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Growth of Higher Education Institutions in West Bengal with Special Reference to Their Status of Accreditation

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Growth of Higher Education Institutions in West Bengal with Special Reference to Their Status of Accreditation Pedagogy of Learning, Vol. 6 (2) April 2020, 01-13 PEDAGOGY OF LEARNING (POL) International Refereed/ Peer Reviewed Journal of Education E-ISSN: 2395-7344, P-ISSN: 2320-9526 Abstracted and indexed in: Google Scholar, Research Bib, International Scientific Indexing (ISI), Scientific Indexing Services (SIS), WorldCat, Cite Factor, Impact Factor: 0.787(GIF) Website: http://pedagogyoflearning.com Growth of Higher Education Institutions in West Bengal with Special Reference to their Status of Accreditation DOI: 10.46704/pol.2020.v06i02.001 Pritam Rajak * Research Scholar, Ph.D. in Educational Studies (Education), Ramakrishna Mission Sikshanamandira, Belur Math, Howrah, West Bengal, India. E-mail: [email protected] Swami Tattwasarananda Professor, Ramakrishna Mission Sikshanamandira, Belur Math, Howrah, India. *Corresponding Author: Pritam Rajak , E-mail: [email protected] Article History: Received: 10 April 2020, Received in revised form: 25 April 2020 Accepted: 27 April 2020, Published online: 30 April 2020 ABSTRACT According to the National Policy on Education (1986), “Higher education provides people with an opportunity to reflect on the critical, social, economic, cultural, moral and spiritual issues facing humanity. It contributes to national development through dissemination of specialized knowledge and skills. It is therefore, a crucial factor for survival (NPE 1986, p.18). It is a type of tertiary education under theformal education system. In India, it has a tremendous growing sector, especially since independence. It recognised as India’s third-largest system of education after China and USA in terms of student enrolment. We all are aware of the fact of history of education, how Nalanda, Taxila, Vikramshila were being famous for their respective fields and specialization across the world. Although in British India, institutions for higher learning were increased at large, various issues and challenges were also emerged. The state of West Bengal has playing a pivotal role in the development of modern higher education system in the country. Therefore, in view of the above backdrop, the present study has focused on how the scenario of West Bengal has been changed in its shape in terms of number of higher education institutions for higher learning particularly from independence. Further, ithas also analysedaccreditation status of these institutions which evaluated by the NAAC for maintainingtheirstandards and quality education in contribution to the national development and society as well. Keywords: Growth of Higher Education, West Bengal, AISHE, NAAC INTRODUCTION There is no widely accepted definition on Higher Education andit is too difficult to establish in a general sense. Educationists have defined it by their own perspectives.According to Agarwal (2009, p.6), “Higher education in India covers all post-secondary education beyond class twelve in different subject areas including all professional streams such as engineering and technology, medical, agriculture etc.”In India, as per the AISHE report (2010-2011), it is defined as “higher education is the education, which is obtained after completing 12 years of schooling or equivalent and is of the duration of at least nine months (full time) or after completing 10 years of schooling and is of the duration of at least 3 years”. Generally there are three types of education system in India viz. Primary, Secondary and Higher Education. Some time, higher education system called post-secondary or tertiary type of education or third type of education. It includes general education, professional education, vocational education, teacher training etc. Like the other arena, higher education also has a great history in its development in India. It is quite difficult to trace its development without studying its genesis. Its history has almost 2,600 years old. Taxila one of the oldest university which was established in 6th century BC. Further, In India had six other world class universities viz. Nalanda, Vallabhi, Vikramshila, Odantapuri, Jagadalala and Somapura which was established between the 10th and 12th Centuries AD (Basu, 2017, 49). However, the subjects taught in these institution werephilosophy, theology, law, medicine, liberal arts, fine arts etc. These institutions had taken the place across the globe for its specialization and skills. Scholars fromoutside of India were came to get knowledge and education. But; these were destroyed by the barbaric hordes who invaded India. At medieval period, universities for higher learning were also established in the principal cities (Hossain and Mondal, 2019). The modern education system was introduced by the British ruler and endeavoured with establishing three universities in 1857 at Calcutta, Bombay and Madras as per recommendation of Wood’s Despatch 1854. Though, before 1857, few colleges were foundby different agencies with different motives viz. Hindoo College (1817), Serampore College (1818), Sanskrit College (1824), Bengal Engineering College (1856) etc.but later there is no clear-cut policy of education have been taken until 1854 (Sharma, 2002, p.3). However, some of them are nowconverted into full-fledge university which have been discussedlater in details. For the importance of education in independent India, Moulana Azad, as India’s first Education Minister, was said on a meeting of CABE in 1952 that “I consider that the planning of education on a national scale is perhaps even more important than national planning in economic and industrial development” (Basu, 2017, 48). On the other hand, the importance of universities for higher education stressed by our first prime minister of independence India, Late Jawaharlal Nehru said in a convocation at Allahabad University in 1947 as “A University stands for humanism, for tolerance, for reason, for the adventure of ideas and for the search for truth. It stands for the onward march of the human race towards higher objectives”. We always In post-independence India, the scenario of West Bengal has tremendously increased in terms of growth of higher education institutions. Beside public sector, private involvements have also been seen significantly. According to Sheikh, over 60 percent higher education institutions are prompted by the private sector in India (Sheikh, 2017, p.39).He also opined that‘India having enough number of institutes, international education rating agencies and have not placed many of these institutions within the best of the world ranking, also India has failed to produce world class universities’.However, at present many central as well as state government organisationsconducted surveyson higher education and submitreports periodically. For the purpose of this paper AISHEreports have been taken from 2010-2011 to 2018-2019 to analyse the present status of Higher Education in West Bengal. GROWTH OF HIGHER EDUCATION IN INDIA ___________________ Pedagogy of Learning, Vol. 6 (2), April 2020 © POL & the Authors, E-ISSN: 2395-7344, P-ISSN: 2320-9526 Web: http://pedagogyoflearning.com 2 The Ministry of Human Resource Development (MHRD) is playing a pivotal role in Indian education system. It was formed on September 26, 1985.Presently it has working with two departments; Department of School Education & Literacy and Department of Higher Education. Higher Education Department is the apex department under the MHRD for the overall development in the Country. All the statistical data which are related to education are published by MHRD. Primarily the data has been published in the Selected Educational Statistics (SES) up to 2005-06 and Statistics of Higher and Technical Education (SHTE) for the period 2006-07 to 2009-10 (Jana, 2017, p.24). Usually there is a time lag to publish the reports around 2-3 years. SES report 2004-05 has been published in 2007. However, to overcome these limitations, the MHRD has initiated the All India Survey on Higher Education (AISHE) in 2010 to give a complete picture of higher education in the country. First time AISHE published its annual report 2010-11 in 2011. None of any reports was shows the complete picture of higher education in India. First time, govt. of India, took the step to compile all the aspects of higher education in India such as teacher, students enrolment, programmes, examination, finance, infrastructure etc. The data collection completely done through electronic mode and a dedicated portal http.//aishe.gov.inwith the help of National Informatics Centrewas developed for collection and compilation of the data.The survey is being conducted on annual basis. For this paper the data has been used from AISHE reports from 2010-11 to 2018-19. In these reports, for convenience, all higher education institutions have been classified into three broad categories such as Universities, Colleges and Stand-alone institutions. As per the report of AISHE, Universities which are empower to award degree under some Act of Parliament or state Legislature. Colleges which are not empower to provide degree in its own name and therefore affiliated/recognised with universities. Stand-Alone institutions are not affiliated with universities and not empowered to provide degree and therefore run Diploma level programmes. In the above backdrop, year wise growth of higher education institutions in India are presented in a table below and analyse how it gradually increased year by year. Table 1: Total No. of Higher Education Institutions in India from 2010-11 to 2018-19 Year No. of Universities No. of Colleges No. of Stand Alone Institutions
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