty 6.2. In addition, universities should cultivate collaborations with institutions across the globe through and integrity and, in particular, that they ensure that all ideas, data, findings, reasoning, conclusions, joint teaching, faculty and student exchanges, joint research, seminars, training programs and and recommendations that are not original be properly attributed by faculty and researchers in their conferences, and joint publications. scholarship and by students in all the work they submit. 3.3. Governments should not interfere with the autonomy and academic freedom of higher education The above principles are designed to guide universities in the BRICS and Emerging Economies institutions. Research excellence should be a priority of universities in the BRICS and Emerging to advance towards world-class status. Ranking of universities may be a useful stimulus for Economies in their pursuit of world-class status. improvement and in future should reflect achievements in relation to these principles. Principle 4. Universities must be provided appropriate resources to achieve greatness 4.1. Universities in the BRICS and Emerging Economies cannot achieve greatness unless they have In profound appreciation of the inspiring presence of the President of India, Shri Pranab Mukherjee sufficient financial and human resources, which may be from public or private funding. Governments and for addressing the delegates of the summit at the Durbar Hall of the Rashtrapati Bhavan and have a particular responsibility to provide adequate resources to higher education and to facilitate in admiration of the outstanding contribution of the speakers and delegates. private support for universities while ensuring that private support does not interfere with the other Mr. Naveen Jindal Professor (Dr.) C. Raj Kumar principles in this Declaration. Founding Chancellor Founding Vice Chancellor 306 State Higher Education Plan Haryana

We the representatives of higher educational institutions from around the globe, meeting at the 4.2. The role of philanthropy has been crucial historically in creating world-class universities and is invitation of the Times Higher Education (THE), O.P. Jindal Global University (JGU), and beginning to provide the resources for quality education in the BRICS and Emerging Economies. This the International Institute for Higher Education Research and Capacity Building (IIHEd), trend should be encouraged in ways that maintain the independence of the institution while About O.P. Jindal Global University on the occasion of the THE BRICS and Emerging Economies Universities Summit on encouraging private contributions to the funding of higher education. the theme: “Why Emerging Economies need World Class Universities” 4.3. Access to higher education should be affordable. While it is also sometimes necessary for students to pay O.P. Jindal Global University (JGU) is a non-profit, research held in Sonipat (Haryana), National Capital Region of Delhi, India, tuition and fees for higher education, the burden on students and their families should be limited and oriented global university established by the Government of from 2-4 December 2015, declare the following principles to guide the creation and adequate financial support should be provided to qualified students with limited financial means development of world-class universities within our countries. through scholarships and loans. Haryana. JGU was established as a philanthropic initiative of 4.4. Funding from industry may be a valuable source for research but must be administered so as to avoid Mr. Naveen Jindal, the Founding Chancellor in the memory of his Principle 1. The mission of world-class universities is the pursuit of any conflict of interest and interference with academic integrity and freedom. A conflict-of-interest father Mr. O.P. Jindal. JGU is recognized by the University Grants knowledge and promotion of innovation policy should be made explicit and transparent by the university, which should require a conflict of Commission (UGC). The vision of JGU is to promote global courses, 1.1. A world-class university is one that considers access to higher education to be a human right and a interest statement by the researcher receiving such support. public good. It recognizes that the pursuit of knowledge for knowledge's sake is itself part of the 4.5. Excellent facilities and technology constitute an essential element of the resources needed to achieve global programmes, global curriculum, global research, global academic enterprise and should always be valued. The objective of a world-class university is not only world-class status for universities in the BRICS and Emerging Economies. Investments by collaborations, and global interactions through global faculty. JGU governments and philanthropic entities in physical infrastructure should be strongly encouraged. to produce a skilled workforce but also to prepare citizens to serve society and to understand and share is situated on a 80-acre state-of-the-art residential campus in the human values. It is therefore incumbent on such universities to provide a liberal education, including the social sciences and humanities, so that students acquire, beyond professional preparation, the Principle 5. Governance of universities must provide National Capital Region of Delhi. JGU is one of the few universities ability to think critically and to understand and appreciate their civilizational heritage and their role an environment for free enquiry and career development in Asia that maintains a 1:15 faculty-student ratio and appoints in a complex world. 5.1. As part of their effort to achieve world-class status, universities in the BRICS and Emerging faculty members from different parts of the world with outstanding 1.2. Universities in the BRICS and Emerging Economies should encourage creative thought and value the Economies must adhere to the highest standards of academic freedom, honesty, and integrity. diverse backgrounds of the different university stakeholders. Universities should be free, open, and Academic freedom requires that students, faculty, and other researchers have freedom to teach and academic qualifications and experience. JGU has established five liberal spaces where the heritage of the past is transmitted to new generations, where critical thinking disseminate ideas and information, however inconvenient to university or state authorities, without schools: Jindal Global Law School, Jindal Global Business School, is stimulated, and where innovation is promoted. fear of reprisals from university or state officials, including providing legal safeguards where Jindal School of International Affairs, Jindal School of Government appropriate. Principle 2. The highest qualities of students, faculty, and staff must be promoted 5.2. While maintaining the above standards, universities may have a valuable role to play in informing and Public Policy and Jindal School of Liberal Arts & Humanities. 2.1. Recruitment, selection, retention, and promotion of students, staff, and faculty should reflect a government policy at the local and national levels to help governments address issues affecting public JGU has established substantive international collaborations with balanced commitment to both excellence and equity and not be distorted by ideological, political, or welfare. over 100 institutions in 34 countries around the world. financial pressures. 5.3. Universities should adhere to the best global policies and practices in ensuring the well-being of its 2.2. Gender equality within the university environment should be a priority goal at the student, staff, and faculty members and students, both in terms of infrastructure as well as social support systems. faculty levels. 2.3. Special efforts should be made to ensure the highest quality of teaching, based on how students learn, Principle 6. Universities can enhance the quality of teaching and and, for that purpose, teaching staff should be motivated and trained to achieve excellence in teaching. research through local and global connections 6.1. Part of building world-class universities is fostering local and international collaborations. JindalGlobalUniversity OP_JGU Jindal Global University Principle 3. Research should adhere to the highest standards Engagement with local communities through such activities as participatory action research and 3.1. World-class universities in the BRICS and Emerging Economies have a special challenge to promote community outreach enhances the role and relevance of the university with local realities and in International Institute for Higher Education Research & and produce the highest quality research at the undergraduate, graduate and professional school levels. cultivating local knowledge and indigenous traditions. Capacity Building (IIHEd) 3.2. It is essential that all who engage in such research adhere to the highest standards of academic honesty 6.2. In addition, universities should cultivate collaborations with institutions across the globe through O.P. Jindal Global University and integrity and, in particular, that they ensure that all ideas, data, findings, reasoning, conclusions, joint teaching, faculty and student exchanges, joint research, seminars, training programs and Sonipat Narela Road, Sonipat-131001, Haryana, NCR of Delhi, India and recommendations that are not original be properly attributed by faculty and researchers in their conferences, and joint publications. Tel: +91-0130-4091800 / 899 / 900, Fax: +91-130-4091888 / 808 scholarship and by students in all the work they submit. Email: [email protected] Website: www.iihed.edu.in 3.3. Governments should not interfere with the autonomy and academic freedom of higher education The above principles are designed to guide universities in the BRICS and Emerging Economies TollFree: 1800 123 4343 institutions. Research excellence should be a priority of universities in the BRICS and Emerging to advance towards world-class status. Ranking of universities may be a useful stimulus for Economies in their pursuit of world-class status. improvement and in future should reflect achievements in relation to these principles. Principle 4. Universities must be provided appropriate resources to achieve greatness 4.1. Universities in the BRICS and Emerging Economies cannot achieve greatness unless they have In profound appreciation of the inspiring presence of the President of India, Shri Pranab Mukherjee sufficient financial and human resources, which may be from public or private funding. Governments and for addressing the delegates of the summit at the Durbar Hall of the Rashtrapati Bhavan and have a particular responsibility to provide adequate resources to higher education and to facilitate in admiration of the outstanding contribution of the speakers and delegates. private support for universities while ensuring that private support does not interfere with the other Mr. Naveen Jindal Professor (Dr.) C. Raj Kumar principles in this Declaration. Founding Chancellor Founding Vice Chancellor 307 Key Contributors to the drafting of the State Higher Education Plan for Haryana

Dr. Mahavir Singh, IAS is the Principal Secretary of the Principal Secretary, Departments of Higher Education, and Civil Aviation, Government of Haryana, India. Dr. Singh has a keen interest in Higher and Technical education, urban development and environment. Under Dr. Singh's guidance and leadership the Department of Higher Education has under taken several projects to rejuvenate the higher education landscape of Haryana.

Professor (Dr.) C. Raj Kumar is the Founding Vice Chancellor of O.P. Jindal Global University (JGU). Professor Kumar is the Dean of Jindal Global Law School and Director of International Institute for Higher Education Research & Capacity Building. Professor Kumar’s areas of specialisation include, human rights and development, terrorism and national security, corruption and governance, law and disaster management, comparative constitutional law, legal education and higher education.

Professor (Dr.) Y.S.R. Murthy is the Registrar of O.P. Jindal Global University. Professor Murthy is the Executive Director of the Centre for Human Rights Studies at JGU. His research interests include Human rights, terrorism, torture, International Criminal Court, right to development and International Humanitarian Law and Refugee Law.

Mr. A. Sreenivas, IAS is the Director and Special Secretary of the Department of Higher Education, Government of Haryana. He has extensive knowledge and experience in the area of School Education and Higher Education.

Dr. Hemant Verma is presently posted as the Deputy Director of Higher Education Department, Government of Haryana. He has done extensive research on Native American Poetry and novels of D. H. Lawrence. As Deputy Director, he has worked on various policies, schemes towards the cause of higher education in the state of Haryana.

Ms. Anamika Srivastava is an Assistant Professor at Jindal Global Law School and a Fellow at International Institute for Higher Education Research and Capacity Building at O. P. Jindal Global University. She is also the Assistant Director at Centre for International Trade and Economics Laws at JGU. Her research interest is in the area of economic approach in education policy.

308 State Higher Education Plan Haryana

Ms. Nisha Nair is a Senior Research Associate at Jindal Global Law School and Fellow at International Institute for Higher Education Research and Capacity Building at O. P. Jindal Global University. She is also a Fellow at the Centre for Law and Humanities at JGU. Her research interest lies in the area of educational planning and administration

Mr. Prateek Pathak is a Research Associate at Jindal Global Law School and Fellow at International Institute for Higher Education Research and Capacity Building at O. P. Jindal Global University. His area of research interest is Information and Communication Technology and its role in promoting accountability, efficiency and innovation in delivery of critical public services including higher education.

Ms. Nandita Koshal is a Research Assistant at International Institute for Higher Education Research and Capacity Building at O. P. Jindal Global University. Her research interest lies in the economics of development and public policy.

Ms. Urmi Gupta is a Research Assistant at International Institute for Higher Education Research and Capacity Building at O. P. Jindal Global University. Her research interest lies in the economics of development and public policy.

Mr. Kashif Jameel is a Research Assistant at International Institute for Higher Education Research and Capacity Building at O. P. Jindal Global University.

Ms. Puja Sehrawat is a Research Assistant at International Institute for Higher Education Research and Capacity Building at O. P. Jindal Global University.

309 Department of Higher Education Government of Haryana Panchkula, Haryana Tel: (0172) 2562029 Fax: (0172) 2562042; 2562038 Email: [email protected]; [email protected]

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