“A CRITICAL STUDY OF STUDENTS’ FINANCIAL ISSUES IN HIGHER EDUCATION IN INDIA”
Thesis Submitted to the D. Y. Patil University, School of Management in partial fulfillment of the requirements for the award of the Degree of
DOCTOR OF PHILOSOPHY In BUSINESS MANAGEMENT
Submitted by Sanjivani Sonavane-Shelke (Enrollment No. DYP-PHD-126100005)
Research Guide Dr. R. GOPAL DIRECTOR
D.Y. PATIL UNIVERSITY, School of Management, Sector 4, Plot No. 10, CBD Belapur, Navi Mumbai – 400 614 June 2015
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“CRITICAL STUDY OF STUDENTS’ FINANCIAL ISSUES IN HIGHER EDUCATION IN INDIA”
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DECLARATION
I hereby declare that the thesis titled “Critical study of students financial issues in Higher education in India” submitted for the Award of Doctor of Philosophy (Ph.D) in Business
Management at D.Y. Patil University, School of Management is my original work and the thesis has not formed the basis for the award of any degree, associate ship, fellowship or any other similar titles.
The material borrowed from other sources are incorporated in the thesis has been duly acknowledged.
I understand that I myself could be held responsible for plagiarism, if any declared later on.
The research papers published based on the research conducted out of and in the course of study are also based on the study and not borrowed from other sources.
Place: Navi Mumbai. Sanjivani Sonavane-Shelke
Date: Enrollment no: DYP-PHD-126100005
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CERTIFICATE
This is to certify that the thesis entitled “Critical study of students financial issues in
Higher education in India” and submitted by Sanjivani Sonavane - Shelke is a Bonafide research work for the award of the Doctor of Philosophy in Business Management at the
D. Y. Patil University Department of Business Management in partial fulfillment of the requirements for the award of the Degree of Doctor of Philosophy in Business
Management and that the thesis has not formed the basis for the award previously of any degree, diploma, associate ship, fellowship or any other similar title of any University or
Institution.
Also it is certified that the thesis represents an independent work on the part of the candidate.
Place: Navi Mumbai
Date:
Guide Head of the Department
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ACKNOWLEDGEMENT
I raise my heart with gratefulness towards the Good Lord for the providential succour provided towards me all through my life, especially during the three years of my association with D.Y. Patil University for my Doctoral studies.
I am indebted to D.Y. Patil University and the School of Management for giving me this great opportunity to have my doctoral studies under its protective wings.
I thank Dr R. Gopal; my Guide & mentor, who inspired and encouraged me to complete my work. My heartfelt gratitude is due for his scholarly guidance, constant availability, his unmatched human concern and wholehearted support.
I am highly indebted to him for this work of mine and the personal growth in me.
I express my thanks to my family members especially my Late Mother for source of inspiration and continuous support in my success.
Place: Navi Mumbai Sanjivani Sonavane-Shelke
Date:
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Table of Contents
Chapter Title Page Number No
Preliminary Cover Page i
Declaration ii
Certificate iv
Acknowledgement v
Table of Contents vi
List of Figures ix
List of Tables x
List of Abbreviations xii
Executive Summary xv
1. Introduction 1
1.1. Meaning of the term Education 1
1.2 Definations 3
1.3 Nature of Education 4
1.4 Higher Education: In other words Education 8
1.5 Growth of Higher Education 12
1.6 Current Developments In Education With Particular 22 Reference To India 1.7 In Past Higher Education In India 25
1.8 Brief History of Education in India 30
1.9 Higher Education System in India 39
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1.10 48
2 Literature Review 71
2.1 Survey of Available Literatures 72
2.2 Conclusion 106
2.3 Research Gap 108
3 Research Methodology 108
3.1 Statement of Research Problem 109
3.2 Scope of Study 110
3.3 Research Objectives 110
3.4 Statement of Hypotheses 111
3.5 Research Methodology 112
3.5.1 Data Source 112
3.5.2 Research Questionnaires 112
3.6 Research Study 112
3.7 Data Analysis 113
3.8 Questionnaire Design 112
3.9 Objective of the Study 113
3.10 Hypothesis For The Study 113
3.11 Limitations of The Stud 113
4 Data Analysis 114
Pilot Study and Different Tests of Data Analysis 114
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4.1 Focus 146
4.2 Demographic Details 150
4.3 Hypotheses Specific Analysis 152
4.4 Frequency Data Analysis 164
5 Conclusion 174
5.1 Specific Conclusion 175
5.2 General Conclusion 178
6 Future Scope for Further Research 180
6.1 Recommendation 181
7 Bibliography 184
8 Questionnaire 190
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List of Figures
Fig No Description Page No
Fig. 1. Technical Educational Systems in India xvii
Fig. 2. Higher Education Institutions and Enrolment 10
Fig.3. Sector-wise Expenditure (in Crore Rs.) on Education 11
2013 -14
Fig.4. Quantitative growth of Engineering programs under 29
DTE-Decade-wise-2015
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LIST OF TABLES
Page Sr. No. Title No. 1 Descriptive Statistics For College Performance Indicators 117 2 Demographic - Course- Auto. Engineering 121 3 Demographic - Course - Civil Eng 122 4 Demographic - Course - Commu. Eng. 123 5 Demographic - Course - Comp. Eng. 124 6 Demographic -Course - E & Tc 125 7 Demographic - Course - It Eng. 126 8 Demographic - Course - Mech. Eng. 127 9 Demographic - Course - Design Engg. Pg 128 10 Demographic - Course - Constr. Pg 129 11 Demographic - Course - Comp. Sc. Pg 130 12 Demographic - Course - Network Pg 131 13 Demographic - Course - Structure Pg 132 14 Demographic-Course-B.Pharma 133 15 Demographic - Course - Pharma Pg 134 16 Demographic - Course - Cad Cam 135 17 Demographic - Course - Mba 136 18 Demographic - Course - Mca 137 19 Demographic - Accomo - Home 138 20 Demographic - Accomo – College Hostel 139 21 Demographic - Accomo - Private Hostel 140 22 Overall Score Demographic Details 143 23 Demographic - Course- Auto. Engineering 144 24 Demographic - Course - Civil Eng 145 25 Demographic - Course –Communication Engg. 146 26 Demographic - Course - Comp. Engg. 147 27 Demographic -Course - E & Tc 148 28 Demographic - Course - It Eng. 149 29 Demographic - Course - Mech. Engg. 150 30 Demographic - Course - Design Engg. Pg 151 31 Demographic - Course - Constr. Pg 152
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Sr. No. Title Page No. 32 Demographic - Course - Comp. Sc. Pg 153 33 Demographic - Course - Network Pg 154 34 Demographic - Course - Structure Pg 155 35 Demographic-Course-B. Pharmacy 156 36 Demographic - Course - . Pharmacy Pg 157 37 Demographic - Course - Cad Cam 158 38 Demographic - Course - MBA 159 39 Demographic - Course - MCA 160 40 Demographic – Accommodation - Home 161 41 Demographic - Accommodation – College Hostel 162 42 Demographic - Accommodation - Private Hostel 163 43 Frequency Data Tables For Hypothesis 164
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List of Abbreviations
AICTE All India Council for Technical Education AIIMS All India Institute of Medical Sciences ANSI American National Standard Institute
API Annual Performance Indicators
ASC Adacdemic Staff College
ASER Annual Status of Education Report
CEO Chief Executive Officer
COA Council of Architecture
DEC Distance Education Council
ESD Education for Sustainable Development
GER Gross Enrolment Ratio
GOI Government of India
ICAR Indian Council of Agriculture Research
IIM Indian Institute of Management
IIT Indian Institute of Technology
ILO International Labour Organization
INQAAHE International Network for Quality Assurance Agencies in Higher Education IQAC Internal Quality Assurance Cell
IRAHE Independent Regulatory Authority for Higher Education
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ISO International Organization for Standardization
IT Information Technology JNU - Jawaharlal Nehru University
LCD Liquid Crystal Display
MOA Memorandum of Association
NAAC National Assessment and Accreditation Council
NBA National Board of Accreditation
NCTE National Council for Teacher Education
NEP New Economic Policy
NET National Eligibility Test
NGOs Non Government Organizations
NIEPA National Institute of Educational Planning and Administration
NIST National Institute of Standard and Technology
NKC National Knowledge Commission
NPE National Policy of Education
NSS National Service Scheme
OBCs Other Backward Classes
OHP Over Head Projector
PCI Pharmacy Council of India
PISA Programme for International Student Assessment
POA Programme of Action
QS Quality Standard
R&D Research and Development
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RUSA Rashtriya Uchchatar Shiksha Abhiyaan
SCs Scheduled Castes
SEZ Special Education Zone
SQL Students' Quality Literacy
SSA Sarva Shiksha Abhiyaan
MBA Master of Business Studies
TES Trade in Education Services
TRIPS Trade Related Aspects of Intellectual Property Rights
TOFEL Test of Fluency in English Language
TFHES Task Force on Higher Education and Society
UGC University Grants Commission UK United Kingdom
UNESCO United Nations Educational, Scientific and Cultural Organization
VIIT Vishwakarma Institute of Information Technology
PG Post graduate
UG Under graduate
PEO Programme Educational Objectives
NCERT National Council of Educational Research and Training
NCHER National Commission of Higher Education and Research
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Executive Summary
Education has always been considered as the only key component of human development and greatest liberating force.. A large numbers of additional students are knocking at the doors of higher education institutions in the country. With the public funding being no more in a position to take-up the challenging task of expansion and diversification of the higher education system. The role of higher education in the emerging scenario of knowledge economy is very crucial and multifaceted for any country in general and India in particular. To keep the higher education within the reach of poor aspir-ants, there is a strong case for effective monitoring and regulation of the private sector. Hence, it is high time for planners, policy makers and practitioners of higher education to ponder over it and make necessary reforms in the course and strategies so that employability skills can be developed among the students.
The Indian system of higher education is both enormous and complex. India also has around 250 specialist teaching and research institutions, established to provide training in such areas as medicine, engineering, agriculture, and computer science, and to conduct high-level research The University Grants Commission (UGC) of India is a statutory organization set up by the Union government in 1956, charged with coordination, determination and maintenance of standards of university education. It provides recognition to universities in India, and disburses funds to such recognized universities and colleges. UGC was recommended in 1945 and formed in 1946 to oversee the work of the three Central Universities of Aligarh, Banaras and, Delhi. In 1947, the Committee was entrusted with the responsibility of dealing with all the then existing Universities. The Planning Commission of India sets the broad parameters for the funding of Indian higher education, while the University Grants Commission (UGC) is responsible for distributing resources and promoting reforms. The UGC also has a role in
xv the processes of coordination, accreditation and quality control. The All India Council for Technical Education (AICTE) is the statutory body and a national-level council for technical education, under Department of Higher Education, Ministry of Human Resource Development. Established in November 1945 first as an advisory body and later on in 1987 given statutory status by an Act of Parliament, AICTE is responsible for proper planning and coordinated development of the technical education and management education system in India. The AICTE accredits postgraduate and graduate programs under specific categories at Indian institutions as per its charter. The complexity of Indian higher education has made it difficult for both central and state governments to implement programs of reform in any systematic and coordinated manner. and Tech., Management Studies, Vocational Education, Technical Education, Pharmaceutical Education, Architecture, Hotel Management and Catering Technology, Information Technology, Town and Country Planning. The AICTE has its headquarters in 7th Floor, Chanderlok Building, Janpath, New Delhi, which has the offices of the chairman, vice-chairman and the member secretary, plus it has regional offices at Kolkata, Chennai, Kanpur, Mumbai, Chandigarh, Guwahati, Bhopal, Bangalore, Hyderabad and Gurgaon. The environment of higher education has evolved considerably. Rising costs, shrinking budgets, and an increasing need for distance education (New Media Consortium, 2007) is causing educational institutions to reexamine the way that education is delivered. In response to this changing environment, e-learning is being implemented more and more frequently in higher education, creating new and exciting opportunities for both educational institutions and students. E-learning, or electronic learning, has been defined a number of different ways in the literature. In general, e- learning is the expression broadly used to describe “instructional content or learning experience delivered or enabled by electronic technologies”. Indian universities face a number of other difficult issues as well. While many more Indian students now have access to higher education, the system as a whole is characterized by gross inequalities.
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This section reviews the trend in the engineering education of India, employability of engineering graduates, how the industries look upon the outgoing engineering graduates and the problems associated with them.
In general, all the technical institutions in India can be categorized into four types (Figure
2.1). They are
1. Central Government Technical Institutions
2. State Government Engineering Colleges
3. Government Aided Private Engineering Colleges
4. Self-Financed Private Engineering Colleges.
Technical education
System In India
Central Government State Government Government Aided Self-financed
Funded Institutions Funded Institutions Private Engineering Institutions
Deemed Private Non- Private Autonomous
Universities autonomous Engg Colleges
Figure 2.1 Technical Educational Systems in India Source : DTE MHRD Survey2013-14 In the field of professional training in particular, the size of the private sector is formidable: According to 2003 figures for 19 major Indian states from the Medical
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Council of India (MCI) and the All India Council for Technical Education (AICTE), of 198 Medical Colleges, 44 percent were private, and of 1102 Engineering Colleges, as many as 92 percent were private24; similar conditions prevail inbusiness management. In some instances, competition between public and private institutions has begun to produce improvements on both sides. In response, the Indian system of higher education has unleashed a major program of reforms. Many of these reforms can be traced back to a policy template provided by the National Knowledge Commission (NKC) set up by the Prime Minister in
2011, and chaired by a diasporic Indian entrepreneur, Sam Pitroda. Many of the dilemmas of reform in Indian higher education are centered on issues of governance. As noted already, the Indian system of higher education has experienced a massive expansion over the past two decades, but this has happened in a rather chaotic and unplanned manner. The system of affiliated colleges, around which the Indian system of higher education is built, has often been described as a curse. The distinguished scholar and educational leader,
Professor .Kulandai Swami (2006), argues, for example, that the affiliating system is
‘outmoded, anachronistic, and acts as a real curse on the Indian higher education system’.
It holds back any genuine attempt at reform and renewal. Additionally, in most students, especially those enrolled in tiny affiliated colleges, do not have access to adequate library and other educational facilities. Their teachers are often poorly trained and unmotivated, with little enthusiasm either for their disciplines or for teaching.. More recently however, identifying lucrative opportunities, various entrepreneurs, businessmen and politicians have established institutions through family trusts, or by taking advantage of other favorable taxation conditions. The state authorities have encouraged this growth not only to meet the growing demand but also to introduce what is assumed to be a greater degree of institutional diversity in the system.
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In India, the push towards privatization, as expressed in the Indian government’s support for the development of private institutions, both for-profit and non-profit, and for the entry of foreign players into the market, appears to have two main motivations: to diversify the system and to provide greater access to higher education.
H01 - Full fees must be charged to cover full cost of education.
H11 - Higher education should be free for everyone.
H02 - The role of private players should be restricted and regulated.
H12 - We need greater private participation in higher education.
H03 - A national education regulatory authority should be established to monitor.
H13 There is no need to replace the Existing regulatory authorities Such as UGC, AICTE etc.
H04 - higher education Fees should reflect cost of providing education.
H14 - Student fees must be kept low by public funding.
H05 - Fees should remain constant even when salaries rise.
H15 - Student fees should be linked to faculty salaries.
H06 - Fees in self financed course is not very high.
H16 - Fees in self-financed courses are generally very high.
H07 - There is no need to increase tuition fees in funded aided courses.
H17 - There is a need to hike the fees in State/Government aided courses.
H08 - Loans are not substitute for state funding education.
H18 - Student loans can take care of needs of poor students.
H09 - Institutions should largely depend on student fees or government funding.
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H19 - Higher educational institutions should augment resources by research,
consultancy etc.
H10 - Government lacks the will to spend more on higher education.
H110 - Government lacks the resources to enhance spending on higher Education. “Banks and educational institutions need to work together to streamline the loan application process and align it with the school application process. A two-way channel of communication needs to be set up between the bank and educational institution. This will enable accurate and enhanced flow of student information to the bank and at the same time, institutions will be able to inform students about the benefits and drawbacks of loans.” says Karan Khemka.(2010) There are significant issues with the current student financing system in the country. 93% of Indian students do not take educational loans.
Some of the reasons cited in the report are lack of awareness, complexity of application process and unfavorable loan terms. “The lack of standardization norms makes the loan application process complex, long and difficult.”This is so because the problems of the
Indian system of higher education are deep, and relate to a range of dilemmas arising out of the historical constitution of Indian higher education, and to the organizational traditions and cultural attitudes about its nature and functions in society. We have suggested that unless these dilemmas are squarely addressed, the Indian system of higher education will continue to struggle, producing isolated pockets of academic excellence but leaving the nation as a whole poorly served .
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Research Methodology
This section outlines the research method used for the study, which includes Data Collection, Sample Design and Data Processing
Scope Of Study:
Considering the wide range of issues mentioned above, the researcher has focused on students having technical education (management, engineering and pharmacy streams) in Pune, & Satara District of Maharashtra. The period of the study being 2011 to 2015. Research Objectives:
1. To analyze the various issues involved in funding higher education in India by students
2. To analyze various issues in financing of Higher Education in India by students,
3. To understand the structure of fees borne by the students for various types of technical education.
4. To understand the structure of fees borne by the students for various types of technical education. 5. To analyze the sources of funding for these fees
6. To analyze the allied expenses during the education to be borne by the students.
Data Source:
The researcher has used secondary data in the form of various governments reports, published statistics of higher education in India and other such material as has been published in various research journals and periodicals. For the primary data, the researcher has approached about 3200 students and about 15 each from Principles and 05 Bankers.
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Field Study:
A total of 3200 students was targeted and data collected from them, the spatial distribution of theses 3200 students is as follows:-
Area of Study Pharmacy Engineering Management Total
Pune 160 2210 275 2645
Satara 65 425 65 555
Total 225 2635 340 3200 of these 2442 students data was considered to be valid as relevant.
3Data Analysis:
Data analysis was done using SPSS16 and chi-squared was primarily used as the tool for analysis
Data Presentation & Analysis: In this chapter, all the collected data will be presented along with its analysis
Findings & Conclusions:
The concluding chapter will narrate about the findings of the research and how the hypothesis is proven to be true or false. The interpretation of the data is also analyzed in this chapter and suggestions and recommendations are given
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CHAPTER 1
INTRODUCTION
Meaning of the term Education :-
Higher education is of vital importance for the country, as it is a powerful tool to build knowledge-based society of the 21st Century. With the growing size and diversity of the higher education sector particularly in terms of courses, management and geographical coverage, it has become necessary to develop a sound database on higher education. Existing data base on higher education is inadequate and out-of-date.
Collection and dissemination of data on higher education suffers from incomplete coverage, inordinate time lag etc. Due to this, Gross Enrolment Ratio (GER), which is being calculated on the basis of available data, does not reflect the correct picture of the country’s development in respect of Higher Education sector. Government has set a target of increasing the GER from the present level of about 12% to 15% by the end of XI Five Year Plan and to 30% by the year 2020. Various new initiatives have been taken during XI Five Year Plan to increase the GER. Reliable and comprehensive data-base is an immediate requirement to measure the actual GER and efforts taken to improve the GER. A sound database on higher education is also required for planning, policy formulation, fulfilling International Commitments, Research etc.
To address this issue, Department of Higher Education (DHE), Ministry of Human
Resource Development (MHRD) decided to conduct an All IndiaSurvey on Higher
Education for the first time, with the following objectives to identify & capture all the institutions of higher learning in the country. For the purpose of this Survey, Higher
Education is defined as 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
1 years.Collect the data from all the higher education institutions on various aspects of higher education.A Task Force was constituted under the Chairmanship of Sri Sunil
Kumar, Additional Secretary, DHE with members from diversified fields and Dr.
Vijay P.Goel, Deputy Director General, DHE as the Member Secretary.
Prior to the launching of the full-fledged survey, a pilot survey was conducted in some of the selected Institutions of higher learning of different type. The present report deals with conduct of pilot survey and its findings.
Education is a systematic process through which a child or an adult acquires knowledge, experience, skill and sound attitude. It makes an individual civilized, refined, cultured and educated. For a civilized and socialized society, education is the only means. Its goal is to make an individual perfect. Every society gives importance to education because it is a panacea for all evils. It is the key to solve the various problems of life.Education has been described as a process of waking up to life
Waking up to life and its mysteries, its solvable problems and the ways to solve the problems and celebrate the mysteries of life. Waking up to the inter-dependencies of all things, to the threat to our global village, to the power within the human race to create alternatives, to the obstacles entrenched in economical, social and political structures.
Education in the broadest sense of the term is meant to aid the human being in his/her pursuit of wholeness. Wholeness implies the harmonious development of all the potentialities God has given to a human person.
True education is the harmonious development of the physical, mental, moral
(spiritual), and social faculties, the four dimensions of life, for a life of dedicated service.
2 a) ‘educare’ which means ‘to bring out’ or ‘to nourish’. b) ‘educere’ which means ‘to lead out’ or ‘to draw out’. c) ‘educatum’ which means ‘act of teaching’ or ‘training’. d) ‘educatus’ which means ‘to bring up, rear, educate’. e) ‘ēducātiō’ which means “a breeding, a bringing up, a rearing.”
1.2DEFINITIONS:
Since time immemorial, education is estimated as the right road to progress and prosperity. Different educationists’ thoughts from both Eastern and Western side have explained the term ‘education’ according to the need of the hour. Various educationists have given their views on education. Some important definitions are mentioned in the All India Survey on Higher Education-2010
1. Mahatma Gandhi – “By education I mean an all-round drawing out of the best in man – body, mind and spirit.”
2. Rabindranath Tagore – “Education enables the mind to find out the ultimate truth, which gives us the wealth of inner light and love and gives significance to life.”
3. Dr. Zakir Husain – “Education is the process of the individual mind, getting to its full possible development.”
4. Swami Vivekananda – “Education is the manifestation of divine perfection already existing in man.”
5. Aristotle – “Education is the creation of sound mind in a sound body.”
6. Rousseau – “Education is the child’s development from within.”
7. Herbert Spencer– “Education is complete living.”
8. Plato – “Education is the capacity to feel pleasure and pain at the right moment.”
9. Aristotle – “Education is the creation of a sound mind in a sound body.”
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10. Pestalozzi – “Education is natural, harmonious and progressive development ofman’s innate powers.”
11. Froebel -“Education is enfoldment of what is already enfolded in the germ.”
12. T.P. Nunn – “Education is the complete development of the individuality of the child.”
13. John Dewey – “Education is the process of living through a continuous reconstruction of experiences.”
14. Indira Gandhi – “Education is a liberating force and in our age it is also a democratizing force, cutting across the barriers of caste and class, smoothing out inequalities imposed by birth and other circumstances.”
“All who have meditated on the art of governing mankind have been convinced that the fate of empires depends on the education of youth”- Aristotle
1.3 NATURE OF EDUCATION:
As is the meaning of education, so is its nature. It is very complex & the nature of education can be explained:
1. Education is a life-long process- Education is a continuous and lifelong process. It starts from the womb of the mother and continues till the death. It is the process of development from infancy to maturity. It includes the effect of everything which influences human personality.
2. Education is a systematic process- It refers to transact its activities through a systematic institution and regulation.
3. Education is development of individual and the society- It is called a force for social development, which brings improvement in every aspect of the society.
4. Education is modification of behavior- Human behavior is modified and improved through educational process.
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5. Education is purposive: Every individual has some goal in his life. Education contributes in attainment of that goal. There is a definite purpose underlined all educational activities.
6. Education is a training- Human senses, mind, behavior, activities, skills are trained in a constructive and socially desirable way.
7. Education is instruction and direction- It directs and instructs an individual to fulfill his desires and needs for exaltation of his whole personality.
8. Education is life- Life without education is meaningless and like the life of a beast.
Every aspect and incident needs education for its sound development.
9. Education is continuous reconstruction of our experiences- As per the definition of
John Dewey education reconstructs and remodels our experiences towards socially desirable way.
10. Education helps in individual adjustment: A man is a social being. If he is not able to adjust himself in different aspects of life his personality can’t remain balanced.
Through the medium of education he learns to adjust himself with the friends, class fellows, parents, relations, neighbors and teachers etc.
11. Education is balanced development: Education is concerned with the development of all faculties of the child. It performs the functions of the physical, mental, aesthetic, moral, economic, spiritual development of the individual so that the individual may get rid of his animal instincts by sublimating the same so that he becomes a civilized person.
12. Education is a dynamic process: Education is not a static but a dynamic process which develops the child according to changing situations and times. It always induces the individual towards progress. It reconstructs the society according to the changing needs of the time and place of the society.
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13. Education is a bipolar process: According to Adams, education is a bipolar process in which one personality acts on another to modify the development of other person.
The process is not only conscious but deliberate.
14. Education is a three dimensional process: John Dewey has rightly remarked, “All educations proceeds by participation of the individual in the social consciousness of the race.” Thus it is the society which will determine the aims, contents and methods of teachings. In this way the process of education consists of 3 poles – the teacher, the child and the society.
15. Education as growth: The end of growth is more growth and the end of education is more education. According to John Dewey, “an individual is a changing and growing personality.” The purpose of education is to facilitate the process of his/her growth.
Therefore, the role of education is countless for a perfect society and man. It is necessary for every society and nation to bring holistic happiness and prosperity to its individuals.
“Education is what remains in you after you’ve forgotten everything that you’ve studied”, This famous quote stresses on the values that proper education would inculcate in humans. But this ideological perception of education has become obsolete in the 21st century. Value based education is like a foster child after education has become a commodity. The perception and purpose of education, in the modern world, has shrunk into viable means of accumulation of information and knowledge which ultimately leads to a better job. Education as investment is completely perceived in the materialistic point of view at present.
Among the class sectarianism based on economy, the middle class is the most obsessed lot with education. Education in the current trend has become the most
6 lucrative business than any other. The fee quoted for the quality education has made good education a rare privilege only for those who are capacious to afford toEducation became more accessible to commoners in India during the 70s. Since then literacy rate of independent India is only ascending. Many of whom who were by then lower class and also were first generation learners, found education as the sole mean of their family well being. Through the ladder of education they were able to claim from their strata to the next level in the societal pyramid. Hence the middle class has developed a firm and unflinching belief that the prosperity of their generation could only be realized through education. This is in fact one of the most important mindsets of the middle class.
The obsession of the parents is only imposed upon their children, and recent years the academic pressure over students has risen at an alarming level. Without understanding the individual differences of the kids or their talents and skill sets invariably every child is expected to excel in academics. This parental and societal expectation has put an enormous pressure on kids.Studies show this educational pressure is not alike across the globe. Instead this is more prevalent in countries, especially the developing nations, with more middle class demographic. In Asian region this academic pressure is experienced at an unprecedented level among students in India, China and South
Korea. The striking commonality among these nations is that they are all rapidly growing nations and are becoming the world economic hubs. This results in more job opportunities for the efficient candidates. Thus every middle class parent is desperate to get the best available education in the reputed institutions, where a mere entry assures a job to pupil on completion of the course. Education is the biggest wealth that every middle class parent is able to afford to his son or daughter for their financially secured and prosperous future.
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Education is now just seen as the gateway to grab a dream job offering a salary in five digits. This is an important outcome of the changing human perception on life post globalization. To majority of youth who were brought up in this era, values mean…. bull shit! They dream about joining an educational institution that promises them of a fantastic job opportunity. Sadly the parents also care just about this and are least bothered about the values that the institution imbibes in their kids.
1.4 1.is the process of facilitating learning, or the acquisition of knowledge, skills, values, beliefs, and habits. Educational methods include storytelling, discussion, teaching, training, and directed research. Education frequently takes place under the guidance of educators, but learners may also educate themselves.[1] Education can take place in formal or informal settings and any experience that has a formative effect on the way one thinks, feels, or acts may be considered educational. The methodology of teaching is called pedagogy.
1.4.1: Current Status
India possesses a highly developed higher education system which offers facility of education and training in almost all aspects of human creative and intellectual endeavors: arts and humanities; natural, mathematical and social sciences, engineering; medicine; dentistry; agriculture; education; law; commerce and management; music and performing arts; national and foreign languages; culture; communications etc. The institutional framework consists of Universities established by an Act of Parliament (Central Universities) or of a State Legislature (State
Universities), Deemed Universities (institutions which have been accorded the status of a university with authority to award their own degrees through central government notification), Institutes of National Importance (prestigious institutions awarded the said status by Parliament), Institutions established State Legislative Act and colleges
8 affiliated to the University (both government-aided and –unaided) As on 31.3.2006, the re were 367 University level institutions including 20 Central Universities, 217
State Universities, 104 Deemed Universities and 5 institutions established under State
Legislation, 13 Institutes of National Importance established under Central legislation and 6 Private Universities.. There were 18,064 degree and post-graduate colleges
(including around 1902 women’s colleges), of which 14,400 came under the purview of the University Grant Commission, the rest were professional colleges under the purview of the Central Government or other statutory bodies like the AICTE, ICAR,
MCI etc. Of the Colleges under UGC purview 6109 have been recognized by the
University Grants Commission (UGC) under Section 2(f) and 5525 under Section
12(B) of the UGC Act, which recognition permits them to receive grants from the
UGC. In 2011-12, an estimated 14.93 million students were enrolled in the institutions of Higher Education as against 11.48 million in the previous year and the faculty strength was 1.488 million as compared to 1.472 m in the previous year. The enrolment of women students at the beginning of the academic year 2012-13 was
4.466 million, constituting 40.40 per cent of the total enrolment. Of the total women enrolment, only 12.35 per cent women have been enrolled in professional courses and the rest in non-professional courses. The women enrolment is the highest in Kerala
(66.00 per cent) and lowest in Bihar (24.52 per cent) in terms of percentage enrolment to total enrolment. (Annual Report, Ministry of Human Resource Development, 2012-
2013).
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1.4.1 Table 1: Higher Education Institutions and Enrolment
AISHE -2014-15 - Source: University Grants commission 2014-15
The following table describes contribution to university and higher from total public expenditure on education. .Table 1.4.2 : Sector-wise Expenditure (in Crore Rs.) on Education 2013 -14
Plan Plan % Non-Plan Non- Total Total
Expenditure Share Expenditure Plan% Expenditu %
Share re Share
Elementary 64717.68 59.09 98386.12 45.90 163103.80 50.36
Education
Secondary 21437.08 19.57 75839.12 35.38 97276.20 30.04
Education
Adult 915.87 0.84 272.60 0.13 1188.47 0.37
Education
Language 295.11 0.27 844.56 0.39 1139.67 0.35
Development
University & 11117.33 10.15 31387.28 14.65 42504.61 13.12
Higher
Education
Technical 9949.68 9.09 6300.29 2.94 16249.97 5.02
Education
General 1083.33 0.99 1304.03 0.61 2387.26 0.74
Education
Total 109515.98 100.00 214334.00 100.00 323849.98 100.00
Education
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As shown in the table and figure, university and Higher Education secures about 13% of the total expenditure on education by education department, as against almost 50% of investment on elementary education and 30% on secondary education.
1.5 Growth of Higher Education
In its size and diversity, India has the third largest higher education system in the world, next only to China and the United States. Before Independence, access to higher education was very limited and elitist, with enrolment of less than a million students in 500 colleges and 20 universities. Since independence, the growth has been very impressive; the number of universities (as on31st March 2006) has increased by
18-times, the number of colleges by 35 times and enrolment more than 10 times
(Annual Report, MHRD 2006-07). The system is now more mass-based and democratized with one third to 40% of enrolments coming from lower socio-economic strata, and women comprising of some 35%of the total enrolments (Tilak 2004). It is little more than half a century ever since the government initiated a planned development of higher education in the country particularly with the establishment of
University Grants Commission in 1953. Thus early 1950’s is an important reference points from which we could look back at our progress of higher education. Table 1 depicts the growth of institutions from 1950-51 to 2004-05 while Table 2 classifies the
Central and State Universities in the type of disciplines offered by them.
Education system that morphed into an industry during the same time has managed to equip itself to offer only what is sort after by the public. Value based education system is now a history. What we have right now is an education system that values, marks over character formation and credits and academic achievements over values.
Education stream is almost completely industrialized, where the target is to
11 manufacture a pupil with top scores and place him in a lucrative job. Parent’s attitude has too changed by and large. They want their children to score more and their character formation is not much cared about.
In the recent decades the Indian educational system which had a great legacy for its value based and life oriented education has lost it giving away to job market pressure.
Instead of educating the pupils and shaping their character, lately they have reduced to industries manufacturing bright minds in ways that the industry exactly wants. Now school, colleges and universities have reduced to mere suppliers of human resource who have more productivity but are less humane.
Autonomy of Higher Education Institutions is a pre-requisite for enabling them to achieve their goals and objectives. An honest exercise of autonomy - academic, administrative and financial – will lead to making these Institutions as centers of innovation, excellence and development. With this in view the Universities need to be insulated from internal and external pressures of all kinds, may be bureaucratic, political and other groups. Towards this end, University Grants Commission,
Government of India and State Governments will have to evolve strategies to realize the intended objective. Since, autonomy of higher education institution goes hand-in- hand with its accountability, the delegation and devolution of power and authority concomitant with responsibility should flow not only from the external environment to the higher education institution but should be given at different levels within the higher education institution itself. There should be a charter of responsibility and devolution and delegation of authority defined for different levels within the university system and both should be monitored together.
This mechanical system of education grooms an entire generation that is less emotional, more calculative even with kith and kin, and their survival slogan is
12 much like this – ‘Attaining personal goals are more important than the ways of attaining it’.
Education is important for every individual in a nation. It plays a vital role to change the stare of a country. No country could bring a revolution in it unless its people are educated enough to meet the challenges. Education makes a man realize about himself and his goals and how to achieve that goals.
Basically, Education is divided into three groups, The Education which teaches the concerns of a society is called Social Education, The Education which develops a personality inside a man himself is called Spiritual Education, the Education that concerns with the professionalism is called Vocational Education. The Technical
Education comes under the branch of Vocational Education which deals practically in the field of trade, commerce, agriculture, medicine & Engineering.
We are living in the modern age of science where we find Technologies in every aspect of life. What makes life so easy for us… simply; these are the Technologies which we use for our ease and comforts. Not only in our daily life but also in the research centre, in defensive measured of a country, biological aspects etc. No nation could make the progress unless it promotes technical aspects in its fields. The technical education produces technicians for all type of industries and it is true that the progress of a country much depend upon its Industrialization without which a handsome economy would not be possible Using a technology is far easier than to develop it. For developing a technology, it needed high skill teams which have a high knowledge for the theme. It also needed a high amount of time and money. To fulfill all these, there must be technical institutes which must cover all the faculties of technological studies and also the support of government to support financially & to make it at international level. If it would be at an International level then it would be
13 easier to students to acquire knowledge in their own state so that they could do something for their own country. Pakistan leads in the technological era. The exhibition canters in Pakistan plays a vital role in backing up the technicians to come up with more and more new technologies because it gives reflection of our technologies to the foreigners which are representing their country, which means we are reflecting our image to that world. By this we have a sense of development and prosperity that we also produce creative mind in the technological aspect
As far as Pakistan’s implementation in techno field is concern, we can look around and observe that in every field of life we are using high class technologies whether it is in the Industrial purpose, business purpose, agriculture purpose or defensive purpose.
There has been a lot of emergence of on-line trading, which deals with high technological concerns in term of machinery and software. Pakistan
Telecommunication field also deal with high-class technology.
Pakistan also promises to produce best technicians of its own through their technical education centers which allow approximately all the faculties for technical development. These institutes also support the new courses of technology which are introduced at a time so that there would be no line at which we lay behind. The most important institutes in Pakistan which support the technical courses include, NED
University, GIK University, Karachi University, Mehran University and there are also some other private Universities which deal in technological subjects. These institutes promise to produce technicians who could meet the challenges of the technological era. I feel proud when I watch the students rushing towards these technical institutes to become a prosperous technician who have a sense of responsibility for the progress of their national Technical education promotes the material prosperity and economic advancement. It produces the sense of self-respect and dignity. If a country has her
14 own technical experts, she can save a lot of foreign exchange i.e. Technical Education makes a country rich, prosperous and resourceful. Our country is rich in raw material resources but the thing is, we must have enough technical knowledge to benefit from them. There is a famous saying “Engineers drive the world”. Engineering education is the backbone of any society. It is the quality of engineering education that decides the quality of human resources in a country. As stated by Bordia (2001) for the general public in the developing country like India, any engineering degree is a passport to lifelong well being of an individual and his family members. Hence, there is fierce competition among engineering institutions, students and parents of students to get quality students and quality institution respectively.
1.5.1 AIMS OF EDUCATION
Towards progress : 2016 to 2030
To achieve the envisioned state in 2030, transformational and innovative interventions would be required across all levers of the higher education system
In recent years, India has undertaken massive structural and systemic changes that have started to yield encouraging results. The country has been touted to have the best- in-class post-secondary education system at present. Some of the significant factors that have contributed to this growth and can help envision the 2030 dream includes:
Expansion of a differentiated university system with a three-tiered formalized structure
Transition to a learner-centered paradigm of education
Intensive use of technology
Reforms in governance
India is among top 5 countries globally in cited research output, with 23 universities in global top 200.
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Aims give direction to activities. Aims of education are formulated keeping in view the needs of situation. Human nature is multisided with multiple needs, which are related to life. Educational aims are correlated to ideals of life.
The goal of education should be the full flowering of the human on this earth.
According to a UNESCO study, “the physical, intellectual, emotional and ethical integration of the individual into a complete man/woman is the fundamental aim of education.”The goal of education is also to form children into human persons committed to work for the creation of human communities of love, fellowship, freedom, justice and harmony. Students are to be moulded only by making them experience the significance of these values in the school itself. Teachers could achieve this only by the live example of their lives manifested in hundreds of small and big transactions with students in word and deed.
1.5.1.1 Individual and Social Aims:
Individual aims and social aims are the most important aims of education. They are opposed to each other individual aims gives importance for the development of the individuality. Social aim gives importance to the development of society through individual not fulfilling his desire. But it will be seen that development of individuality assumes meaning only in a social environment.
1.5.1.2 Individual Aims
Sir Percy Nunn observes, “Nothing goods enters into the human world except in and through the free activities of individual men and women and that educational practice must be shaped the individual. Education should give scope to develop the inborn potentialities through maximum freedom.”
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1.5.1.3 Social Aim s Whenever I try to imagine an engineering student in India, the mental imagery that flashes in my mind at once is that of Hercules shouldering the earth. Oscillating between the dreams of parents and the societal pressure, every engineering student confronts a Herculean task both academically and psychologically. What does their toil for four years fetch them at the end? It is obvious that the mind sets of parents and students coincide in the idea of getting a job that offers a five digit salary, no matter how remote is the job offer from their core field. Irrespective of the many branches of the engineering stream, except a few none bother to switch streams to grab a job offer with tempting salary package.
High school pupils in his/her pursuit of landing in their dream job have to pass two stages. First, their four years to be spent in one of the umpteen engineering colleges to walk out with a degree and next the interview panel of any company to walk out with an offer letter. Education is one of the best businesses in the current Indian scenario.
The immense interest in engineering courses among Indian parents was aptly followed by the mushrooming engineering colleges in the past decade. Except a handful, the histories of majority of engineering colleges in India span not more than 15 years.
Now that the school final results are published, the newspapers and magazines would in the coming days be filled with advertisements of various colleges. Invariant of all these ads we could see two things highlighted. They are the pass percentage of their current year students and the placement details of the final year students who batched out that year. Both these talk about the credentials and academic excellence of the institution which the parents are keen to know.
Indian education system is swarmed with a wide variety of curricula most of which are designed to excel with rote learning. The pupils trained in an education system like
17 this are capable of memorizing chunks of information but only a creamy layer of them have applicative skills, which is the prime requisite of the recruiting companies.
Anyone with a gifted memory and ability to rote learn any amount of data can pass out an engineering degree with distinction. The scored marks or percentages can never be considered as a true measure of intelligence. In India we don’t really face unemployment but what we actually face is the ‘unemployable’ problem. Current studies reveal that only about 15-25 % of the Indian engineering grads are employable, having the skill sets that employers look for. It might level the argument quoting ,the placement percentages that every collage proudly boasts each year. Almost three quarters of the placements of very institution are from the IT companies. Everyone get to know about the placements of freshers in these companies. But how many of them sustain in these companies? That is something we never get to know. In various companies many of these fresh recruits struggle to survive. Companies who initially recruit in bulk have their own strategies of selecting the best among the lot. Among the rest the mediocre are bench listed and the inefficient are terminated. The terminated folks settle in smaller companies, with lesser salary packages, for their profile now has a few months of work experience on a top company as credit.
Irrespective of the core fields grads of every engineering field end up as IT professional giving way to the high salary bait it throws. After working for a year or so, the skill sets one groomed as a student for his/her core field get totally replaced by the skill sets imbibed for IT profession, probably acquired during the training period of about 2-6 months. So even if one wishes to switch back to their core field it becomes impossible over years.
Even the top companies are willing to recruit fresh graduates. There are two prominent reasons behind this. Psychologically a youngster’s loyalty for his company will be at
18 its peak during the initial years. The company’s welfare will take the front seat no matter if it demands compromising the personal welfare. This attitude is the fresher special. Besides, the commitment to this degree comes at a lower payment- compared to their senior counterparts. After extracting the work from the human resource, at a stage the companies think they are done with them, the treatment one could expect is nothing less that what we do with juiced out molasses.
In any field the success trumpet is blown at full volume while the melancholies go unheard. All the dreaming parents and their folks hear are the loud trumpets. The core intention of this two part article is to show an engineering aspirant about the realities
— plain and frank — so that they might design their years in colleges to hone the skills that will fetch them a guaranteed future rather than giving way to attractive ads of the institutions, which might only fetch them just a degree worth for nothing. Be wise and choose wise.
1.5.2 Theeducation is the process of facilitating learning, or the acquisition of knowledge, skills, values, beliefs, and habits. Educational methods include storytelling, discussion, teaching, training, and directed research. Education frequently takes place under the guidance of educators, but learners may also educate themselves.[1] Education can take place in formal or informal settings and any experience that has a formative effect on the way one thinks, feels, or acts may be considered educational. The methodology of teaching is called pedagogy.
Education commonly is divided formally into such stages as preschool or kindergarten, primary school, secondary school and then college, university, or apprenticeship.A right to education has been recognized by some governments, including at the global level: Article 13 of the United Nations'
1966 International Covenant on Economic, Social and Cultural Rights recognizes a
19 universal right to education In most regions education is compulsory up to a certain age.In most countries today, full-time education, whether at school or otherwise, is compulsory for all children up to a certain age. Due to this the proliferation of compulsory education, combined with population growth, UNESCO has calculated that in the next 30 years more people will receive formal education than in all of human history thus far.
Formal education occurs in a structured environment whose explicit purpose is teaching students. Usually, formal education takes place in a school environment with classrooms of multiple students learning together with a trained, certified teacher of the subject. Most school systems are designed around a set of values or ideals that govern all educational choices in that system. Such choices include curriculum, physical classroom design, student-teacher interactions, methods of assessment, class size, educational activities, and more.
Education: derived from educatum or educare means to train, to mould, to bring up, to lead out, to draw out or propulsion from inward to outward. Narrower meaning: A process for certain periods from schooling to colleges through fixed time, fixed curriculum, fixed classes, fixed subjects for degree or certificate. Wider meaning: it goes on throughout the life from birth till death. Need of aims: To bring certain desirable change, gives direction to activity. Different aims: The Vocational Aim, The
Knowledge or Information Aim, The Culture Aim, The Character Formation Aim or the Moral Aim, The Spiritual Aim The Adjustment Aim, The Leisure Aim, The
Citizenship Training Aim, The Harmonious Development Aim, The Complete Living
Aim, The Social Aim. Aims in India: Developing Democratic Citizenship Vocational
Efficiency, Development Personality or Character, Education for leadership,
Increasing national productivity; Achieving social and national integration;
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Accelerating the process of modernization; Cultivating social, moral and spiritual values. Process: Education by Accretion or Storage Education as formation of mind,
Education as preparation. Education as mental discipline, Education as growth and development, Education as direction, Education as adjustment and self-activity,
Education as social change and progress, Education as Process Socialization.
1.6 Current Developments In Education With Particular Reference To India
Providing education to a large population has been a challenging task after independence. The illiteracy has been widespread throughout the country. Government was totally committed to avail the infrastructure and other facilities to its people. In order to achieve these tasks, it has constituted various committees and commissions from time to time. The first ever commission namely University Education
Commission towards this effort was appointed in 1948. Later, in 1952, the secondary
Education Commission was constituted. The development of Education in India particularly after independence has been guided by national aspirations as embodied in
Indian Constitution. Education has been regarded in the constitution of India as the fundamental right of each and every citizen. Since the adoption of the constitution, the government has been making tremendous efforts to avail education to all sections of the society. The literacy rate in India has risen to 65.38 percent. A significant proportion of this growth is attributed to the promotion of non-formal system of education through non formal centers, community involvement and decentralized system for management of elementary education. Kerala has always been at the top in terms of the literacy rate among the states. The states, which fall below national average, are mostly the BIMARU (Bihar, Madhya Pradesh, Rajasthan and Uttar
Pradesh) states. It may be noted that the elementary education has been given the top priority during recent years. After the elementary education it is the higher education
21 which has been given due importance. Apart from the elementary and higher education, the technical education stood at number three up to fourth five plans. Then it was the secondary education, which has been given more importance. Before 1976, education was the exclusive responsibility of the States. The Constitutional
Amendment of 1976, which included education in the administrative implication required a new sharing of responsibility between the Union Government and the
States. The Central Government continues to play a leading role in the evolution and monitoring of educational policies and programs, the most notable of which are the
National Policies on (NPE), 1986 and the Programme of Action (POA), 1986 as updated in 1992. The modified policy envisages a national System of Education to bring about uniformity in education, making adult education programmes a mass movement, providing universal access, retention and quality in elementary education, special emphasis on education of girls, establishment of pace-setting schools like
Navodaya Vidyalayas in each district, vocationalization of secondary education syntheses of knowledge and inter-disciplinary research in higher education, starting more Open Universities in the States, strengthening of the All India Council of
Technical Education, 30 encouraging sports, physical education, Yoga and adoption of an effective evaluation method, etc. The POA lays down a detailed strategy for the implementation of the various policy parameters by the implementing agencies. The
National System of Education as envisaged in the NPE is based on a national curricular framework, which envisages a common core along with other flexible and region-specific components. Development in Expenditure In line with the commitment of augmenting resources for education, the allocation for education has, over the years, increased significantly. The Plan outlay on education has increased from Rs 151,20 crore in the First Five Year Plan to Rs 43,825 crore in the Tenth Five Year Plan (2002-
22
2007). The expenditure on Education as a percentage of GDP also rose from 0.64 per cent in 1951-52 to 3.74 per cent in 2013-2014 (BE).The outlay for Education in the
Tenth Five Years Plan of Rs 43,825 crore, is higher than the Ninth Plan outlay of Rs
24,908 crore by 1.76 times.
The Technical Education System in the country covers courses in engineering,
Technology, management, architecture, pharmacy, etc. The Ministry of Human
Resource Development caters to programmes at undergraduate, postgraduate and research levels. The technical educational system at the central level comprises, among others, the following: a) The All India Council for Technical Education
(AICTE), which is the statutory body for proper planning and coordinated development of the technical education system; b) Seven Indian Institutes of
Technology (IITs); Six Indian Institutes of Management (IIMs); d) Indian Institute of
Science (IISc),Bangolore; e) Indian Institute of Information Technology and
Management (IITM), Gwalior; Indian Institute of Information Technology (IIIT),
Allahabad; and its Extension Campus at Amethi; and Pt. Dwarka Prasad Mishra
Institute of Information Technology Design and Manufacturing Jabalpur; and f)
Eighteen National Institutes of Technology (NITs) (converted from RECs with 100 per cent central funding.
1.6.1 The Educator’s Role
The teacher himself should be a properly integrated human being. The teacher has to be careful, thoughtful and affectionate in the creation of the right environment for the development of understanding to enable the child to deal intelligently with human problem. In order to achieve all this, the educator needs to understand himself. In order to deal with children, great deal of patience and understanding are needed. For a true teacher, teaching was not a technique but a way of life.
23
1.7 Higher Education In India :
India's education has a long history dating back to institutions such as Nalanda.India, being a developing nation, struggles with challenges in its primary education. Literacy rate has increased from around 3% in 1880 to around 65% in 2001. Net enrolment of
6-10 years old Indians increased from 68 percent to 82 percent between 1992/93 and
1998/99. Yet great challenges remain as The Economist reports that half of 10-year- old rural children can't read at the basic level, over 60% is unable to do simple division, and half drop out by the age 14. Fewer than 40 percent of adolescents in
India attend secondary schools. Around 1 in 10 young person has access to tertiary education. Mercer consulting estimates that only a quarter of graduates are
"employable". All levels of education in India, from primary to higher education, are overseen by the Ministry of Human Resource Development, Department of Higher
Education, India and Department of School Education and Literacy, and heavily subsidized by the Indian government, though there is a move to make higher education partially self-financing. The Indian Government is considering allowing 100% foreign direct investment in Higher Education. (UNKNOWN, 2009) Higher Education in
India has evolved in distinct and divergent streams with each stream monitored by an apex body, indirectly controlled by the Ministry of Human Resource Development.
The 415 universities/ institutions are mostly funded by the state governments.
However, there are 24 important universities called Central universities, which are maintained by the Union Government and because of relatively large funding, they have an edge over the others. The engineering education and business schools are monitored and accredited by the All India Council for Technical Education (AICTE) while medical education is monitored and accredited by the Medical Council of India
(MCI). Like-wise, agriculture education and research is monitored by the Indian
24
Council for Agriculture Research. Apart from these, National Council for Teacher
Education (NCTE) controls all the teacher training institutions in the country.
(UNKNOWN, 2008)
It is widely recognized that higher education promotes social and economic development by enhancing human and technical capabilities of society. Technical change and institutional change are key components of development. Higher education plays an important role in facilitating these changes by incorporating all of the various demographics of the population.
Higher education has been found to be significantly related to the human development index and greater for the disadvantaged groups (Joshi, K. M. , 2006). Similarly, the lack of such education causes the inverse to occur; i.e. the greater the level of higher education in a society, whether in stock or flow forms, the greater the level of human development can be, through its influence on two main components of human development index: life expectancy, and GDP per capita (Tilak, J. B. G., 1994). In its size and diversity, India has the third largest higher education system in the world, next only to China and the United States. The higher education system in India grew rapidly after independence (Agarwal, Pawan, 2006). Today, Indian higher education is comprised of 33,657 institutions, made up of 634 universities and 33,023 colleges; it is the largest higher education system in the world in terms of the number of institutions.
With the changing demographics, political, philanthropic and economic environment, the objective of higher education has now a more focused attention on access and equity. The Indian higher education has seen three phases of funding, philanthropic to public, and then to private financing. The changing financing patterns have altered regulations, equity, efficiency and quality aspects of higher education. (Joshi, Dr. K.
M. & Ahir, Dr. Kinjal Vijay, 2013)
25
Between 1948 and 1960, the states of Maharashtra and Gujarat were together. An engineering college at Ahmedabad, a separate polytechnic at Pune and two model polytechnics, one at Bombay and another at Ahmedabad were started. Along-with this, technical high schools and high school centers were started to orient the students towards the engineering profession. The concept of technical high school centre was a novel concept, in that; it could cater to the need of purely academic schools in the locality of very low cost in terms of infrastructure and running expenditure.
The formation of the State of Maharashtra in 1960 opened a new chapter in technical education and the activities of the Directorate increased manifold.
By 1978 the number of degree level institutes rose to 16, the diploma level institutes to
50. Also, post-graduate facilities were developed in nine institutions. Similarly, the
ITIs and technical high schools also increased in large numbers. By 1987, almost every district, excepting the four districts of Ahmednagar, Wardha, Gadchiroli and
Raigad had a government polytechnic.
However, the demand for degree and diploma courses was on the rise. Many deserving students were unable to get admission to these courses due to the limited seats available in government and government-aided institutes. Therefore, by a pragmatic view to give opportunities to the aspiring students, the government decided to grant permission to private, social and educational managements to startup unaided engineering colleges and polytechnics. Due to the very large growth, and in order to facilitate monitoring and development of technical institutes and courses, the
Directorate of Technical Education was bifurcated in 1984 and the Directorate of
Vocational Education and Training was formed. This new Directorate was given the charge of industrial training institutes, technical high schools and certificate course institutes in the state. The Directorate of Technical Education was given the
26 responsibility of degree and diploma level institutions in Engineering and Technology,
Architecture, Pharmacy, Hotel Management and Catering Technology etc. The
Directorate was also entrusted with the monitoring and control of management institutions imparting degree and diploma level training in various branches ofEngineering and Technical education.
Table 2 : Quantitative growth of Engineering programs under
Sr.No. Type of Course Details of growth
1 PG degree courses Year ofRef. No. of SanctionedIntake
in Engineering Institutes
and Technology 1980 10 1701
1990 31 2883
2000 34 2469
2015 176 6050
2 Degree in Engineering 1980 9 2934
and Technology 1990 66 25964
2000 125 43901
2015 336 155691
3 Diploma in Engineering 1980 39 9690
and Technology 1990 117 32590
2000 144 40220
2015 225 45630
Source : DTE-Decade-wise-2015 as per AISHE 2014-15
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1.8 Brief History of Education in India
The education in India has a rich and interesting history. It is believed that in the ancient days, the education was imparted orally by the sages and the scholars and the information was passed on from one generation to the other. AICTE -Technical
Education plays a vital role in human resource development of the country by creating skilled manpower, enhancing industrial productivity and improving the quality of life of its people. Technical Education covers programmes in engineering, technology, management, architecture, town planning, pharmacy, applied arts & crafts, hotel management and catering technology. The impulse for creation of centers of technical training came from the British rulers of India and it arose out of the necessity for the training of overseers for construction and maintenance of public buildings, roads, canals and ports and for the training of artisans and craftsmen for the use of instruments and apparatus needed for the army, the navy and the survey department.
The superintending engineers were mostly recruited from Britain from the Cooper's
Hill College and this applied as well to foremen and artificers; but this could not be done in the case of lower grades- craftsmen, artisans and sub-overseers who were recruited locally. As they were mostly illiterate, efficiency was low. The necessity to make them more efficient by giving them 65 elementary lessons in reading, writing, arithmetic, geometry and mechanics, led to the establishment of industrial schools attached to ordnance factories and other engineering Engineering. In 1865 it was amalgamated with the Presidency College. Later, in 1880, it was detached from the
Presidency College and shifted to its present quarters at Sibpur, occupying the premises and buildings belonging to the Bishop's College.
Proposals for having an Engineering College at Bombay city having failed for some reasons, the overseer‘s school at Poona eventually became the Poona College of
28
Engineering and affiliated to the Bombay University in 1858. For a long time, this was the only College of Engineering in the Western Presidency.
In the Madras Presidency, the industrial school attached to the Gun Carriage Factory became ultimately the Guindy College of Engineering and affiliated to the Madras
University (1858). The educational work in the three Colleges of Sibpur, Poona and
Guindy has been more or less similar. They all had licentiate courses in civil engineering up to 1880, when they organized degree classes in this branch alone. After
1880, the demand for mechanical and electrical engineering was felt, but the three
Engineering Colleges started only apprenticeship classes in these subjects. The
Victoria Jubilee Technical Institute, which was started at Bombay in 1887, had as its objective the training of licentiates in Electrical, Mechanical and Textile Engineering.
In 1915, the Indian Institute of Science, Bangalore, opened Electrical Engineering classes under Dr. Alfred Hay and began to give certificates and associate ships, the latter being regarded equivalent to a degree. 67 In Bengal, the leaders of the Swadeshi
Movement organized in 1907 a National Council of Education which tried to organize a truly National University. Out of the many institutions it started, only the College of
Engineering and Technology at Jadhavpur had survived. It started granting diplomas in mechanical and engineering course in 1908 and in chemical engineering in 1921.
The Calcutta University Commission debated the pros and cons of the introduction of degree courses in mechanical and electrical engineering. One of the reasons cited from the recommendations of the Indian Industrial Commission (1915), under the
Chairmanship of Sir Thomas (Holland) against the introduction of electrical engineering courses, is given in the following quotation from their report: "We have not specifically referred to the training of electrical engineers, because electrical manufactures have not yet been started in India, and there is only scope for the
29 employment of men to do simple repair work, to take charge of the running of electrical machinery, and to manage and control hydroelectric and steam-operated stations. The men required for these three classes of work will be provided by the foregoing proposals for the training of the various grades required in mechanical engineering. They will have to acquire in addition, special experience in electrical matters, but, till this branch of engineering is developed on the constructional site, and the manufacture of electrical machinery taken in hand, the managers of electrical undertakings must train their own men, making such use as they can of the special facilities offered for instruction at the engineering colleges and the Indian Institute of
Science.‖ 68 The credit of first starting degree classes in mechanical engineering, electrical engineering and metallurgy goes to the University of Banaras, thanks to the foresight of its great founder, Pt. Madan Mohan Malaviya (1917).
About fifteen years later, in 1931-32, the Bengal Engineering College at Sibpur started mechanical and electrical engineering courses in 1935-36 and courses in metallurgy in
1939-40. Courses in these subjects were also introduced at Guindy and Poona about the same time. Quite a number of engineering colleges have been started since August
15, 1947. It is due to the realization that India has to become a great industrial country and would require a far larger number of engineers than could be supplied by the older institutions.
The All India Council for Technical Education (AICTE) is the statutory body and a national-level council for technical education, under Department of Higher Education
Ministry. Established in November 1945 first as an advisory body and later on in 1987 given statutory status by an Act of Parliament, AICTE is responsible for proper planning and coordinated development of the technical education and management education system in India. The AICTE accredits postgraduate and graduate programs
30 under specific categories at Indian institutions as per its charter. It is assisted by 10
Statutory Boards of Studies, namely, UG Studies in Eng. & Tech., PG and Research in
Eng. and Tech., Management Studies, Vocational Education, Technical Education,
Pharmaceutical Education, Architecture, Hotel Management and Catering Technology,
Information Technology, Town 69 and Country Planning. The AICTE has its headquarters in Indira Gandhi Sports Complex, Indraprastha Estate, New Delhi, which has the offices of the chairman, vice-chairman and the member secretary, plus it has regional offices at Kolkata, Chennai, Kanpur, Mumbai, Chandigarh, Guwahati,
Bhopal, Bengaluru, Hyderabad and Gurgaon
AICTE is vested with statutory authority for planning, formulation and maintenance of norms and standards, quality assurance through school accreditation, funding in priority areas, monitoring and evaluation, maintaining parity of certification and awards and ensuring coordinated and integrated development and management of technical education in the country as part of the AICTE Act No. 52 of 1987.
The AICTE Act, stated verbatim reads: ―To provide for establishment of an All India council for Technical Education with a view to the proper planning and co-ordinate development of the technical education system throughout the country, the promotion of qualitative improvement of such education in relation to planned quantitative growth and the regulation and proper maintenance of norms and standards in the technical education system and for matters connected therewith.
The AICTE comprises nine bureaus, namely:
Faculty Development (FD) Bureau
Undergraduate Education (UG) Bureau
Postgraduate Education and Research (PGER) Bureau
Quality Assurance (QA) Bureau
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Planning and Co-ordination (PC) Bureau
Research and Institutional Development (RID) Bureau
Administration (Admin) Bureau
Finance (Fin) Bureau
Academic (Acad) Bureau
For each bureau, adviser is the bureau head who is assisted by technical officers and other supporting staff. The multidiscipline technical officer and staff of the council are on deputation or on contract from government departments, University Grant
Commission, academic institutions, etc.
The national statutory body called All India Council for Technical Education, is the only with their approval that a B-School can be started. AICTE advises all B-Schools of 3 years standing to go in for accreditation. For that purpose, AICTE has created a special agency called the National Board of Accreditation (NBA).
The accreditation categories are i) Of five years, ii) Three years, iii) Conditional three years, iv) accreditation refused. The accreditation is a tough process. That could be the reason why only about 10 percent of the Indian B- Schools have gone in for accreditation. AICTE does not compel the accreditation to the management institutes,
Which was founded in November 1945, is a not-for-profit organization that brings together nearly more than 1,00,000 academic institutions, and other organization interested, in the promotion and improvement of higher education in the areas of business administration and management. The AICTE plays a prominent thought leadership in the field of management education. For example organization and institution commissioned the 71 landmark study as an outcome of several AICTE sponsored program and conferences. These events bought together business school, organization and other stakeholders to explore the issues facing industry and society
32 and their impact on management education. The findings from forums identified various issues: the transition to a service and information economy, the impact of technology, international issues, entrepreneurial issues, diversity, societal values, and the accelerating pace of world changes. The AICTE also led sessions on the needs of future managers meeting to assess what changes had been implemented based on earlier recommendations.
In addition, AICTE is the oldest accrediting agency of degree programs. The accrediting process is a voluntary review of educational institutions and their programs, in 1994, the AICTE established minimum accreditations standards for graduate‘s business school to dispel the perception by industry of weak professional standards in business programs. The standards were strengthened further to address admission standards and faculty improvement issues.
The accreditations standards are dynamics for example the revision encompassed standards that better reflected the NAAC growing membership and focused on improving professional business education‘s relevance through a greater balance between strong scholarship and a deeper connection to current business issues.
Moreover, the standard shifted the focus of the business school curriculum assessment from a quantitative –based input/ output orientation that asked AICTE members school. - What are you doing? To a qualitative based 72outcomes assessment, which asked member school to articulate,-What has been accomplished?‘‘.
However, the AICTE also revised its standards in response to external criticism and competition in which AICTE introduced peer review process and standards that were linked to institutional members, were made to keep abreast of initiatives introduced by the first competing accrediting agency.
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In addition, the AICTE faced resistance on the implementation of some standards by higher education institution, owing in part to a general resistance to change in higher education, and the constraints on public institutions in meeting accreditation standards in the face of decreased government funding.
However, AICTE plays a critical role in the strategic planning in business schools, as the institution must consider the issues of curriculum content and business school alliances within the context of accreditations.
Accordingly, the AICTE recently increased the emphasis on the skills development in its accreditations standards as a complement to its traditional focus on knowledge, this change in focus reflected the growing importance to employers and employees ability to measure skills capability for career success. In addition, the AICTE strengthened its standards with regards to teaching diversity, awareness of ethical and global issues, and team development.
After the development of letters, it took the form of writing using the palm leaves and the barks of trees. This also helped in spreading the written literature. The temples and the community centers formed the role of schools. Later, the Gurukul system of education came into existence.
The Gurukuls were the traditional Hindu residential schools of learning which were typically in the teacher's house or a monastery. Even though the education was free, the students from well-to-do families paid the Gurudakshina which was a voluntary contribution after the completion of their studies. At the Gurukuls, the teacher imparted knowledge on various aspects of the religion, the scriptures, the philosophy, the literature, the warfare, the statecraft, the medicine astrology and the history. This system is referred as the oldest and the most effective system of education.
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In the first millennium and the few centuries preceding, there was a flourishing of higher education at Nalanda, Takshashila University, Ujjain, and Vikramshila
Universities. The important subjects were mainly the art, the architecture, the painting, the logic, the grammar, the philosophy, the astronomy, the literature, the Buddhism, the Hinduism, the arthashastra, the law, and the medicine. Each university specialized in a particular field of study. For instance, the Takshila specialized in the study of medicine, while the Ujjain laid emphasis on astronomy.
The Nalanda, being the biggest centre, had all the branches of knowledge, and housed up to 10,000 students at its peak. The British records reveal that the education was widespread in the 18th century, with a school for every temple, mosque or village in most regions of the country. The main subjects were the arithmetic, the theology, the law, the astronomy, the metaphysics, the ethics, the medical science and the religion.
The school had the student representatives from all classes of the society.
The present system of education was introduced and founded by the British in the
20th century, by the recommendations of Macaulay. It has western style and content.
The British government did not recognize the traditional structures and so they have declined. It is said that even Gandhi described the traditional educational system as a beautiful tree which was destroyed during the British rule.
The first medical college of Kerala was started at Calicut, in 1942-43, during World
War II. As there was a shortage of doctors to serve the military, the British
Government opened a branch of Madras Medical College in Malabar, which was under Madras Presidency then. After independence, the education became the responsibility of the states and the Central Government coordinated the technical and higher education by specifying the standards.
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In 1964, the Education Commission started functioning with 16 members of which 11 were Indian experts and 5 were foreign experts. The Commission also discussed with many international agencies, experts and consultants in the educational as well as scientific field. Later in 1976, the education became a joint responsibility of both the state and the Centre through a constitutional amendment.
The central government through the Ministry of Human Resource Development's
Department of Education and the governments at the states formulated the education policy and planning. NPE 1986 and revised PoA 1992 envisioned that free and compulsory education should be provided for all children up to 14 years of age before the commencement of 21st century. Also, the Government of India made a commitment that by 2000, 6% of the Gross Domestic Product (GDP) will be spent on education, out of which half would be spent on the Primary education.
In November 1998, Prime Minister AtalBehari Vajpayee announced setting up of
VidyaVahini Network to link up universities, UGC and CSIR. The general marks- based education system is now being replaced by the grades-based system.
1.9 Higher Education System in India:
Higher Education in India is one of the most developed in the entire world. There has in fact been considerable improvement in the higher education scenario of India in both quantitative and qualitative terms. In technical education, the IITs, and in management, the IIMs have already marked their names among the top higher educational institutes of the world. Moreover the Jawaharlal University and Delhi
University are also regarded as good higher educational institutes for doing postgraduates courses and research in science, humanities and social sciences. As a result, students from various parts of the world are coming today for higher education in India. India currently produces a solid core of knowledge workers in tertiary and
36 scientific and technical education, although the country needs to do more to create a larger cadre of educated and agile workers who can adapt and use knowledge …
Measures are also needed to enhance the quality and relevance of higher education so that the education system is more demand driven quality conscious, and forward looking, especially to retain In technical education, the IITs, and in management, the
IIMs have already marked their names among the top higher educational institutes of the world. Moreover the Jawaharlal University and Delhi University are also regarded as good higher educational institutes for doing postgraduates courses and research in science, humanities and social sciences. As a result, students from various parts of the world are coming today for higher education in India. Most of these universities in
India have affiliating colleges where undergraduate courses are being taught.
According to the Department of higher Education, government of India, there are
16,885 colleges, 99.54 lakh students and 4.57 lakh teachers in various higher education institutes in India.
CONTEMPORARY EDUCATION ISSUES:
Modern education in India is often criticized for being based on rote learning.
Emphasis is laid on passing examinations with high percentage. Very few institutes give importance to developing personality and creativity among students. Recently, the country has seen a rise in instances of student suicides due to low marks and failures, especially in metropolitan cities, even though such cases are very rare. The boards are recently trying to improve quality of education by increasing percentage of practical and project marks.
Many people also criticize the caste, language and religion-based reservations in education system. Many allege that very few of the weaker castes get the benefit of reservations and that forged caste certificates abound. Educational institutions also can
37 seek religious minority (non-Hindu) or linguistic minority status. In such institutions,
50% of the seats are reserved for students belonging to a particular religion or having particular mother-tongue(s). For example, many colleges run by the Jesuits and
Salesians have 50% seats reserved for Roman Catholics. In case of languages, an institution can declare itself linguistic minority only in states in which the language is not official language. For example, an engineering college can declare itself as linguistic-minority (Hindi) institution in the state of Maharashtra (where official state language is Marathi), but not in Madhya Pradesh or Uttar Pradesh (where the official state language is Hindi). These reservations are said to be a cause of heartbreak among many. Many students with poor marks manage to get admissions, while meritorious students are left out. Critics say that such reservations may eventually create rifts in the society.
Ragging has been a major problem in colleges and students have died due to ragging.
However, ragging is now a criminal offense, and all universities and colleges are obliged to publicize the penalties for ragging and monitor hostels to prevent ragging.
Expenditure on education is also an issue which comes under the scanner. According to the Kothari commission led by Dr Vijay Kothari in 1966, expenditure on education has to be minimum 6% of the GDP. Whereas in 2004 expenditure on education stood at 3.52% of the GDP and in the eleventh plan it is estimated to be around 4%. The
"sarva shikshan abhyan" has to receive sufficient funds from the central government to impart quality education.
1.9.2 Technical Education Courses in India:
The courses, which are known as 'technical' in India and therefore come under the purview of All India Council of Technical Education are - degree and diploma courses in Engineering, Master degree Courses in Engineering, Master of Computer
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Application (MCA), Master of Business Administration (MBA), Pharmacy Courses,
Courses in Architecture and Applied Arts and Hotel Management and Catering
Technology Courses.
1.9.3 EDUCATION FOR SPECIAL SECTIONS OF SOCIETY:
Women:
Under Non-Formal Education programme, about 40% of the centers in states and 10% of the centers in UTs are exclusively for girls. As of 2000, about 0.3 million NFE centers were catering to about 7.42 million children, out of which about 0.12 million were exclusively for girls. In engineering, medical and other colleges, 30% of the seats have been reserved for women.
SC/STs/SBCs and OBCs:
The Government has reserved seats for SC/STs/SBCs in all areas of education.
Special scholarships and other incentives are provided for SC/STs/SBCs candidates.
Many State Governments have completely waived fees for SC/ST students. The IITs have a special coaching program for the SC/STs/SBCs candidates who fail in the entrance exams marginally. Seats have been reserved for candidates belonging to
Other Backward Classes as well in some states like Tamil Nadu, Karnataka and
Andhra Pradesh. The struggle for reserving seats for students from OBC categories in elite institutions like IITs, IIMs and AIIMS and Central Universities is still going on.
The Supreme Court of India is obstructing this reservation for the reason that there has been no caste-wise census since 1931 and the population share of OBCs cannot be based on 1931 census. The Department for the Welfare of SC/ST/OBC/Minorities introduced the SC/STs/SBCs tuition-fee reimbursement scheme in 2003-2004. The scheme applies to SC and ST students of states and central who are enrolled in recognized unaided private schools and who have an annual family income of less
39 than Rs. 1 lakh. It provides a 100% reimbursement of the tuition fees, sports fee, science fee, lab fee, admission fee and the co-curricular fee if the student's family income falls below Rs. 48, 000 per annum and a reimbursement of 7% if the family income is greater than Rs. 48, 000 per annum but less than Rs. 1 lakh. The subsidy provided by the scheme covers between 85% and 90% of the beneficiary's total running expenses in studying in a private school.
In Maharashtra from 2005-06 to till 2015-16 The Department for the Social Welfare of SC/ST/OBC/Minorities introduced the SC/STs/SBCs tuition-fee reimbursement scheme. SC/STs full tution plus Development fee reimbursement if he came from
CAP Round Admission. OBCs will reimbursed 50% of Tution fees only No
Development fee will reimbursed. TFWS was introduced by AICTE which means
Tution fees Waiver scheme. They have to pay only Development fees as they have came from special and over and above seats to the Institute.
1.9.4 Institutes offering Technical Education in India:
As the technical education courses in India are quite diverse, the number of institutes providing technical courses in India is also huge. The number of AICTE approved institutes that offer engineering degree courses in India is - 4,39,689. There are around
1244 institutes in India that offer diploma courses in engineering, 415 institutes offer diploma courses in Pharmacy, 63 institutes offer diploma courses in Hotel
Management and Catering Technology Courses and 25 AICTE approved institutes that offer diploma courses in Architecture. The number of AICTE approved institutes that offer master of Computer Application courses in India is 1012. Likewise the AICTE also approves institutes from time to time institutes that offer MBA courses,
M.E./M.Tech, Architecture and Applied Arts Courses, Hotel Management and
Catering Technology Courses.
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Given the importance of technical education in the further development of the nation, the Government of India is keen on developing some more institutes in the line of
IITs, IIMs and IISCs. The Prime Minister of India has unleashed a plan to establish 8
IITs, 7 IIMs and 5 IISCs to improve the spread and quality of technical education in the country. These institutes along with various private institutes and foreign technical colleges have the potential of making technical education accessible to all sections of society in India without compromising on the quality of education.
1.9.5 Key players in the Higher Education System in India:
The University Grants Commission of India is not only the lone grant giving agency in the country, but also responsible for coordinating, determining and maintaining the standards in institutions of higher education. Apart from the UGC here are various professional councils that are responsible for recognizing courses, promoting professional institutes and providing grants to undergraduate programmes. They are
All India Council for Technical Education (AICTE), Distance Education Council
(DEC), Indian Council for Agriculture Research (ICAR), Bar Council of India (BCI),
National Council for Teacher Education (NCTE) Rehabilitation Council of India
(RCI), Medical Council of India (MCI), Pharmacy Council of India (PCI), Indian
Nursing Council (INC), Dentist Council of India (DCI), Central Council of
Homeopathy (CCH) and the Central Council of Indian Medicine (CCIM) are the statutory professional councils of India. India has one of the largest 'Higher Education
System in the world. Main players in the higher education system in the country are:
University is responsible for coordination, determination and maintenance of standards, release of grants. Professional Councils are responsible for recognition of courses, promotion of professional institutions and providing grants to undergraduate programmes and various awards. Central Government is responsible for major policy
41 relating to higher education in the country. It provides grants to the UGC and establishes central universities in the country. The Central Government is also responsible for declaration of Educational Institutions as 'Deemed to be University' on the recommendation of the UGC. Presently there are sixteen (18) Central Universities in the country. In pursuance of the Mizoram Accord, another Central University in the
State of Mizoram is planned. There are 99 Institutions which have been declared as
Deemed to be Universities by the Govt. of India as per Section of the UGC Act, 1956.
State. The Industry-Oriented Engineering EducationEngineering has no doubt, progressed in the last 150 years. The commercial airplane, personal automobile, and the computer are some of the marvels that engineers have produced. Engineering pedagogy and curriculum have unquestionably changed as well. I recently skimmed through a book written in 1918 by Charles Riborg Mann on the subject of engineering education, highlighting the present conditions, current problems, and suggested solutions for engineering education. Among the problems, Mann lists admission, time constraints, course content, testing and grading, and shop work as main sections for discussion. As we enter 2015, we continue to see the same repeated discussions as 100 years prior. [1]In the compilation, Educating the Engineer of 2020: Adapting
Engineering Education to the New Century published by the National Academy of
Engineering, a discussion ensues about the outlook of engineering education. In a section entitled, “Pursue Student-Centered Education,” it is stated that “one should address how students learn as well as what they learn in order to ensure that student learning outcomes focus on the performance characteristics needed in future engineers. Two major tasks define this focus: (1) better alignment of engineering curricula and the nature of academic experiences with the challenges and opportunities graduates will face in the workplace and (2) better alignment of faculty skill sets with
42 those needed to deliver the desired curriculum in light of the different learning styles of students.” It is a continual struggle to define what the “best” approach to educating engineers is. Will that come with improved curriculum? Better grading? Or does the key lie in how we assist students in drawing meaning and significance from their work thus motivating them to continue to pursue engineering with excellence? We believe that reflection plays a vital role in helping students to draw significance and understanding from their rigorous studies.
Even as we continually make strides towards improving engineering education, we will still ask similar questions as Professor Mann in 1919, “Do we need fewer or more schools? Is the curriculum too long or too short? Should the engineering school be made a graduate professional school? What are the present demands of science, of industry, and of education? How well are the schools meeting these demands? What changes, if any, seem desirable?”
Governments are responsible for establishment of State Universities and colleges, and provide plan grants for their development and non-plan grants for their maintenance.
India is today one of the fastest developing countries of the world with the annual growth rate going above 9%. In order to sustain that rate of growth, there is need to increase the number of institutes and also the quality of higher education in India.
Therefore the Prime Minister of India has announced the establishment of 8 IITs, seven Indian Institutes of Management (IIMs) and five Indian Institutes of Science,
Education and Research (IISERs) and 30 Central Universities in his speech to the nation on the 60th Independence Day. The outlay for education during the 11th Five
Year Plan, which runs from the current fiscal to 2012-13, represents a four-fold increase over the previous plan and stands at Rs 2500 billion. The thrust of the policy underlying the Eleventh Five Year Plan for Higher Education is on increasing access
43 to quality higher education while ensuring equity. A new Scheme for Reduction in
Regional Imbalances, Social Gaps and Promotion of Inclusiveness in Higher
Education has been introduced by the University Grants Commission (UGC) in the XI
Plan, which will serve the rural and tribal areas as well. Central Universities have been established in all the states in the North-Eastern Region including in states with predominately tribal population. In addition, during the XI Plan a Central University will be established in each of those states where there is no Central University. 374 new colleges are proposed to be established one in each district where the Gross
Enrolment Ratio (GER) is lower than the national average. In the XI Plan, a target has been set to increase the GER of students in the eligible age group of 18-24 years in higher education by 5 percentage points by the end of the Plan. Provision for infrastructural and other requirements for this purpose is required to be made by
Central and State Governments. (Arunachalam, P., 2010
1.10 Financing higher education in India:
Higher education in India is primarily funded by the government – central or state governments and the households. An optimal level of funding is required for maintenance of reasonable standards of higher education. This may vary across subject areas and across the country. However, with a view to estimate the overall requirement of funds for higher education, an average unit cost of Rs.60000 per annum per student is taken. Based on this norm, for an enrolment of 10.48 million, an annual expenditure of Rs.628.8 billion is desired on higher education in India. Additional funds are required for new infrastructure and facilities for expansion of enrolment. Further, living and transport expenses are borne by the students and parents directly.
Access and Equity:The Central Government is conscious of the need to raise both the enrolment rate and access to higher education to all who deserve irrespective of class,
44 caste, religion, gender or economic status. In the last plan period enrolment rate has gone up form some 6% to 10%and the 11th Plan it is proposed to raise it 15 percent. 30 new Central Universities, 8 new IITs, 20 new IIITs and 7new IIMs, and several high grade Medical Institutes are proposed to be established during the next plan period, and one degree college would be established in each district of the country. The Prime
Minister has invited private sector participation in this venture. Knowledge
Commission, which was established at the suggestion of the present Government, has submitted its first report on Higher Education and is under scrutiny for implementation by the Government. There are proposals for improving access to quality higher education to disadvantaged groups in the population (Moily Committee and Sachar
Committee reports). The Indian Prime Minister in his Independence Day speech on
15th August 2007 said, “We will also ensure that adequa te numbers of colleges are set up across the country, especially in districts where enrolment levels are low. We will help States set up colleges in 370 such districts. The University system, which has been relatively neglected in recent years, is now the focus of our reform and development agenda. We will set up thirty new Central Universities. Every state that does not have a central university will now have one. In order to promote science and professional education, we are setting up five new Indian Institutes of Science
Education and Research, eight new Indian Institutes of Technology, seven new Indian
Institutes of Management and twenty new Indian Institutes of Information
Technology. These will generate new educational opportunities for our youth.
Against the desired expenses of Rs.628.8 billion on higher education, the government spends around Rs.290 billion per year. This figure has been arrived at on analysis of the budgeted expenditure on education by the government for the year 2014/15. The budget estimate – 2014/15 for higher education (including technical education) for the
45 central government and the state governments taken together was Rs.231.4 billion.
Taking into account an increase of five per cent per year as per historical rate of increase, this is estimated at Rs.245 billion during the current year. It is estimated that the government spends another Rs.65 billion every year on post-secondary education in the agriculture and the health sectors. Altogether, the central and the state governments spend Rs.290 billion per year on higher education in India.
With the landscape for higher education changing rapidly, one cannot think of a stable funding structure for higher education. The future of financing higher education cannot be merely an extension of the present but shaped by new realties, such as massive growth in enrolment, new mechanism of cost sharing, the appearance of new cross-border suppliers, the emergence and growth of different types of public and private higher education providers, distance education and many other innovations.
Consistent with these realties, new and flexible ways of tackling financing issues in higher education have to be found. This would require alternative policies and mechanisms to provide answers to these challenges. (Sanyal, C. B. & Martin, M.,
2006) have identified the following seven key factors that would affect the new funding trends for higher education: a. The massive expansion of enrolment; b. The incapacity of the state to fund such an expansion; c. The vigorous emergence of the private higher education; d. The tendency to cost sharing by students and their parents; e. The importance of accountability; f. The emergence of new providers; and g. The need for funding by the states to reduce growing inequalities in access.
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CHAPTER TWO
LITERATURE REVIEW
Financing of education has been a matter of great concern and major policychallenge across all the countries. A country’s education sector competes for public resources with all other sectors and has been a competition for resources with in various sub-sectors of education. There was a time when the educational development of a nation occurred exclusively with the availability of public resources and the private participation was not considered that much necessary and a good practice. The governments were having sound budgets and providing sufficient resources to the education sector, at least, up to the elementary and secondary levels. The present day advanced economies and even the newly industrialized countries of East Asia have developed their human resources with the strong backing of the public funds. However, the situation changed considerably with the advent of economic reforms under the so-called neo-liberal policies. As a consequence, the education sectors of many counties were opened up for the private sector on the massive scale. It has brought up the issues of rising costs, cost recovery and financing of education on the forefront of any discussion related to the education sector.
For the past many years, not only in India, but also across the world, public expenditure on higher education has been declining at least in real prices as in relation to state incomes and budgets. The decline in public expenditure on higher education has emerged as a global crisis of higher education sectors and is the most noticeable trend. Compelled by economic reform policies or conceived of the rationale for reduced role of the state in funding higher education, most countries have inflicted serious cuts in public budgets for higher education. This trend exist in many countries, in some or all of the areas related to education: total public expenditure on higher education, per student public expenditure, public higher education expenditure’s hares in relation to a particular country’s national
47 income or total government expenditure, and allocation in absolute and relative terms to the important programmes that include research, scholarships and so on. Recognizing the importance of education in national development, high priority will continue to be accorded to expansion of education, significantly improving the quality of education imparted, and ensuring that educational opportunities are available to all segments of the society. Key education development priorities Owlia and Aspinwall (1998a) have suggested a revised framework for service quality dimensions which consists of 19 quality characteristics grouped into four attributes namely academic resources, competence, attitude and content. This frame work could be used for measuring and improving educational service quality. (St. John Edward P., 1994) College costs are extremely controversial. St. John explains why and assesses differing financial strategy contributions and deterrents to the major issues in higher education finance, one of the most important being how to mediate the negative effects of increased privatization.Awareness for higher education among society: Towards the end of 19th century, many visionaries and educational leaders contributed for the “Education revolution” in the State. This helped to spread the awareness of 93 importance of education across the entire social fabric of the state. These visionaries promoted Institutes of high learning in Mumbai and Pune. The subsequent growth of education in these regions, helped to boost more awareness among the people.
It is generally argued that the fees of various courses in Technical courses are exuberantly high. Earlier dual fee structure under ‘the Free and Payment seats’ was well accepted by the society and remained in existence for a long period. This scheme however created a partition of meritorious students and rich students in the society. After the judgment in the case of T.M.A. Pai, the principle of ‘cost-based-education’ is now gaining the acceptance by the society. The sample of institutes charging higher range of fees. It is
48 evident from the table, which shows that candidates as well as parents are opting for the
Quality Education and in spite of higher level of fees in these institutes as the figures under the column count indicates no. of options opted by the students for that Institute. It may be also noted that majority of these institutes have been accredited by the National
Board of Accreditation. This shows that the students and parents, both the stakeholders, are aware of the accreditation and hence quality of education. Most of these institutes are having standing of almost more than 20 years. Majority of these institutes are located in
Mumbai and Pune region. This adds to our belief that the geographical location definitely matters to the choice of institute. Those who do not have the accreditation as well as long standing have earned the reputation through quality consciousness, excellence of infrastructure and faculty which reflects in the inclusion of these institutes in sample of institutes charging higher range of fees. These institutes have either NBA accredited or having long standing in the society and all these institutes are located in
Mumbai and Pune. In addition to this, these institutes recruit faculty from corporate field which enables students to explore to the practical world. This fact again endorses that quality education is available in this region. It also shows the sample of institutes charging lower fees. Like Engineering, due to the fact that these institutes are not accredited and having reasonable standing, they are not able to attract students by virtue of their lower fees. Further this may also be due to non attractive pay packages in the placement of these institutes. Since T.M.A. Pai Judgement, Institutes are permitted to decide their fees based on the cost of the education. Therefore, every Institute is having a different fee structure. Course wise minimum and maximum fees range of fees for every course is also shown. One of the parameters for deciding fee is the actual number of students on role. Therefore, trusts /societies should come forward to increase their sanctioned intake so as to reduce the cost of education per student. According to him,
49 attempts can be made to mobilize non-governmental resources from students in the form of marginal increase in fees, student loan programs can be revitalized to generate some resources, and attempts may be made to augment resources from the private corporate sector by forging effect university- industry relations. Tilak cautions that these measures can be successful only if the government does not reduce its role in funding higher education significantly and if none of the measures aim to reduce the demand for higher education. (Patrinos, Harry Anthony & David Lakshmanan Ariasingam, 1997) defines demand-side financing in public education as the mechanisms through which public funds are channeled directly to the individual or institutions based on some expression of demand. Examples of such mechanisms include vouchers, public assistance to private schools, targeted bursaries etc. The authors review World Bank projects in the mid-1990s that included demand-side financing components. (Altbach, Philip G. (Ed.), 1999) examine the parameters of private higher education worldwide. Altbach outlines the perspectives on private higher education: themes and variations, issues and trends. Levy explores the diversity of private higher education by analyzing the formulation of isomorphism. Although the book is mainly about private higher education in Latin
America, the private sectors in other countries including India, the Philippines, Malaysia and Hungary are also discussed. (Tilak, Jandhyala B. G. & Geetha Rani (Eds.), 2000) consists of a selection of papers presented at a National Seminar on Education Finance, organized by the National Institute of Education Planning and Administration (NIEPA).
In the first chapter “Pattern of Financing Education”, Jandhyala Tilak provides a detailed statistical and analytical profile of various public education expenditure trends in India
.The report of (Independent Committee of Inquiry into Student Finance, 2000) known as the Cubie Report, discusses the findings of a study that reviewed tuition fees and financial support for students normally residents of Scotland, who were participating
50 either part- or full-time in further and higher education courses elsewhere in the UK. The purpose of the report is to make recommendations for changes to the current system that would promote access to higher education, particularly for those groups currently underrepresented. The impact of the crisis on higher education is analyzed at the household, institutional and macro levels. (Varghese, N. V. , 2001) is based on an
International Institute for Educational Planning Policy Forum in 2001. The first paper by
Varghese provides an overview of the major changes in the higher education sector in selected countries stemming from the economic crisis in East Asia. The other two papers analyze the crisis and its impact on higher education in Indonesia and Korea. In general, these changes include: 1) increases in student drop-out rates, 2) shrinking of private universities, 3) decreases in study-abroad fellowships, 4) regulation changes, 5) inflows of study-abroad students, and 6) budget cuts in many universities.
The higher education institutions, rather than the federal government, should provide student loan guarantees. (Archibald, Robert B., 2002) given detailed Such a switch would provide institutions with more incentive to provide a good education, and would cause a saving in federal aid spending that could be applied to increasing Pell Grants for students from lower income families.The colleges and universities are diversifying their revenue streams, examines how they are doing so, and synthesizes the research on decision- making processes regarding new revenues. (Hearn, James C., 2003) is explained the revenue-seeking efforts are investigated in eight domains: 1) instruction, 2) research and analysis, 3) pricing, 4) financial decision making and management, 5) human resources,
6) franchising, licensing, sponsorship, and partnering arrangements with third parties, 7) auxiliary enterprises, facilities and real estate, and 8) development. The author asserts that revenue diversification efforts should not only generate new revenues, but also generate new net returns. When pursuing new revenues one must deal with the question
51 of why new revenues are being sought. This report is a good reference for leaders of higher education institutions. Tan and Kek (2004) have provided SERVQUAL model and
Satisfaction Grid analysis to find an immediate action requirement for improvement.
The twenty-year evolution of the United Kingdom’s higher education finance system from one financed almost exclusively by the government and taxpayers to one with significant Student/ family financial contributions. (Barr, Nicholas, 2005) He examine the changes leading up to the highly-contested 2004 legislation that abolished up-front tuition fees and introduced a scheme that allows students to defer their contribution to the cost of their courses until after they have graduated in terms of two key elements – the proper design of student loans and the role of regulated market forces.
To find plausible answers to the ongoing policy debate about financing higher education through public subsidies versus student loans. It focuses specifically on the financing of collegiate education, which is part of general higher education. (Narayana, M. R. , 2005)
This study provides interesting data about the development of student lending in India, as well as the structure of higher education finance. The results of this study imply that the student loan may not be a perfect substitute for budgetary subsidies to the poor but deserving student in collegiate education. Thus, the paper recommends a mix of governmental and private funds in supporting students through collegiate education.
A comprehensive paper on higher education in India that provides an overview of its structure, the regulatory environment in which it works, its financing and other important issues including governance, academics and technology. (Agarwal, Pawan, 2006) It argues that while the higher education system (particularly the private sector) in India has expanded rapidly over the last 20 years, it has done so with little regulation and decreasing standards in all but a few quality institutions. Moreover the expansion in enrolments has taken place at a time when public funding has declined (in real terms) and
52 public universities have started to charge higher tuition fees. These changes have had a negative impact on access for the poor given the absence of substantial student financial aid programs. The paper consolidates a number of recommendations into a broad framework for action. Within this framework it identifies several strategies for making higher education affordable and accessible to everyone including the introduction of an income contingent loan program and the establishment of a Social Equity Fund that would administer financial aid programs for poor students.
Two interrelated facets of Higher Education policy in India: the key distortions in higher education policies and what explains them. It first sets the stage by laying out the principal conceptual issues that need to be considered when thinking about an appropriate policy framework for higher education in India. (Kapur, Devesh & Pratap Bhanu Mehta,
2007) It then examines three key distortions in Indian higher education with regards to markets, the state and civil society (philanthropy). The next part of the paper examines the political economy of Indian higher (tertiary) education and seeks to explain the ideological and political underpinnings of these distortions and how they work in practice. The authors conclude with some indicative some policy directions for Indian higher education. The purpose of this exercise is not to make detailed policy recommendations, but rather to flag the kinds of issues that ought to be addressed.
Mahapatra and Khan (2007) have demonstrated an Educational model for the measurement of the quality of education in engineering institutions. The Indian higher education system is presently facing several challenges. The challenge of global competitiveness has been added to other demanding tasks such as access, equity, relevance, quality, privatization and internationalization in the face of a resource crunch.
(Ved Prakash, 2007) This article gives an overview of trends in the expansion of higher education and examines variations in participation across states, gender and social
53 groups. An attempt has also been made to discuss the trends in the financing of higher education and the required resources to meet the target of allocating 6 per cent of the
GDP to education. It argues that without appropriate policy interventions in school education, it would be of little use to have interventions at the higher educational level, which discriminate in favour of girls, SCs and STs. Quality is very much essential today for the institutions, programmes and teaching for the reasons as mentioned by Mishra
(2007). The advancements in technology necessitated starting new courses in the new and emerging areas to cater to the needs of industry and society. Therefore, the permission to the non-aided institutes was granted for the courses in new and emerging technologies.
Thus, non-conventional degree and diploma courses titled Industrial Electronics,
Computer and Information Technology, Petroleum and Polymer, Biomedical
Engineering, Construction Technology, etc. were granted permission. Similarly, diploma courses such as Leather Technology, Packaging Technology, Foundry Technology, Tool
Design, Plastics and Polymer Engineering, etc. are also started through Government institutions under the World Bank assisted project.
The nature of the shift from viewing higher education as a public good to a private, tradable commodity and its dangerous implications. Basically higher education is a public good; it is also recognized as a merit good. Besides being a public good in itself, it produces several public goods. The public goods that higher education produces, shapes and nurtures are also diverse. (Tilak, Jandhyala B. G., 2008) had explained the social purpose it serves, the nation-building role it performs, the public good nature and the human right nature of higher education—all these dimensions are very closely related, and they need to be considered as fundamental and non-compromizable principles in the formulation of public policies relating to higher education.Globalization has redefined the constituents and drivers of economic progress over last two decades. The traditional
54 contributors of economic development and economic power such as material resources and production capabilities have been replaced by knowledge and information.
Globalization has resulted in significant changes in the knowledge economy and ushered new conditions for the provision of higher education to cater the skill requirement all across the globe. (Mishra, Jitendra Kumar et al., 2008) is mentioned Higher educational services have emerged over the last few years as a major economic sector for trade worth several billion dollars. The key elements of globalization include the knowledge society, information and communication technologies, the market economy, trade liberalization and changes in governance structures. The bias against reform means that real reform will not come from within higher education. Reform will have to come from the outside. As in a nuclear arms race, actors—in this case, individual colleges and universities—cannot reform unilaterally. Serious cost control efforts will damage reputations in the short run and make it more difficult to recruit both gifted students and gifted faculty. (Martin,
Robert E., 2009) had reform effort will have to be industry-wide, and that can only come from the outside.Finally, the revenue-to-cost spiral suggests that cost control reform must be a prior condition for any increase in higher education funding. If it is not, the increased funding will simply drive costs higher, returning little social benefit. But cost-control reform should not be all stick and no carrot—pay for performance should be a part of cost-control reform, and an institution’s reward for successful cost-control reform should be increased funding.It is unambiguous that Policy of the Government of India now encourages augmentation of resources for covering a larger portion of cost of higher education. Recent policy changes in India often favour to divert resources from higher to primary level of education and favours for full cost recovery from students even in public higher education institutions. Cost recovery measures comprising of increase in fees, student loans currently operated by commercial banks and privatization will exacerbate
55 inequality in the society. (P. Geetha Rani, 2010) Indeed, there seems to be a nexus between the present student loan scheme and full cost recovery. Increasing reliance on student fees, student loans and privatization without considering the low-income groups may produce regressive effects in the society. Under the deep waves of globalization and competition, important economic rationale for government funding especially for higher education is neglected. Education assumes significance as a provider of input for economic, political and social development, besides as a source of knowledge. (Dr. S.
Puttaswamaiah, 2010) given views regarding Economic growth in recent years has been based on availability and quality of knowledge in any country, which in turn depends on access and affordability to education. Hence, importance of education has increased to supply adequate and qualitative human capital. Functioning of education sector depends on availability of various resources, of which to a large extent on financial resources.
Finances for education are mobilized from different sources like government spending, fees, educational loans, and others. The growth of management institutions in India in last
15 years has been rapid. (Havaldar, Krishna K., 2011) has been explained that India has
2000 B-Schools, awarding MBA degrees, or an equivalent and often, more valuable post- graduate diplomas (like those given by IIMs). It is heartening to find two management institutes from India, the Indian Institute of Management, Ahmedabad (IIMA) and the
Indian School of Business, Hyderabad, are placed 11th and 13th in the global ranking of
2011 by Financial Times. This study addresses various issues associated with different categories of management institutions operating in India. Some of the major issues are: the quality of the faculty, students and facilities; pedagogy and recognition; research outputs, executive training, and placement and brand equity. These issues are then analysed with respect to different categories of business schools in India : (1) top 30 government and private B-Schools, including (IIMs), (2) university departments of
56 management studies, (3) private autonomous B-Schools approved by All India Council of
Technical Education (AICTE),(4) university affiliated private colleges, (5) private institutions not affiliated to any universities nor approved by THE AICTE, (6) private institutes in collaboration with foreign universities. There is a need to contemplate what
India will need in 2025. Management education in India in 2011 is not what it was in
1950s. Top management institutes’ future should not be what we can learn from Harvard
Business School. It should be what they can learn from us. (Anjum, Dr. Bimal & Rajesh
Tiwari, 2012)explained the data is analyzed to investigate the reasons for large number of vacant seats in professional colleges. The last two decades had witnessed unprecedented growth in institutes of higher education primarily due to private sector participation. The private sector is expected to provide useful contribution in achieving the target of 30%
GER by 2020 set by government of India. Though the private institutes have grown in number they are not able to attract the high ranking students. The issues of quality, access, equity, inclusiveness require urgent attention of the stakeholders. Un- employability of graduates is a cause of concern. Large number of vacant seats in self financing colleges is threatening the financial viability of these institutions. Proper regulatory framework supported by mutual trust and accountability is important for the establishment of vibrant global private higher education institutions which can ensure quality, access, and inclusiveness.India’s education system is often cited as one of the main contributors to the economic rise of India. The size of India’s higher education market is about $40 billion per year. Presently about 12.4 percent of students go for higher education from the country. If India were to increase that figure of 12.4% to 30%, then it would need another 800 to one thousand universities and over 40,000 colleges in the next 10 years. (Gupta, Deepti & Navneet Gupta, 2012) also presents the key initiatives by the government and recommendations to meet these challenges. In this
57 paper authors have presented the development and present scenario of higher education in
India by analyzing the various data and also identify the key challenges like demand- supply gap, quality education, research and development and faculty shortage in India’s higher education sector. In this paper also identified the key initiatives from the government side which include the establishment of NCHER, independent regulatory authority for accreditation and national database of academic qualification, increase in number of universities including IITs, IIMs, NITs and SPAs during 11th five year plan and increase in the number of seats in existing institutions, and passing of the Right of
Children to Free and Compulsory Education. Looking to the present scenario of the higher education in India we recommended some points in order to further meet the challenges.The several basic characteristic features of higher education, such as higher education as a public good, merit good, social investment, and as a human right are under attack. Recent evidence shows that many universities are experimenting with cost recovery measures, generating resources from student fees, and other non-governmental sources. The effects of these cost recovery measures on the quantity, quality and equity in higher education need to be examined for sound policy making. (Tilak, Jandhyala B. G. ,
2012) mentioned a quick review of some of these arguments being made in favour of and against public financing of higher education and restated how important it is for the state to finance higher education. It is argued that significant reduction in public subsidies to education is neither feasible, nor desirable, even if feasible. The rising cost of higher education is a topic of large concern today. As tuition prices continue to grow at a quicker pace than housing prices, consumer prices and average hourly wages, it is becoming harder and harder for the average American family to afford going to college.
What factors have been driving this large rise in tuition prices? This thesis aims to set up a supply and demand framework to analyze the various forces that may be driving the
58 price of higher education to rise above the Consumer Price Index over time. (Li, Helen,
2013) defining long-run supply and demand for the higher education market, this thesis addresses economy-wide factorsand summarizes the findings of Robert Archibald and
David Feldman in Why Does College Cost So Much?. Next, this thesis examines higher education-specific factors and specifically tests thehypothesis: The long-run supply curve for higher education’s is theoretically vertical. Theinability for supply to meet the increasing demand for higher education results in a supply anddemand imbalance that drives up the price of higher education. After looking at both economy wideand higher education-specific factors, it is apparent that slow productivity growth and largewage increases for professors (cost disease) and an unresponsive total enrolment (supply) in theface of rising demand are largely driving the increase in the price of higher education.
In order tocurb this rising prices, his thesis will offer a few policy implications and recommendations.Namely, online education and “blended” courses may offer viable solutions to increase theproductivity of professors and increase total enrolment at institutions. The higher education scenario in India and attempts to point out why very few serious investors invest in higher educational sector. Several factors are responsible for this. Primary among these are the legal and legislative hurdles in several states.
(Dhanuraj, D. and Kumar, Rahul V., 2015) It is also seen that the bad precedent set by the existing institutions dissuade serious investments. The education agenda beyond 2015 requires increased and well targeted financing and effective and efficient utilization of allocated funds. The Central and State governments have been making efforts to provide adequate and equitable financing to educational priorities. Furthermore, coordination, monitoring and evaluation will be improved to ensure that the available funds are used efficiently and effectively, and with measurable outcomes and impacts for children and youth, in particular, and socio-economic development, in general. These factors have led
59 to specific problems for serious investors in this sector in India. The paper identifies these problems and suggests that a possible change in perception towards higher education would be most desired in the current picture. Public funding has its own limitations and constraints in a diverse and vast nation leading to resources being spread thinly if the objective of massive expansion in enrolment with equity is to be fulfilled. Public funding cannot keep pace with rapidly rising costs of higher education. (Themes & Question for
Policy Consultation on Higher Education, 2015) given expansion of student numbers has presented a major challenge which combined with the goal of inclusivity has aimed to provide access to all sections and thereby operate a highly subsidized tertiary education.
In financial terms, this has become an unsustainable model. Traditionally, education has been seen as a public good, contributing to society through educating citizens, improving human capital, and boosting economic development. Funding shortages due to
“massification” have also meant that higher education system and institutions are increasingly responsible for generating larger percentages of their own revenue.
It is widely recognized that higher education promotes social and economic development by enhancing human and technical capabilities of society. Technical change and institutional change are key components of development. Higher education plays an important role in facilitating these changes by incorporating all of the various demographics of the population.
Higher education has been found to be significantly related to the human development index and greater for the disadvantaged groups (Joshi, K. M. , 2006). Similarly, the lack of such education causes the inverse to occur, i.e. the greater the level of higher education in a society, whether in stock or flow forms, the greater the level of human development can be, through its influence on two main components of human development index: life expectancy, and GDP per capita (Tilak, J. B. G., 1994). In its size and diversity, India has
60 the third largest higher education system in the world, next only to China and the United
States. The higher education system in India grew rapidly after independence (Agarwal,
Pawan, 2006). Today, Indian higher education is comprised of 33,657 institutions, made up of 634 universities and 33,023 colleges; it is the largest higher education system in the world in terms of the number of institutions. With the changing demographics, political, philanthropic and economic environment, the objective of higher education has now a more focused attention on access and equity. The Indian higher education has seen three phases of funding, philanthropic to public, and then to private financing. The changing financing patterns have altered regulations, equity, efficiency and quality aspects of higher education. (Joshi, Dr. K. M. & Ahir, Dr. Kinjal Vijay, 2013)Higher education in
India is primarily funded by the government – central or state governments and the households. An optimal level of funding is required for maintenance of reasonable standards of higher education. This may vary across subject areas and across the country.
However, with a view to estimate the overall requirement of funds for higher education, an average unit cost of Rs.60000 per annum per student is taken. Based on this norm, for an enrolment of 10.48 million, an annual expenditure of Rs.628.8 billion is desired on higher education in India. Additional funds are required for new infrastructure and facilities for expansion of enrolment. Further, living and transport expenses are borne by the students and parents directly.
Against the desired expenses of Rs.628.8 billion on higher education, the government spends around Rs.190 billion per year. This figure has been arrived at on analysis of the budgeted expenditure on education by the government for the year 2004/05. The budget estimate – 2004/05 for higher education (including technical education) for the central government and the state governments taken together was Rs.131.4 billion. Taking into account an increase of five per cent per year as per historical rate of increase, this is
61 estimated at Rs.145 billion during the current year. It is estimated that the government spends another Rs.45 billion every year on post-secondary education in the agriculture and the health sectors. Altogether, the central and the state governments spend Rs.190 billion per year on higher education in India.It has decided to focus more on the student related financial aspects in the context of Higher Education (with special reference to
Technical Education Institutes in and around Pune, the major educational hub in
India)The success of any research study depends on the extent to which the advances, both empirical and the theoretical have been, made by the previous researchers and authors. Since survey of related literature helps us to show whether evidence already available solves problems adequately without further investigation and thus may also suggest the method of research appropriates.
Therefore it has been thought to be appropriate to shift the relevant facts regarding the present study from the mass of research evidence to this chapter so as to formulate the proper objectives in order to provide an outline for the successful execution of the investigation.Research literature related to engineering education, that has been identified under the present research problem may be classified as per given below:
Issues related to General Growth and Development at the National Level
Issues related to General Growth and Development at the Punjab Level
Issues related to Quality
Issues related to Equity
Issues related to Financing
Issues related to Placement
This framework has been used for classifying the available related literature and the studies that have been completed over the years in the field of engineering education and are surveyed in the present review report.
62
According to Government of India Report (1964) the development of human resources in the form of properly trained scientists and engineers has been the most essential prerequisite for sustained industrialization. This has led to the massive expansion of technical/ engineering education in India up to the highest levels. According to Council of Scientific and Industrial Research’s (CSIR) report (1984-1989) India was exploited by the Britishers before independence for their own interests. They have not taken any interest in the establishment of engineering institutions in the country. But after independence, there has been tremendous growth in engineering institutions. A total of 46 engineering and technology institutions were established by the time India attained independence in 1947. Most of them were having only bachelor’s degree level programmes. Four of them had Master’s degree level programmes also. However none offered the Doctorate degree Programme. Soon after independence India launched a
Programme both for expansion and diversification of engineering and technology.
Education In the 18 years between 1947 and 1965 the number of engineering and technology institutions increased 3 fold. Between 1950 and 1965 on an average, 6 new institutions were established each year. Between 1965 and 1983, there occurred a doubling of engineering institutions. More than 20 engineering institutions were added each year between 1980 and 1985. In 1989 there were 383 institutions offering various types of tertiary level courses in engineering. Majority of them (372/383), offered bachelor level engineering education. A total of 143 institutions including the 11 which did not offer the bachelor level courses were giving either master’s level degree courses or post graduate diploma courses in engineering. Seventy four institutions offered doctorate level courses. According to Chatterjee (1986) only an industrialized economy can provide sufficient resources for the balanced satisfaction of wants of all sections of society and engineering education can play a very significant role in this regard. Chugh
63
(1992) and Sonda (1998) prove that with the impact of information technology and integration among the nations the importance of engineering education has increased much. Chugh lists three significant opportunities for India in the emerging scenario if it can produce required number of engineers & technocrats.Financing of education has been a matter of great concern and major policy challenge across all the countries. A country’s education sector competes for public resources with all other sectors and has been a competition for resources within various sub-sectors of education. There was a time when the educational development of a nation occurred exclusively with the availability of public resources and the private participation was not considered that much necessary and a good practice. The governments were having sound budgets and providing sufficient resources to the education sector, at least, up to the elementary and secondary levels. The present day advanced economies and even the newly industrialized countries of East Asia have developed their human resources with the strong backing of the public funds.
However, the situation changed considerably with the advent of economic reforms under the so-called neo-liberal policies. As a consequence, the education sectors of many counties were opened up for the private sector on the massive scale. It has brought up the issues of rising costs, cost recovery and financing of education on the forefront of any discussion related to the education sector.
For the past many years, not only in India, but also across the world, public expenditure on higher education has been declining at least in real prices as in relation to state incomes and budgets. The decline in public expenditure on higher education has emerged as a global crisis of higher education sectors and is the most noticeable trend. Compelled by economic reform policies or conceived of the rationale for reduced role of the state in funding higher education, most countries have inflicted serious cuts in public budgets for higher education. This trend exist in many countries, in some or all of the areas related to
64 education: total public expenditure on higher education, per student public expenditure, public higher education expenditure’s shares in relation to a particular country’s national income or total government expenditure, and allocation in absolute and relative terms to the important programmes that include research, scholarships and so on. The decline is not confined to developing countries, though it is more prevalent in the developing than that in the developed countries. There has been a significant fall even in the advanced countries such as the United Kingdom, Australia and New Zealand. But the higher education sector generally suffered much in the high income countries. However, the decline was steep in some countries such as Botswana, Jamaica, Hungary and New Zealand (Tilak, 2006).The financing of higher education is a matter of great theoretical and empirical debate. The nature, extent and mode of participation of public funds in the education sector involve a long list of arguments put forward by individual scholars and institutions. As reported earlier (Chapter 1), these arguments mainly revolve around the ‘public good’ nature of higher education, dynamic externalities produced by it, its role in achieving equality of opportunities, and economies of scale (Blaug and Woodhall, 1979; OECD, 1990; Tilak,
1993a; 1997b). However, several arguments have also been cited against the public subsidization of higher education. These arguments essentially revolve around three parameters: (a) inefficiency; (b) iniquitous; and (c) pragmatic nature of these grants/subsidies.
Many research studies show that the benefits of higher education are largely appropriated by the students belonging to the upper and middle income groups, and those who belonged to the forward communities. Thus, the benefits of liberal government grants/subsidies are largely cornered by the already rich sections of society, whereas the tax receipts, particularly from the indirect taxes - the stable tax resources of state – used
65 to finance higher education expenses mainly fell on the lower income groups. It can be safely stated that the higher education of privileged sections of society is liberally financed out of the revenue extracted from the poor and such a policy is bound to be perpetuating educational and income inequalities in the society (Psacharopoulos, 1994;
World Bank, 1994; Psacharopoulos, 1997; Mingat and Tan, 1986; Jimenez, 1987, 1994;
World Bank, 2000).However, the debate of increasing grants/subsidies on one hand or right-sizing/no grants/subsidies to higher education on the other hand has been intensifiedrecently (Hinchiffe, 1993). In the absence of public grants/subsidies, it is suggested that the cost of higher education should be extracted from the beneficiaries
(students) or financed from the alternate sources like the endowments, industry, charity, etc. Since the professional education requires huge finances to establish and run the infrastructural facilities, therefore, costs and financing practices have attained a great deal of attention of policy makers and academia. Keeping in view the high cost of higher professional education and financing practices adopted by the students, the present chapter divides the review of literature into two parts. First, the studies related with the measurement of cost of higher education both recurring and non-recurring cost; and second, with the source/s of financing of such education.The cost of delivery of education determines the resource requirements of an education sector. The cost of higher education is strongly influenced by the many norms related to the various aspects of the educational institutions like the level of teachers' salaries, teacher-student ratios, provisions of physical infrastructure, administrative staff, affiliation norms, etc. The literature related to the cost of higher education has been examined at two levels: (a) cost studied related to other countries; and (b) cost studies pertaining to India and its various states.
66
2.1Survey of Available Literature
Higher education is financed in India largely by the government, and the long term trends in financing show that higher education is increasingly becoming a state funded activity.
There are no private universities in India, but a large number of private colleges, most of which are privately managed but publicly funded, to the extent of 80-90 per cent of their recurrent budgets being provided by the government. From the point of view of finance, and from the point of view of efficiency and equity, the private sector's contribution to educational development is almost negligible (see (Tilak, J. B. G., 1992). After independence, when economic and educational planning were first introduced in India, around 1950-51, the government (federal, provincial/state and local), met only about 40 per cent of the total expenditure on higher education (excluding spending by students themselves and their families, on books, uniform etc., and other non-fee expenditure).
The government contribution increased to 73 per cent by 1982-83. Correspondingly, the share of every other sector declined: the share of student fees, the only contribution from the students and their parents, declined from 37 per cent to 12 per cent, and the share of other sources such as endowments, donations, etc., remained more or less stable at about
14 per cent. The 'other' sources are rarely considered as reliable sources of funds for higher education in India. The pattern of fees appears to be particularly illogical. Fees are not related in any way to the actual costs of education, nor to the ability of students and their parents to pay for education. Students in arts and science courses (general education) on average meet about one-fifth of the cost of their education in the form of fees (of all kinds), while students in costlier, better-rewarding and more prestigious professional courses like medicine and business management pay only 5-7 per cent of the costs of their education. Similarly students in degree-level colleges on average meet 15
67 per cent of the costs of their education, while students in universities meet 13 per cent and those in research and other higher level institutions pay only 1-4 per cent (see (Tilak,
J.B.G. & Varghese, N.V., 1991), (Tilak, J.B.G., 1990). All these trends are indeed alarming for educational planners in the country, particularly in the context of economic.Confronted with declining public budgets for education on the one hand, and the need for more resources on the other, many developing countries including India, have been in search of alternative methods of generating additional resources for education. Prominent among the several alternatives, are revision of fees, graduate tax, and student loans. This article has described the student loan scheme in India and considered some of its problems. It does not attempt a detailed comparison between loans and other alternative methods of funding higher education in India. Nor does it explicitly subscribe to the view prevalent among some researchers and policy makers that student loans are necessarily more efficient than other methods of financing higher education.
Indeed, it has earlier been argued that discriminatory pricing would work better than student loans and graduate taxes in India, both from efficiency and equity points of view
(see ibid Tilak and Varghese 1991). In a recent study on Botswana (Colclough, C., 1990) argued that payroll taxes would satisfy equity and efficiency criteria more effectively than student loans. Payroll taxes are not a popular option in India. In the overall context of growing financial requirements of higher education systems in India, the choice is not simply between one or the other. In fact, one may have to experiment with a set of alternatives available, rather than relying on a single method of financing. To summaries, therefore, student loans are not a new phenomenon in India. The National Loan
Scholarship Scheme has been in existence for the last three decades. The scheme is envisaged in India as a potential mechanism for financing educational expansion and improvement of quality in due course, but the relative importance given to the scheme so
68 far seems to be insignificant in terms of the overall education budget. While expenditure on the National Loan Scholarships Scheme forms the single largest proportion of the central government's expenditure on scholarships for education as a whole (nearly one- third in 1990-91), loan scholarships form only seven per cent of the total (central plus state government) expenditure on student aid.(Leslie, Larry & Paul Brinkman, 1988)This volume, while dated, is valuable both for its treatment of the history of the literature, and especially of the empirical research, on the economic value of higher education in the
1960’s, 1970’s, and 1980’s, and also for its “integrative review” or “meta-analysis” of this research. Meta-analysis is an analysis that puts together empirical research from a large number of studies with slightly different populations and subjected to slightly different statistical techniques and attempts to draw a new “overview” conclusion from the substantially larger database, although not necessarily data that was collected at the same time in the same way. The meta-analysis is particularly useful when much of the empirical research was based on small or narrowly drawn samples, and which were often inconclusive because of these limitations. The Leslie and Brinkman meta-analysis is useful particularly in its attempt to reach conclusion from the many somewhat flawed and rather small studies on income elasticity of demand for higher education—that is, studies that have attempted to show the enrollment impact of tuition increases. There remains considerable controversy regarding the usefulness or even appropriateness of research that uses aggregate enrollment changes as the only dependent variable, but Leslie and
Brinkman’s meta-analysis is probably the best summary of this body of research especially from the 70’s and 80’s.
(Albrecht, Douglas & Adrian, Ziderman, 1991)One of the first comprehensive descriptions of student loan programs worldwide. The information is now dated, but the
69 comprehensiveness is still a useful indicator of both the scope of student loan programs, worldwide, and some of their important variations.
(Kaul, Rekha, 1993)This book looks at the growth of “capitation fee colleges” in the
State of Karnataka (and the rest of India). It argues, with data from 19 private engineering and medical colleges, that the capitation fee phenomenon reflects what it terms persisting inequalities and the elitist base of the education system, works to maintain the caste-class and power structures and lowers educational standards. The book concludes by outlining several corrective measures and interventions that need to be made by the government and social forces.(St. John Edward P., 1994)College costs are extremely controversial. St.
John explains why and assesses differing financial strategy contributions and deterrents to the major issues in higher education finance, one of the most important being how to mediate the negative effects of increased privatization.(Tilak, Jandhyala B. G.,
1997)Higher education in India is at cross roads. It has started experiencing significant stress with respect to financing, particularly since the introduction of adjustment policies in India in 1990. Hence the need for mobilization of additional resources for higher education becomes more urgent. Tilak proposes measures/ solutions that can be experimented with caution. According to him, attempts can be made to mobilize non- governmental resources from students in the form of marginal increase in fees, student loan programs can be revitalized to generate some resources, and attempts may be made to augment resources from the private corporate sector by forging effect university- industry relations. Tilak cautions that these measures can be successful only if the government does not reduce its role in funding higher education significantly and if none of the measures aim to reduce the demand for higher education.(Patrinos, Harry Anthony
& David Lakshmanan Ariasingam, 1997)The book defines demand-side financing in public education as the mechanisms through which public funds are channeled directly to
70 the individual or institutions based on some expression of demand. Examples of such mechanisms include vouchers, public assistance to private schools, targeted bursaries etc.
The authors review World Bank projects in the mid-1990s that included demand-side financing components.
(Payne, Joan and Claire, Callender, 1997)This book on student borrowing in the UK was written in the context of changing student aid policy that increased the use of loans. The publication concentrates on the impact of borrowing on students. Among other findings, looking at student behaviors related to the take-up of student loans, the study concludes that women were less likely to take out loan than men. The same was true for Asian students in comparison to members of other ethnic groups. At the same time having dependent children may possibly have increased take-up, and students who were single parents had a high loan take-up rate. The likelihood of taking out a student loan increased with each subsequent year of study, and the level of loan take-up differed between different age groups. The authors suggest that decisions about whether to take out a loan are likely to be influenced by expected future earnings. Analyzing the reasons for borrowing and not borrowing, the authors refer to different rationales for students from poorer families and students from more prosperous backgrounds. They conclude that because students from poorer backgrounds incur bigger debts than students from more wealthy families, the fear of debt might deter some young people from entering higher education.
(Eicher, Jean-Claude, 1998)One of the many articles presented in this volume of the
European Journal of Education on innovation and changes in financing highereducation in Europe, the author discusses the costs and financingof higher education in Europe.
Over the last four decades, highereducation systems in Europe have undergone deep quantitativetransformations that have been accompanied by very great structuralchanges.
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Based on recent observations and economic analyses of thefinancing of higher education in Europe, it can be concluded thatstudents’ participation in the financing of their studies is still lowerthan the optimum seems to justify in many European countries, thattuition fees are increasing in different forms and methods, that studentaid systems in most countries must be rethought and amended in relation to the evolution of fees, that a harmonization of fees andstudent aid systems is highly desirable if a unified Europe is to bebuilt, and that many problems are still being debated, particularly the level of tuition fees and the ways of reimbursing loans.
(Altbach, Philip G. (Ed.), 1999)This book includes 10 papers that examine the parameters of private higher education worldwide. Altbach outlines the perspectives on private higher education: themes and variations, issues and trends. Levy explores the diversity of private higher education by analyzing the formulation of isomorphism. Although the book is mainly about private higher education in Latin America, the private sectors in other countries including India, the Philippines, Malaysia and Hungary are also discussed.(Anthony, Susanne, 1999)This article describes the State Educational Grants and Loans Scheme, the student financial support program in Denmark, and discusses the issue of students contributing to the costs of education, particularly living expenditures. It concludes with a historical review of the Danish support system and the effects of the current system.(Boezerooy, Petra & Vossensteyn, H., 1999)In many countries, the transition from “elite” to “mass” higher education has provided a strong stimulus for putting access high on the political agenda. The article explores the accessibility of nine western European countries on the basis of the concepts of selectivity and affordability.
The nine countries concerned display a degree of variation in terms of relative selectivity, ranging from those with strong entrance selection procedures, such as Finland, Sweden, and the United Kingdom, to countries with an open system, such as Austria, Belgium
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(Flanders), and The Netherlands. In addition, there is a good deal of variation in the extent to which students can afford to attend higher education. In countries with grants and loans, they are in a better position to meet their costs than in countries in which students are mainly subsidized with public support through their families.(Hauptman,
Arthur M., 1999)Hauptman, a long-time player in the analysis of US financial aid and loan policies, turned his attention in this short article to the possible role that student loans and tuitions might play in other countries, particularly developing countries. The short length of the article (a requirement of articles in the Boston College publication) allows for very little theory or context, and little analysis, but the proposal for tuition in developing countries (many of which display a political/ ideological rejection of tuition and other forms of cost-sharing) – a portion of which new revenues could be used to support a student loan plan – is reasonable, although lacking in specifics.(Ehrenberg,
Ronald G., 2000)This is one of the best recent books on higher education finance, particularly in the elite, high cost/high price colleges and universities. Ehrenberg is an economist and former Cornell administrator, and combines a sophisticated yet readable book on both the economics of rising costs and prices, and on the practical administrative, or managerial, side of coping with this trajectory.(Gill, T.K. & S. S. Gill,
2000)This short article reviews the options available to universities in developing countries (and particularly India) to deal with resource constraints including implementation of, or increases in, tuition fees, privatization, and implementation of policies to attract foreign students, policies to encourage investment by businesses, and policies to encourage entrepreneurial activities.(Tilak, Jandhyala B. G. & Geetha Rani
(Eds.), 2000)This book consists of a selection of papers presented at a National Seminar on Education Finance, organized by the National Institute of Education Planning and
Administration (NIEPA). In the first chapter “Pattern of Financing Education”,
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JandhyalaTilak provides a detailed statistical and analytical profile of various public education expenditure trends in India and Shailbala Debi reviews the trends and problems of state financing of elementary education in Orissa.The second chapter “State Versus
Markets in Education” discusses the changing roles of the public and private sectors in education. The third chapter “Financial Reforms in Higher Education” examines better methods of mobilizing and allocating non-government resources. The fourth chapter
“Grants-in-aid to Education” reviews the pattern of grants-in-aid to education in Uttar
Pradesh, examines the levels of grants-in-aid to local bodies for school education in several states in India, and reviews the role of the local bodies and the state government in financing education in Tamilnadu. The final chapter “Household Expenditure on
Education” concentrates on various dimensions of household expenditures on education based on a national survey conducted by the NCAER.
(Independent Committee of Inquiry into Student Finance, 2000)This report, known as the
Cubie Report, discusses the findings of a study that reviewed tuition fees and financial support for students normally residents of Scotland, who were participating either part- or full-time in further and higher education courses elsewhere in the UK. The purpose of the report is to make recommendations for changes to the current system that would promote access to higher education, particularly for those groups currently underrepresented.(Bain, Olga, 2001)Using D. Bruce Johnstone’s theoretical framework of cost-sharing and empirical data from various sources, the author focuses on tuition policy issues in Russia. She describes the evolution of tuition policy in Russia, where until relatively recently higher education was free to all qualified students. Cost sharing was introduced in Russian higher education in the mid-1980s via the contract-training model, and later via the policy of split admissions whereby a certain number of students were state-supported, while others had their costs covered by their employers or other
74 sponsors. The 1992 Law on Education and the 1993 Constitution laid the legal framework for charging tuition fees to students. The author examines the affordability of tuition and fees in higher education and then summarizes the patterns of fees for instruction. Lastly she discusses the policy stumbling blocks as well as the relationship of markets to higher education.(Ruch, Richard S., 2001)The book examines the rise of the for-profit higher education sector and specifically those colleges and universities that are regionally accredited, degree-granting institutions that offer associate, bachelor’s, master’s and doctorate degrees and are owned and operated by publicly traded for-profit corporations. The author identifies 10 distinctions between private for-profit and non- profit higher education institutions including, most importantly, the fact that private institutions are taxpaying rather than tax exempt, have investors versus donors, and have private investment capital instead of endowment. He shows that for-profits institutions have learned much from traditional non-profit institutions and have “taken the traditional model of higher education… and subjected it to modern principles of operations management, cost accounting, financial management and marketing.” He theorizes that non-profit colleges and universities could learn from the for-profit sector in terms improving their responses to market forces, adapting their organizational structure, redefining their governance structure, and developing a strong customer orientation.
(Varghese, N. V. , 2001)This volume, including three papers, is based on an International
Institute for Educational Planning Policy Forum in 2001. The first paper by Varghese provides an overview of the major changes in the higher education sector in selected countries stemming from the economic crisis in East Asia. The impact of the crisis on higher education is analyzed at the household, institutional and macro levels. The other two papers analyze the crisis and its impact on higher education in Indonesia and Korea.
In general, these changes include: 1) increases in student drop-out rates, 2) shrinking of
75 private universities, 3) decreases in study-abroad fellowships, 4) regulation changes, 5) inflows of study-abroad students, and 6) budget cuts in many universities.(Advisory
Committee on Student Financial Assistance, 2002)Building on the Advisory Committee on Student Financial Assistance’s previous report Access Denied, Restoring the
Nation’sCommitment to Equal Educational Opportunity, this report argues that financial barriers (shortages of student aid, especially need-based grant aid and rising college tuitions) prevent significant numbers of low-income, college-qualified graduates from attending college within two years of graduation. While not discounting the importance of ongoing efforts to increase academic preparation and information about college and financial aid, the report argues that such strategies do not solve the financial problems facing college-qualified, high school graduates and calls for the development of a federal strategy that focuses specifically on reducing unmet need through the provision of additional need-based grant aid.(Archibald, Robert B., 2002)The author argues that higher education institutions, rather than the federal government, should provide student loan guarantees. Such a switch would provide institutions with more incentive to provide a good education, and would cause a saving in federal aid spending that could be applied to increasing Pell Grants for students from lower income families.(Belfield, Clive &
Henry, M. Levin, 2002)This book provides an overview of the phenomenon of privatization in higher education. The authors define the three forms of privatization as (i) private provision, (ii) private funding, and (iii) private regulation, decision making and accountability and analyze the factors that drive it including excess and differentiated demand, pressure for higher quality, and general pressure linked to globalization. The authors then set up a framework for evaluating privatization programs that includes the criteria of freedom of choice, efficiency, equity and social cohesion and summarize privatization reforms in Chile, Colombia, the USA, the UK, the Netherlands and the
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Czech Republic. Finally, the authors outline the implications of privatization reforms for educational planning in the political, legal and economic domains.(Bray, Mark, 2002)Part of the Education in Developing Asia series produced jointly by the Asian Development
Bank (ADB) and the Comparative Education Research Centre of the University of Hong
Kong, this book looks at the scale and nature of existing education provision and the volume of expenditures on education in developing member countries of the ADB. Of particular interest are the sections on cost sharing in education, cost recovery and student support in tertiary education, and the privatization of education.(Ishengoma, Johnson,
2002)The article reports on the success of Tanzania’s cost-sharing policies in generating additional resources for, increasing capacity in and improving access to Tanzania’s major public university, the University of Dar es Salam. It concludes that low enrollments in the privately sponsored, tuition-fee paying programs, the failure to charge break-even fees on the university’s cafeteria and hostel operations, the proposal to give more loans to cover items that were supposed to have been covered by students and parents in a previous phase of the cost-sharing program, the apparent inability and/or unwillingness to begin serious efforts to collect on these loans, and the government’s general reluctance to introduce the next cost sharing phases are all indications that real cost sharing in higher education in Tanzania has a long way to go in order to reach its goals.(Lee, W. O.,
2002)Part of the Education in Developing Asia series produced jointly by the Asian
Development Bank (ADB) and the Comparative Education Research Centre of the
University of Hong Kong, this book looks at trends of access and equity in education in the developing member countries of the ADB and then looks at these trends by country to study the relationship between the degrees of access and equity and individual characteristics of economic and human development.(Vossensteyn, Hans, 2002)The article reviews the growing importance of the “cost sharing” phenomenon in the
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Netherlands in terms of rising tuition fees, decreased general grants, increased means- tested supplementary grants, the increased role of loans and the increased emphasis on parental contributions and students’ own resources and looks at the impact of such cost sharing policies on student enrolment behavior. Similar to findings in a number of other countries, the article confirms that Dutch students (including those from lower socio- economic backgrounds) are not very sensitive to changes in financial arrangements in relation to their enrolment decisions and that student choice is more affected by level of parental education, performance in secondary education, and distance between home and higher education institutions.(Abraham, Katherine G. and Melissa A. Clark, 2003)The study focuses on the impact of the District of Columbia’s Tuition Assistance Grant
Program (DCTAG) on students’ college choices. The DCTAG program, established in
1999, provides a substantial subsidy for DC residents to attend public colleges and universities throughout the USA. The study found that the number and share of DC residents applying to four-year colleges increased substantially under the program, and students were considerably more likely to apply to colleges that were eligible for the subsidy. According to the study, freshmen enrolments of DC residents also increased substantially at eligible institutions, although the effect on overall freshmen enrolments of
DC residents was fairly modest, suggesting that in its first year the subsidy had more of an impact on where students chose to attend than on whether they chose to attend college at all.(Bekhradnia, Bahram, 2003)Making a distinction between widening participation (a sector wide issue) and fair access (an institutional issue), the article asserts that it is well possible to have one without the other and that misdiagnosis of the problems involved may lead to ineffective and even harmful policies. Evidence cited in the article suggests that demand for higher education is relatively insensitive to price and is not much affected by students’ fear of debt and instead is very much tied to the economic and
78 social value that students put on higher education. Policies, therefore, need to be aimed at understanding and changing these attitudes. In terms of institutional efforts for fair access, the article dismisses the use of quotas and argues that institutions need to ensure that a wide variety of student applies and that their admissions staff has effective means of identifying student academic potential.
(Callender, Claire, 2003)The study investigates the impact of debt and perceptions of debt on participation in higher education in the United Kingdom. The author concludes that prospective students with tolerant attitudes towards debt are more likely to go to university than those who are debt adverse. According to the study, debt aversion deters entry into higher education and also is a social class issue. Those most anti-debt are the focus of widening higher education participation policies in the UK and include people from the lowest social classes, lone parents, Muslims, especially Pakistanis, and black and minority ethnic groups. The study provides valuable material to inform analysis of student aid policies.
(Hearn, James C., 2003)This report considers why colleges and universities are diversifying their revenue streams, examines how they are doing so, and synthesizes the research on decision-making processes regarding new revenues. The revenue-seeking efforts are investigated in eight domains: 1) instruction, 2) research and analysis, 3) pricing, 4) financial decision making and management, 5) human resources, 6) franchising, licensing, sponsorship, and partnering arrangements with third parties, 7) auxiliary enterprises, facilities and real estate, and 8) development. The author asserts that revenue diversification efforts should not only generate new revenues, but also generate new net returns. When pursuing new revenues one must deal with the question of why new revenues are being sought. This report is a good reference for leaders of higher education institutions.(Chapman, Bruce, 2004)The article analyzes the 2005
79 reforms to the Australian higher education funding system approved by Parliament in late
2003. While it supports the HECS-HELP policy change (whereby universities will be able to set their own prices for HECS places up to a certain ceiling) as good economic and social reform, it criticizes the Fee-Help reform as allowing universities too much discretion in price setting and not enough in deciding the number of places to be offered on a fee paying basis. The article concludes by offering a preferred model of Australian higher education financing that would include price capping, reform of vocational education and training fees, and removal of all up-front costs.(Chudgar, Amita, 2004)The paper explores the role of various family characteristics (parental education, family’s economic status, household size, membership in a social group, student’s gender) in financing higher education in India. The study finds that these characteristics account for
27 percent variation in higher education expenditure and that they are more important in explaining variation in educational expenditure at lower levels of education. The findings are important for the government’s higher education finance policymaking process.(Mayhew, Ken et al., 2004)This paper describes the course and causes of the expansion of higher education in the UK since the 1960s. While the number of university students from modest social backgrounds has increased, they comprise much the same proportion of the university population as they did 40 years ago. Though personal rates of return from higher education are generally substantial, there is still doubt about the extent of the returns to society and how productively new graduates will be employed in the labor market. The paper considers the impact of this expansion with tight public funding since the early 1980s and of the increase in compliance and audit costs. Finally it suggests that the incentive structures applied by the government may have made the different parts of the sector more homogenous than is desirable.(Palacios Lleras, Miguel,
2004)The “capital markets approach” is a recent expression of the policy generally
80 attributed to conservative economist Milton Freedman’s work from the 1950s and 60s advocating greatly diminished or even the elimination of most public subsidy to higher education, pricing college and university education on a full or near-full cost reimbursement basis and financing the expenses—to be borne principally by students— through income contingent loans. While income contingent loans are the chosen form of student loans in Australia, New Zealand, UK, South Africa, and elsewhere and exist as an infrequently selected option in the US, these income contingent loans--featuring a repayment obligation expressed as some percentage of either earnings or income--are nevertheless subsidized for all earners, with those high earners repaying at something less than the borrower’s cost of money, and the low earners repaying ultimately even less, but with the shortfall covered by government. The Palacios “capital markets approach,” however, is quite different, and abdicates a total “equity” approach to higher education financing, where shortfalls from low lifetime earners are made up by profits,or surplus effective interest, paid by borrowers who turn out to have high lifetime earnings.(Palfreyman, David, 2004)This is a book length monograph written about the debates surrounding the UK 2003 White Paper on Education, and preceding the enactment in the summer of 2004 of UK’s HigherEducation Act. This work discusses the economics and politics surrounding the issues of cost sharing and “marketization” of higher education drawing on many European and especially American examples. While clearly in favor of a more “liberal” approach to higher education, providing some cost sharing and allowing more market forces to enter, Palfreyman gives a balanced accounting of some of the objections both in the UK and in the United States to the increasing cost of higher education and the increasing portions of that increasing cost being passed on to parents and especially on to students.(Pell Institute for the Study of
Opportunity in Higher Education, 2004)The report seeks to measure the opportunities for
81 low-income students to access and success in higher education, to track progress and improvement over time and to use the findings to advocate for increased understanding and support of programs that improve access to higher education. Four key questions are used as indicators of access: who goes to college, where do they go, what do students pay for college and who graduates from college. It was found that relative to other groups, low income students have less opportunity for post-secondary education, have a lower college participation rate, more frequently attend for-profit institutions and two-year institutions and take longer to complete their degrees.
(Psacharopoulos, George and Harry Anthony Patrinos, 2004)Psacharopoulos, a Greek
Parliament member in the early 2000s, was also a senior economist in the World Bank.
He is identified with the Bank’s reliance in the 1970s and 80s on rate rate-of-return analyses to show the relatively low payoff to public investments in higher as opposed to elementary and secondary education. This article presents the latest estimates and patterns on social and private returns to investment in education. The paper further argues that Article 16 of the Greek Constitution, which guarantees free public higher education and prohibits private universities, has resulted in limited access, declining quality, unemployment, brain drain, foreign exchange loss, misallocation of resources, reduced human capital investment and social agony. The paper concludes that article 16 is an economically inefficient and social inequitable law, but that public opinion continues to be against private universities.(Usher, Alex, 2004)The report examines the assumption at the root of Canada’s student financial assistance system that high need students are also low income students. The author argues that several of the need-based criteria (attending a more expensive program, living away from home and being “independent” of parents) actually favor students from upper-income families and funnel aid away from low- income students. Using national income, loan and grant data, the author shows that while
82 children from poorer families receive more assistance than children from richer families, students from higher income backgrounds still receive over 40 percent of loan expenditures and 40 percent of student grants and proposes that to reach more low- income students a more direct income-targeting methods should be adopted.(Barr,
Nicholas, 2005)
The book traces the twenty-year evolution of the United Kingdom’s higher education finance system from one financed almost exclusively by the government and taxpayers to one with significant Student/ family financial contributions. The authors examine the changes leading up to the highly-contested 2004 legislation that abolished up-front tuition fees and introduced a scheme that allows students to defer their contribution to the cost of their courses until after they have graduated in terms of two key elements – the proper design of student loans and the role of regulated market forces.(Herz, Barbara, 2005)This paper was commissioned by the Carnegie Corporation of New York to explore the accessibility, value and cost of higher education for African women and the social, cultural and financial barriers that they face. The author argues that one of the first steps for improving women’s participation in higher education is to fill in some of the research and data gaps on current university enrolment patterns, on the economic and social returns to university education and on strategies for increasing women’s education at the university level. After reviewing the data that is available in each of the three areas, she makes suggestions for future research and data collection.(Huang, Lohing, 2005)
A doctoral dissertation, this study presents empirical patterns of social equity in Chinese higher education based on a questionnaire survey administered to 1,200 students at six public universities in Southwest China. The survey findings reveal that a disproportionate number of students come from high-income families and that students from urban areas are over-represented while rural girls are severely under-represented. It confirms that the
83 average cost of higher education in China is far above the average annual income of even urban families and that about one-third of the students took out student loans, borrowed elsewhere or received some other form of financial system. The author concludes that given these results, student loans should be made more accessible to a greater proportion of students and more financial assistance to students from lower socioeconomic strata, especially rural girls, should be available. She also concludes that private enterprises should be more involved in financing and otherwise supporting higher education given that most of the students aspire to take jobs in the private sector. She suggests further research on the entire education sector in China to compare to similar data on students in another system or country and on the gender differences in terms of access to higher education.(Narayana, M. R. , 2005)This study aims to find plausible answers to the ongoing policy debate about financing higher education through public subsidies versus student loans. It focuses specifically on the financing of collegiate education, which is part of general higher education, in Karnataka State in South India. This study provides interesting data about the development of student lending in India, as well as the structure of higher education finance. The results of this study imply that the student loan may not be a perfect substitute for budgetary subsidies to the poor but deserving student in collegiate education. Thus, the paper recommends a mix of governmental and private funds in supporting students through collegiate education.
(Tres, Jaoquim and Francesco Lopez Segrera (Eds.), 2005)This book is timely and well- edited compilation of papers prepared for the World Report on Higher Education: The
Financing of Universities II international Barcelona Conference on Higher Education,
Barcelona, Spain, November 28-December 2, 2005. Chapters include such international higher education finance experts as: Arthur Hauptman, Bruce Johnstone, Jan Sadlak,
BikasSanyal, JamilSalmi, JandhyalaTilak, Maureen Woodhall and others.(Agarwal,
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Pawan, 2006)A comprehensive paper on higher education in India that provides an overview of its structure, the regulatory environment in which it works, its financing and other important issues including governance, academics and technology. It argues that while the higher education system (particularly the private sector) in India has expanded rapidly over the last 20 years, it has done so with little regulation and decreasing standards in all but a few quality institutions. Moreover the expansion in enrollments has taken place at a time when public funding has declined (in real terms) and public universities have started to charge higher tuition fees. These changes have had a negative impact on access for the poor given the absence of substantial student financial aid programs. The paper consolidates a number of recommendations into a broad framework for action. Within this framework it identifies several strategies for making higher education affordable and accessible to everyone including the introduction of an income contingent loan program and the establishment of a Social Equity Fund that would administer financial aid programs for poor students.(Kapur, Devesh & Pratap Bhanu
Mehta, 2007)This paper analyzes two interrelated facets of Higher Education policy in
India: the key distortions in higher education policies and what explains them. It first sets the stage by laying out the principal conceptual issues that need to be considered when thinking about an appropriate policy framework for higher education in India. It then examines three key distortions in Indian higher education with regards to markets, the state and civil society (philanthropy). The next part of the paper examines the political economy of Indian higher (tertiary) education and seeks to explain the ideological and political underpinnings of these distortions and how they work in practice. The authors conclude with some indicative some policy directions for Indian higher education. The purpose of this exercise is not to make detailed policy recommendations, but rather to flag the kinds of issues that ought to be addressed.
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(Ved Prakash, 2007)The Indian higher education system is presently facing several challenges. The challenge of global competitiveness has been added to other demanding tasks such as access, equity, relevance, quality, privatization and internationalisation in the face of a resource crunch. This article gives an overview of trends in the expansion of higher education and examines variations in participation across states, gender and social groups. An attempt has also been made to discuss the trends in the financing of higher education and the required resources to meet the target of allocating 6 per cent of the
GDP to education. It argues that without appropriate policy interventions in school education, it would be of little use to have interventions at the higher educational level, which discriminate in favour of girls, SCs and STs.(Tilak, Jandhyala B. G.,
2008)Conventionally, higher education is regarded as a public good, benefiting not only the individuals but also the whole society by producing a wide variety of externalities or social benefits. Of late, however, the chronic shortage of public funds for higher education, the widespread introduction of neo-liberal economic policies and globalization in every country and in every sector, and the heralding of the international law on trade in services by the World Trade Organization and the General Agreement on Trade and
Services—all tend to challenge the long-cherished, well-established view of many that higher education is a public good, and to propose and legitimize the sale and purchase of higher education, as if it is a normal commodity meant for trade. The very shift in perception on the nature of higher education from a public good to a private good—a commodity that can be traded—will have serious implications. The paper describes the nature of the shift from viewing higher education as a public good to a private, tradable commodity and its dangerous implications.
Basically higher education is a public good; it is also recognized as a merit good. Besides being a public good in itself, it produces several public goods. The public goods that
86 higher education produces, shapes and nurtures are also diverse. The social purpose it serves, the nation-building role it performs, the public good nature and the human right nature of higher education—all these dimensions are very closely related, and they need to be considered as fundamental and non-compromizable principles in the formulation of public policies relating to higher education.(Mishra, Jitendra Kumar et al.,
2008)Globalization has redefined the constituents and drivers of economic progress over last two decades. The traditional contributors of economic development and economic power such as material resources and production capabilities have been replaced by knowledge and information. Globalization has resulted in significant changes in the knowledge economy and ushered new conditions for the provision of higher education to cater the skill requirement all across the globe. Higher educational services have emerged over the last few years as a major economic sector for trade worth several billion dollars.
The key elements of globalization include the knowledge society, information and communication technologies, the market economy, trade liberalization and changes in governance structures. These elements of globalization have impacted significantly the education sector in general and higher education in particular. The present study critically analyzes the growth of higher education sector in India and identifies the major concerns.
It also evaluates the preparedness of the country for the opening up its border for foreign institutions.(Institute For Higher Education Policy, 2009)This paper uses a multi-country perspective spanning four countries—the United States, Mongolia, South Africa, and
Ukraine—to highlight a number of strategies and challenges related to the creation and implementation of suitable higher education finance polices. It draws attention to the financial imperatives that affect higher education in the four countries and provides an overview of current policies, contextual influences, identified weaknesses, and proposed recommendations. Despite the fact that each country has a unique postsecondary context,
87 all four countries grapple with strategies to ensure access to higher education for disad- vantaged students and, more important, to ensure a high-quality education for all students.
The analysis suggests a number of findings. The first step in policy planning is to conduct a thorough needs analysis—an understanding of the operational environment and the social context is important to direct funding to the areas of greatest need. Then, policies should be created that can be expected to have a significant impact and that will not exceed the resources available to the government. Policymakers must garner significant political support from various constituents. A critical dialogue among policymakers, civil society, and political administrators is essential to create a sustainable framework within which policy can emerge. Whatever policy is decided upon, the financial and political resources must be available to ensure effective implementation.(Martin, Robert E.,
2009)The principal/agent problem, the nonprofit status of colleges and universities, and the emphasis on reputation maximization lead to a bias against reform, a preference toward increasing revenues, and a revenue-to- cost spiral in higher education. The evidence—both anecdotal and objective—that cost increases are excessive is compelling.
The cost increases not only create an unnecessary burden on students, their families, and society as a whole, but they represent a significant wealth transfer from families and the public to higher education.The bias against reform means that real reform will not come from within higher education. Reform will have to come from the outside. As in a nuclear arms race, actors—in this case, individual colleges and universities—cannot reform unilaterally. Serious cost control efforts will damage reputations in the short run and make it more difficult to recruit both gifted students and gifted faculty. The reform effort will have to be industry-wide, and that can only come from the outside.
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Finally, the revenue-to-cost spiral suggests that cost control reform must be a prior condition for any increase in higher education funding. If it is not, the increased funding will simply drive costs higher, returning little social benefit. But cost-control reform should not be all stick and no carrot—pay for performance should be a part of cost- control reform, and an institution’s reward for successful cost-control reform should be increased funding.(P. Geetha Rani, 2010)It is unambiguous that Policy of the
Government of India now encourages augmentation of resources for covering a larger portion of cost of higher education. Recent policy changes in India often favour to divert resources from higher to primary level of education and favours for full cost recovery from students even in public higher education institutions. Cost recovery measures comprising of increase in fees, student loans currently operated by commercial banks and privatisation will exacerbate inequality in the society. Indeed, there seems to be a nexus between the present student loan scheme and full cost recovery. Increasing reliance on student fees, student loans and privatisation without considering the low-income groups may produce regressive effects in the society. Under the deep waves of globalization and competition, important economic rationale for government funding especially for higher education is neglected. Public support for higher education remains essential to ensure a balanced achievement of educational and social missions, apart from surviving in the knowledge-based society. It is essential that funding sources must be diversified but cost- sharing with students has social and political limits, and excessive commercialization of higher education should be forbidden.(Dr. S. Puttaswamaiah, 2010)Education assumes significance as a provider of input for economic, political and social development, besides as a source of knowledge. Economic growth in recent years has been based on availability and quality of knowledge in any country, which in turn depends on access and affordability to education. Hence, importance of education has increased to supply
89 adequate and qualitative human capital. Functioning of education sector depends on availability of various resources, of which to a large extent on financial resources.
Finances for education are mobilized from different sources like government spending, fees, educational loans, and others. Among these, educational loan has been seen as an alternative way of financing for education. In this background the present paper tries to analyse the trends and patterns of educational loan in India. Further, an attempt has been made to understand pattern of student loans provided by selected commercial banks. The study finds that educational loan is increasing over the years.
(Jongbloed, Ben, 2010)The issue of higher education funding has multiple aspects: who pays for higher education (including the topics of cost-sharing in higher education and external funding to universities), how public funding is allocated to universities, what incentives the allocation mechanism creates, and how much autonomy universities have in decision-making over financial and human resources. Several funding models were presented in this report. First they were considered abstractly and placed into a general categorization, stressing the dimensions of performance orientation and individual
(decentralized) decision-making. The higher education funding mechanism is an important ingredient in the wider spectrum of governance arrangements. Trends and practices in Europe increasingly point towards more market-based, or performance- oriented and decentralized types of funding mechanisms. European governments have shown a tendency to augment the direct funding of higher education institutions with competitive funding mechanisms and performance-based funding mechanisms such as contractual performance agreements. Alongside this, they have started to grant more autonomy to the institutions, allowing them to make their own decisions about the use of resources and the generation of new – often external – resources. The introduction or the increase of tuition fees has been one of the most widely debated issues in higher
90 education funding (Teixeira et. al. 2006), but reality shows that, with the exception of
UK, undergraduate fees do not yet cover a substantial share of educational costs in
European countries (Lepori et al. 2007). Surveying the funding mechanisms in place across European higher education systems, author has shown that in most countries the allocation of direct appropriations occurs through a formula that uses a mix of input and – to a lesser extent – output criteria. Often student numbers are the most important criterion in the funding formula. Overall, author found that institutional budgets depend more on student choice and increasingly less on central planning, while for research budgets we observed that competitive funding has become a key allocation mechanism and accounts already for a substantial share of the universities’ revenues. Some governments have, next to the above developments, started to work with performance contracts. In performance contracts, governments enter into regulatory agreements with institutions to set mutual performance-based objectives.A clear recommendation, also expressed in other EC communications, is the need for European governments to increase the autonomy of their national universities and revise their governance structures. However, this increased autonomy does not rule out a continuing important role for government. As always, this role lies in providing subsidies, promoting access, organizing student support and ensuring quality assurance. On top of that, through introducing performance-based funding mechanisms and more competition the government will set different incentives that may help to achieve more differentiation in quality, funding and pricing in higher education. A mass higher education system requires a greater reliance on markets and their decentralized decision- making by individuals and institutions. Compared to many other fields in the economy, the sector of higher education and its students and universities can indeed be trusted to be capable of making good decisions. In the words of
Nicholas Barr: “The days of central planning are gone!” (Barr, 2003).If we believe the
91
European Commission to be right then competition and greater institutional autonomy will drive higher education institutions to become more sensitive to their varied consumers’ demands for relevance. It remains to be seen whether more countries in
Europe will indeed take further steps along the mercerization route to modernize their universities.(Havaldar, Krishna K., 2011)The growth of management institutions in India in last 15 years has been rapid. Data on number of business schools established in India from 1995 suggest a ‘mushrooming’ growth in terms of numbers and often at the cost of quality. India has 2000 B-Schools, awarding MBA degrees, or an equivalent and often, more valuable post-graduate diplomas (like those given by IIMs). It is heartening to find two management institutes from India, the Indian Institute of Management, Ahemedabad
(IIMA) and the Indian School of Business, Hyderabad, are placed 11th and 13th in the global ranking of 2011 by Financial Times. This study addresses various issues associated with different categories of management institutions operating in India. Some of the major issues are: the quality of the faculty, students and facilities; pedagogy and recognition; research outputs, executive training, placement and brand equity. These issues are then analysed with respect to different categories of business schools in India :
(1) top 30 government and private B-Schools, including (IIMs), (2) university departments of management studies, (3) private autonomous B-Schools approved by All
India Council of Technical Education (AICTE),(4) university affiliated private colleges,
(5) private institutions not affiliated to any universities nor approved by THE AICTE, (6) private institutes in collaboration with foreign universities.
There is a need to contemplate what India will need in 2025. Management education in
India in 2011 is not what it was in 1950s. Top management institutes’ future should not be what we can learn from Harvard Business School. It should be what they can learn from us.(Rizvi, Fazal & Radhika Gorur, 2011) have argued that, faced with a growing
92 policy anxiety in India about the risks it confronts of losing its advantage in the fiercely competitive global knowledge economy unless its universities are re-engineered, the
Indian Government has at last unleashed a series of reforms to its system of higher education. It has begun to view these reforms as inextricably linked to the requirements of the global economy and the shifting architecture of global higher education. The
Government has therefore greatly increased its level of investment in higher education, and has also begun to loosen some of the bureaucratic rigidities in the system, giving universities greater organizational autonomy. As overdue and welcome as these initiatives are, they have argued that while additional resources are clearly necessary to reform Indian higher education, they are not sufficient. This is so because the problems of the Indian system of higher education are deep, and relate to a range of dilemmas arising out of the historical constitution of Indian higher education, and to the organizational traditions and cultural attitudes about its nature and functions in society. The authors have suggested that unless these dilemmas are squarely addressed, the Indian system of higher education will continue to struggle, producing isolated pockets of academic excellence but leaving the nation as a whole poorly served.(Anjum, Dr. Bimal & Rajesh Tiwari,
2012)The paper explores the trend of supply of professional education institutions. The secondary data is analyzed to investigate the reasons for large number of vacant seats in professional colleges. The last two decades had witnessed unprecedented growth in institutes of higher education primarily due to private sector participation. The private sector is expected to provide useful contribution in achieving the target of 30% GER by
2020 set by government of India. Though the private institutes have grown in number they are not able to attract the high ranking students. The issues of quality, access, equity, inclusiveness require urgent attention of the stakeholders. Unemployability of graduates is a cause of concern. Large number of vacant seats in self financing colleges is
93 threatening the financial viability of these institutions. Proper regulatory framework supported by mutual trust and accountability is important for the establishment of vibrant global private higher education institutions which can ensure quality, access, and inclusiveness.(Gupta, Deepti & Navneet Gupta, 2012)India’s education system is often cited as one of the main contributors to the economic rise of India. The size of India’s higher education market is about $40 billion per year. Presently about 12.4 percent of students go for higher education from the country. If India were to increase that figure of
12.4% to 30%, then it would need another 800 to one thousand universities and over
40,000 colleges in the next 10 years. This paper presents the development and present scenario of higher education in India by analyzing the various data and also identifies the key challenges that India’s higher education sector is facing. This paper also presents the key initiatives by the government and recommendations to meet these challenges. In this paper authors have presented the development and present scenario of higher education in
India by analyzing the various data and also identify the key challenges like demand- supply gap, quality education, research and development and faculty shortage in India’s higher education sector. In this paper also identified the key initiatives from the government side which include the establishment of NCHER, independent regulatory authority for accreditation and national database of academic qualification, increase in number of universities including IITs, IIMs, NITs and SPAs during 11th five year plan and increase in the number of seats in existing institutions, and passing of the Right of
Children to Free and Compulsory Education. Looking to the present scenario of the higher education in India we recommended some points in order to further meet the challenges.(Tilak, Jandhyala B. G. , 2012)Conventionally, higher education is heavily subsidised by the state in almost all countries. This has been justified by the recognition of education as capable of producing externalities, as a public good (and as a quasi-public
94 good in case of higher education), as a merit good, as a social investment for human development, and as a major instrument of equity, besides as a measure of quality of life in itself. The launching of neoliberal economic reforms in most developing and developed countries of the world has led to shrinking the pubic budgets for higher education. Recent trends in funding higher education are associated with changing perceptions on the role of higher education. As a result, business models are adopted in setting and running universities. Private universities, commercial universities, corporate universities and entrepreneurial universities are becoming the order of the day. The several basic characteristic features of higher education, such as higher education as a public good, merit good, social investment, and as a human right are under attack. Recent evidence shows that many universities are experimenting with cost recovery measures, generating resources from student fees, and other non-governmental sources. The effects of these cost recovery measures on the quantity, quality and equity in higher education need to be examined for sound policy making. The paper presents a quick review of some of these arguments being made in favour of and against public financing of higher education and restated how important it is for the state to finance higher education. It is argued that significant reduction in public subsidies to education is neither feasible, nor desirable, even if feasible.(Li, Helen, 2013)The rising cost of higher education is a topic of large concern today. As tuition prices continue to grow at a quicker pace than housing prices, consumer prices and average hourly wages, it is becoming harder and harder for the average American family to afford going to college. What factors have been driving this large rise in tuition prices? This thesis aims to set up a supply and demand framework to analyze the various forces that may be driving the price of higher education to rise above the Consumer Price Index over time. After defining long-run supply and demand for the higher education market, this thesis addresses economy-wide factorsand
95 summarizes the findings of Robert Archibald and David Feldman in Why Does College
Cost So Much?. Next, this thesis examines higher education-specific factors and specifically tests thehypothesis: The long-run supply curve for higher education’s is theoretically vertical. Theinability for supply to meet the increasing demand for higher education results in a supply anddemand imbalance that drives up the price of higher education. After looking at both economy wideand higher education-specific factors, it is apparent that slow productivity growth and largewage increases for professors (cost disease) and an unresponsive total enrolment (supply) in theface of rising demandare largely driving the increase in the price of higher education. In order tocurb this rising prices, his thesis will offer a few policy implications and recommendations. Namely, online education and “blended” courses may offer viable solutions to increase theproductivity of professors and increase total enrolment at institutions.(Walia, Nidhi,
2013)stated that it hardly needs any justification that higher education is an engine of economic growth in any country including India. Higher education has significant role in supporting knowledge driven economic growth strategies. It provides an opportunity to critically reflect upon the social, economic, cultural, moral and spiritual issues facing humanity. It contributes to national development through dissemination of specialized knowledge and skills. Indian higher education system has undergone massive expansion since independence. Keeping in above, present paper seeks to examine the emerging issues and challenges in Indian higher education system in the present era. Issues like access, equity, inclusion, quality, privatization and financing concerning higher education, are very complex and interrelated with political, economical geographical and international dimensions. To develop India as an education hub or to become a prosperous partner in global economy, India has to qualitatively strengthen education in general and higher education with research and development in particular.(Singh, Dr. J.
96
D., 2015)stated that although there have been challenges to higher education in the past, these most recent calls for reform may provoke a fundamental change in higher education. This change, according to him, may not occur as a direct response to calls for greater transparency and accountability, but rather because of the opportunity to reflect on the purpose of higher education, the role of colleges and universities in the new millennium, and emerging scientific research on how people learn. These disparate literatures have not been tied together in a way that would examine the impact of fundamental change from the policy level to the institutional level and to the everyday lives of college and university administrators, faculty and students. Now the time has come to create a second wave of institution building and of excellence in the fields of education, research and capability building. We need higher educated people who are skilled and who can drive our economy forward. He concludes that when India can provide skilled people to the outside world then we can transfer our country from a developing nation to a developed nation very easily and quickly.
2.2Conclusion
We strongly believe that a stratified three tiered structure that enables seamless vertical and horizontal mobility of students would be able to create the desired intellectual, economic and social value. The implementation framework suggests the student at the center stage to foster innovation and choice, that will increase access, equity and quality, and a transparent governance framework that will enable autonomy and self –regulation.
A framework for governance has been detailed in the addendum document which proposes a mechanism based on outcomes and strong institutional accountability, clearly delineating the role and responsibilities of the government as well as public and private higher education. In this report, we have attempted to provide a brief overview of the educationalsystem in Pune. The intended audience is Finnish policy makers,
97 universitiesand other agencies. Since Pune and Satara have few historical cities,it would need some concerted effort by both to develop productiveEducation.
Although the modern education system in India is based on the Anglo-American tradition, there is a great variety of institutional systems in higher education. Government plays a dominant role not only in providing funds foreducation but also in the administration and control of these institutions. It isnot uncommon that institutions may be facing dictums from various entitiesthat are at times confusing and contradictory. Any foreign organization tryingto build a relationship with these institutions must not be daunted by suchambiguities and must work with them patiently.We have attempted to identify various institutions of repute in Pune that can be excellent candidates for further consideration by Finnish institutions.
Basically, educational planners in India avoid answering some important questions on the design of a student loan programme. (Woodhall, M., 1987)lists such questions as: what are the main objectives of the loan programme? What is the corresponding policy on student fees and other forms of financial assistance? What proportion of students need to be given loans? What should be the size of the loan for each student in relation to costs such as tuition fees, expenditure on hostels, books, stationery, and other living costs? Can loans be used as an incentive mechanism to reward students or motivate them in their studies? How best can loan programmes reduce rates of default? Can the scheme be made flexible to adjust to changing socio-economic conditions? etc. These questions assume much importance for the success of the programme in India, but have never been satisfactorily resolved, but simply tackled on an ad hoc basis. Student loans are advocated on the grounds of (a) resource potential; (b) equity in sharing the costs of higher education; and (c) efficiency by making students more serious with respect to their education and careers. On the other hand, critics reject student loans on the grounds of (a)
98 reducing equity by limiting access to higher education; (b) administrative difficulties in general; and (c) problems of recovery. All these arguments are open to empirical verification, but detailed data for a critical analysis of these questions are not available in
India. Nevertheless, this article has discussed some evidence on these questions in the
Indian context. There is not much evidence in support of the arguments made in favour of student loans, while the scanty evidence available suggests that many of the arguments made against student loans appear to be valid in India. The main conclusion, therefore, is that unless student loans are accompanied by carefully formulated policies regarding fees, loans may aggravate rather than reduce inequities, with the rich getting public subsidies through low levels of fees, and the poor paying back in full for their education through student loans. All this may lead to inequality of access and declining participation in higher education by ethnic minorities, as Indian critics of student loans suggest In all, access to higher education may be seriously reduced by student loan programmes, as critics maintain. Hence student loans must be judged more in terms of generating finances for higher education, rather than as a measure to improve access and equity in higher education, and this article suggests that the existing loan programme in India is disappointing in this regard
2.3 Research Gap
The study of the Literature indicates that there are no studies available on financial issues involved from a student’s perspective inIndia.
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CHAPTER 3
Objectives, Hypothesis &Research Methodology
3.1 Statement of Research Problem:
Basically, educational planners in India avoid answering some important questions on the design of a student loan programme. (Woodhall, M., 1987) lists such questions as: what are the main objectives of the loan programme? What is the corresponding policy on student fees and other forms of financial assistance? What proportion of students needs to be given loans? What should be the size of the loan for each student in relation to costs such as tuition fees, expenditure on hostels, books, stationery, and other living costs? Can loans be used as an incentive mechanism to reward students or motivate them in their studies? How best can loan programmes reduce rates of default? Can the scheme be made flexible to adjust to changing socio-economic conditions? etc. These questions assume much importance for the success of the programme in India, but have never been satisfactorily resolved, but simply tackled on an ad hoc basis. Student loans are advocated on the grounds of (a) resource potential; (b) equity in sharing the costs of higher education; and (c) efficiency by making students more serious with respect to their education and careers. On the other hand, critics reject student loans on the grounds of (a) reducing equity by limiting access to higher education; (b) administrative difficulties in general; and (c) problems of recovery. All these arguments are open to empirical verification, but detailed data for a critical analysis of these questions are not available in
India. Nevertheless, this article has discussed some evidence on these questions in the
Indian context. There is not much evidence in support of the arguments made in favour of student loans, while the scanty evidence available suggests that many of the arguments made against student loans appear to be valid in India. The main conclusion, therefore, is that unless student loans are accompanied by carefully formulated policies regarding fees,
100 loans may aggravate rather than reduce inequities, with the rich getting public subsidies through low levels of fees, and the poor paying back in full for their education through student loans. All this may lead to inequality of access and declining participation in higher education by ethnic minorities, as American critics of student loans suggest
(Hansen, J., 1989). In all, access to higher education may be seriously reduced by student loan programmes, as critics maintain. Hence student loans must be judged more in terms of generating finances for higher education, rather than as a measure to improve access and equity in higher education, and this article suggests that the existing loan programme in India is disappointing in this regard also.
3.2 Scope Of Study:
Considering the wide range of issues mentioned above, the researcher has focused on students having technical education (management, engineering and pharmacy streams) in
Pune, & Satara District of Maharashtra. The period of the study being 2011 to 2014
3.3 Research Objectives:
1.To understand the structure of fees borne by the students for various types of technical education. 2.To analyze the sources of funding for these fees.
3.To analyze the allied expenses during the education to be borne by the students.
3.10 HYPOTHESIS FOR THE STUDY
For this research, the researcher has decided to set the following null (in italics) and alternate hypotheses (in bold):
H01 - Full fees must be charged to cover full cost of education.
H11 - Higher education should be free for everyone.
H02 - The role of private players should be restricted and regulated.
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H12 - We need greater private participation in higher education.
H03 - A national education regulatory authority should be established to monitor.
H13 - There is no need to replace the Existing regulatory authorities Such as UGC, AICTE etc.
H04 - higher education Fees should reflect cost of providing education.
H14 - Student fees must be kept low by public funding.
H05 - Fees should remain constant even when salaries rise.
H15 - Student fees should be linked to faculty salaries.
H06 - Fees in self financed course is not very high.
H16 - Fees in self-financed courses are generally very high.
H07 - There is no need to increase tuition fees in funded aided courses.
H17 - There is a need to hike the fees in State/Government aided courses.
H08 - Loans are not substitute for state funding education.
H18 - Student loans can take care of needs of poor students.
H09 - Institutions should largely depend on student fees or government funding.
H19 - Higher educational institutions should augment resources by research,
consultancy etc.
H10 - Government lacks the will to spend more on higher education.
H110 - Government lacks the resources to enhance spending on higher Education.
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3.5 Research Methodology:
This section outlines the research method used for thestudy, which includes Data
Collection, Sample Design and Data Processing
3.5.1 Data Source:
The researcher has used secondary data in the form of various governments reports, published statistics of higher education in India and other such material as has been published in various research journals and periodicals. For the primary data, the researcher has approached about 3200 students and about 15 each from Principles and 05 from Bankers.
3.5.2 Research Questionnaires:
3 Sets of questionnaire was used for study
1 . for Students
2. for Principal / Trustee
3 .for Bankers
3.6 Research Study
Research Methodology used was descriptive in nature .
Secondary Data for the study was collected from various available sources through desk research including literature survey and referring e-libraries etc. Review of literature and other available information from various published and unpublished Reports. Journals,
Books, Newspapers etc (including databases like Ebasco, Pro-quest, Sage Journals,
McKinsey and Co, IJRCM, Google Scholar, HubSpot, LNS Research, and Others
Sampling Plan
The target population of the study was identified as students from Different Institutions
With this assumption, the sample size can be determined by the formula:
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Size and Design of Sample
The study was conducted Pune & Satara . The sampling method used was Stratified
Random Sampling. The sample units were Students, Principal and Banker
Sample Size: The total valid sample for the study was 2442students 15 Trustee/Principal
& 5 Bankers
Field Study:
A total of 3200 students was targeted and data collected from them, the spatial distribution of theses 3200 students is as follows:- of these 2442 students data was considered to be valid as relevant.
Aea of Study Pharmacy Engineering Management Total
Pune 160 2210 275 2645
Satara 65 425 65 555
Total 225 2635 340 3200
3.7 Data Analysis:
Data analysis was done using SPSS16 and chi-squared was primarily used as the tool for analysis.
3.8 Questionnaire Design: 3.8.1 The questionnaire of students comprised of 19 questions 1.Demographic Issues -8 questions 2.Fees Paid By students – 3 questions 3.Students Loan – 2 questions 4.Faculty Related – 3 questions 5.Perception about College performance – 2 Questions
3.8.2 The questionnaire of Trustee/Principal comprised of 15 questions
1.Demographic Issues -6 questions 2.Fees Paid By students – 1 questions 3.Students Loan – 3 questions 4.Scholarship related – 02 questionns 5.Related to Hypothesis – 3 questions.
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3.8.3 The questionnaire of Bankers comprised of 13 questions
1.Demographic Issues -4 questions. 2. Students loan – 5 questions. 3. Related to Hypothesis – 4 questions.
3.11 Limitations of The Study:
The study considers only students from chosen cities. Hence, it may not represent the whole of the India. Additional the study does not consider the aspect of otherhigher educationlike theHealth Sciences Education etc.
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CHAPTER 4 DATA ANALYSIS AND FINDINGS
4.1 PILOT STUDY
The researcher has prepared a separate questionnaire for students of different courses.
Such questionnaire has been administered on 150 students undergoing different technical courses, such as, Engineering (UG & PG), Pharmacy (UG & PG), and Management. The whole idea was to test the correctness of the structure and language of the questionnaire, as also the usefulness of the same in the context of this research. Out of these 150 students, only 132 students reliable at valid questionnaire was obtained .
The reliability has been checked with the help of cronbach alpha, the results are as follows Reliability Statistics
Cronbach's Alpha N of Items 0.801 38
As the cronbach’s Alpha is 0.801 (i.e. greater than 0.70), the questionnaire has been proved to be reliable.The data has been tabulated in Microsoft Excel for Demographic analysis.
CO- OVER COLLEGE NON- TEACHE ACAD LIBR COMP PARK SPOR CURRIC CANT ALL PERFORMAN TEACH R EMIC ARY UTER ING TS & ULAR, EEN COLL CE ING PERFOR FACIL FACI FACIL FACI CULT EXTRA & EGE PARAMETER BEHAV MANCE ITIES LITY ITY LITY URAL CURRIC MESS RATI S IOUR ULAR NG Mean 3.03 2.89 3.08 3.19 3.20 2.62 3.26 3.14 2.67 3.08 Median 3.00 3.00 3.00 3.00 3.00 3.00 3.00 3.00 3.00 3.00 Mode 3.00 3.00 4.00 4.00 4.00 3.00 4.00 4.00 3.00 3.00 Std.Deviation 0.85 0.95 0.98 0.91 0.86 1.24 0.86 0.91 1.06 0.66 Kurtosis -0.44 -0.87 0.60 2.29 0.20 -0.66 0.87 0.47 -0.15 0.74 Skewness -0.52 -0.37 -1.01 -1.36 -0.93 -0.63 -1.05 -0.94 -0.68 -0.49 Range 3.00 3.00 4.00 4.00 3.00 4.00 4.00 4.00 4.00 3.00 Count 132 132 132 132 132 132 132 132 132 132 Confidence 0.04 0.04 0.04 0.04 0.04 0.05 0.04 0.04 0.04 0.03 Level(95.0%)
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The researcher has collected data from total of 132 students studying various under- graduate and post-graduate professional courses from various colleges. In one of the questions, in the questionnaire administered on these students, the researcher has focused on various aspects of college performance indicators, as well as on an issue of whether the college fees charged to them is hindrance for their desire for higher education or not.
The above table displays various measures of descriptive statistics for elaborating on the issues mentioned therein.
In so far as the overall college performance is concerned, the mean, mode and median are close to 3 on five point Likert scale (0-4) and the standard deviation is mere 0.66. This shows that the data is having central tendency around 3 as a score, which shows satisfactory performance of the college. However, the data is not normal, as it is negatively skewed and platykurtic.
On the issue of whether the college fees is a hindrance for the students’ desire for higher education, the mean, mode and median are close to 1, where 0 is “no” and 1 is “Yes” and the standard deviation is mere 0.39. This shows that the data is having central tendency around 1 as a score, which shows that the students feel college fees as hindrance for their desire for higher education. However, the data is not normal, as it is negatively skewed and platykurtic. This can be understood in the following table.
AVERAGE RATING FEES AS HINDRANCE YES / NO Mean 3.01 0.81 Median 3.10 1.00 Mode 3.00 1.00 Std.Deviation 0.63 0.39 Kurtosis -0.43 0.55 Skewness -0.53 -1.60 Range 2.60 1.00 Count 132 132 Confidence 0.03 0.02 Level(95.0%)
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FEES AS HINDRANCE SATISFIED WITH LOAN FACILITIES
YES / NO YES/NO
Mean 0.81 0.74 Variance 0.15 0.19 Observations 132 132 Pearson 0.44 Correlation df 131 t Stat 7.11 P(T<=t) one- 0.00 tail t Critical one- 1.65 tail
When the researcher has compared two important issues, i.e. whether fees is a hindrance for their desire for higher education and whether they are satisfied with education loan facilities available, there is a weak positive correlation between the two. However, as the p value is less than 0.05 and the calculated t is greater than the t critical, these two important issues are statistically significantly different.
ulty salaries ulty
financed financed
-
greaterprivate
ch, consultancy etc. consultancy ch,
PILOTSTUDY DESCRIPTIVE STATISTICS Highereducationshould forfree everyone.be need We participationin higher education isThere tononeed replaceExistingthe regulatoryauthorities asSuch UGC, AICTEetc. Scholarshipsandtuition arefeestowaiverbe giventooflarge numbers students Student feesshould be linkedtofac selfFeesin coursesaregenerally very high. isThere toahikeneed the feesinState/Government aidedcourses Student loanscan take careof needsof poor students Highereducational institutionsshould augmentresourcesby resear Governmentlacksthe resourcestoenhance spendingonhigher Education Mean 0.70 0.50 0.39 0.79 0.69 0.67 0.27 0.63 0.73 0.35 Median 1.00 0.50 0.00 1.00 1.00 1.00 0.00 1.00 1.00 0.00 Standard Deviatio 0.46 0.50 0.49 0.41 0.46 0.47 0.44 0.48 0.45 0.48 n - - -1.20 -2.03 -1.84 0.03 -1.51 -0.85 -0.95 -1.61 Kurtosis 1.33 1.74 Skew - - -0.91 0.00 0.44 -1.42 -0.72 1.08 -1.03 0.64 ness 0.83 0.54 132 132 132 132 132 132 132 132 132 132 Count Confide nce 0.08 0.09 0.08 0.07 0.08 0.08 0.08 0.08 0.08 0.08 Level (95.0%)
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The testing of these hypotheses is relatively not so complex, as the data for each one of them is dichotomous. Each of the respondents shall either select Null Hypothesis or Alternative Hypothesis. For Null Hypothesis the score is assumed to be 0 and for alternative hypothesis the score is assumed to be 1. Hence, if the mean score is greater than 0.50 and the median and/or mode is 1, the alternative hypothesis is accepted and the null hypothesis is rejected and the vice versa is also true. Thus, the descriptive statistics alone can help us decisively prove or disprove our hypotheses.
As the mean score is greater than 0.50 in case of H1, H4, H5, H6, H8, and H9, where the median and mode are 1, the alternative hypotheses are accepted. However, as the mean score is less than or equal to 0.50 in case of H2, H3, H7, and H10, where the median and mode are 0 (zero), the null hypotheses are accepted.
Different Test : 1. Chi - Square Test
From the top row of the table, Pearson Chi-Square statistic, and p < 0.001; i.e., a very small probability of the observed data under the null hypothesis of no relationship. The null hypothesis is rejected, since p < 0.05 (in fact p < 0.001).
Frequencies
H1 Observed Expected
N N
0 466 1068 1 1670 1068 Total 2136
H1 Chi-Square 678.65918 df 1 Asymp. Sig. 1.31E-149
2. Binomial Test
The output tells us that there are two groups: NO (denoted by 0) and YES (denoted by 1).
The column labeled N tells us that there were 2136 students considered for this test. The
Observed Prop. column gives the observed proportions. The next column, Test Prop.,
109 gives the value that is entered in the Test Proportion box in the Binomial Test dialog box.
The last column, Asymp. Sig. (2-tailed), gives the p value for this statistical test. As always, when the p value is less than or equal to α level, one can reject H0.
The p value is .000 which is less than or equal to our α level of .05. Thus, we reject H0.
Observed Test Asump. Sig. Category N Prop. Prop. (2-tailed) H1 Group 1 1 1670 0.78 0.5 .000a Group 2 0 466 0.22 Total 2136 1
3. The Friedman Test :
The Friedman test is the significance test for more than two dependent samples and is also known as the Friedman two-way analysis of variance; it is used to test the null hypothesis. In other words, it is used to test that there is no significant difference between the size of 'k' dependent samples and the population from which these have been drawn. In SPSS, the
Friedman test is done by selecting "Nonparametric Tests" from the analyze menu and then selecting "K Related Samples." After this, select "Test
Variables," and then under the option test type, select "Friedman." The
Friedman test statistic is distributed approximately as chi-square, with (k -
1) degrees of freedom. The Friedman test statistic for more than two dependent samples is given by the formula:
2 Chi-square Fr iedman = ([12/nk(k + 1)]*[SUM(T i ] - 3n(k + 1)) a. Friedman Test
Test Statistics(a)
N 2136 Chi-Square 3.00E+03 df 9 Asymp. Sig. 0
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The Friedman test, which evaluated differences in medians among different 10 hypotheses, is not significant χ2(2, N = 2136) = 0.0003, p < .01. Kendall’s W is 0.156, indicating fairly strong differences among these ten different hypotheses.
4. Kendall's W Test
Kendall's W Test is referred to the normalization of the Friedman statistic. Kendall's
W is used to assess the trend of agreement among the respondents. In SPSS, Kendall's W
Test is done by selecting "Nonparametric Tests" from the analyze menu, and then by clicking on "K Related Samples." After this, select "Test Variables," and then under the option test type, select "Kendall's W." Kendall's W ranges from 0 to 1. The value '1' refers to the complete agreement among/between the raters, and value '0' refers to the complete.
Kendall's W Test Ranks
Mean
Rank H1 6.57 H2 4.71 H3 4.62 H4 6.69 H5 6.11 H6 5.81 H7 4.05 H8 5.54 H9 6.45 H10 4.46
Test Statistics
N 2136 Kendall's Wa 0.156 Chi-Square 3.00E+03 df 9 Asymp. Sig. 0
a. Kendall's Coefficient of Concordance
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5. The Cochran's Q test
The Cochran's Q test is used to test whether or not the part of a given variable is the same across the multiple dependent samples. In SPSS, the Cochran's Q test is done by selecting "Nonparametric Tests" from the analyze menu, and then selecting "K Related Samples." After this, select
"Test Variables," and then under test type, select "Cochran's Q."
6. Anova Test
Sum of Mean df F Sig. Squares Square Between H1 88.374682 7 12.624955 97.354154 1.37E-123 Groups Within 275.96052 2128 0.1296807 Groups Total 364.33521 2135
Test of Hypothesis -2
Chi - Square Test
H2 Observed N Expected N
0 1258 1068
1 878 1068
Total 2136
H2 Chi-Square 67.602996 df 1 Asymp. Sig. 2E-16
Biominal Test Observed Test Asymp. Sig. Category N Prop. Prop. (2-tailed) H2 Group 1 1 878 0.41 0.5 .000a Group 2 0 1258 0.59 Total 2136 1
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ANOVA
Sum of Mean df F Sig. Squares Square 7.472E- H2 Between Groups 88.051832 7 12.578833 62.388808 82 Within Groups 429.04742 2128 0.20162 Total 517.0992 2135
Test of Hypothesis -3
Chi - Square Test
H3
Observed N Expected N
0 1299 1068
1 837 1068
Total 2136
H3 Chi-Square 99.926966 df 1 Asymp. Sig. 1.581E-23
Biominal Test Observed Test Asymp. Sig. Category N Prop. Prop. (2-tailed) H3 Group 1 0 1299 0.61 0.5 .000a Group 2 1 837 0.39 Total 2136 1
ANOVA
Sum of Mean df F Sig. Squares Square Between 3.181E- H3 44.125159 7 6.3035941 28.854049 Groups 38 Within 464.8931 2128 0.2184648 Groups Total 509.01826 2135
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Test of Hypothesis 4
Chi - Square Test
H4
Observed N Expected N
0 415 1068
1 1721 1068
Total 2136
H4 Chi-Square 798.51873 df 1 Asymp. Sig. 1.13E-175
Biominal Test
Asymp. Sig. Category N Observed Prop. Test Prop. (2-tailed) H4 Group 1 1 1721 0.81 0.5 .000a Group 2 0 415 0.19 Total 2136 1
ANOVA
Mean Sum of Squares df Squar F Sig. e Total 509.01826 2135 3.475 23.855 H4 Between Groups 24.329806 7 2.024E-31 6866 789 0.145 Within Groups 310.04051 2128 6957 Total 334.37032 2135
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Test of Hypothesis 5
Chi - Square Test
H5
Observed N Expected N
0 660 1068
1 1476 1068
Total 2136
H5 Chi- 311.73034 Square df 1 Asymp. 9.168E-70 Sig.
Binomial Test
Asymp. Cate Test N Observed Prop. Sig. (2- gory Prop. tailed) H5 Group 1 0 660 0.31 0.5 .000a Group 2 1 1476 0.69 Total 2136 1
ANOVA
Mean Sum of Squares df Squar F Sig. e Between 18.79 H5 131.59928 7 123.29771 2.4E-152 Groups 9896 Within 212 0.152 324.46814 Groups 8 4756 213 Total 456.06742 5
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Test of Hypothesis 6
Chi - Square Test
H6
Expe Observe cted d N N 0 790 1068
1 1346 1068
Total 2136
H6 Chi- 144.72659 Square df 1 Asymp. 2.465E-33 Sig.
Binomial Test
Categor Observed Asymp. Sig. (2- N Test Prop. y Prop. tailed) H6 Group 1 1 1346 0.63 0.5 .000a Group 2 0 790 0.37 Total 2136 1
ANOVA
Sum of Mean df F Sig. Squares Square Betwee 94.3278 13.475 71.069 H6 n 7 1.476E-92 71 41 019 Groups Within 403.490 0.1896 2128 Groups 48 102 497.818 Total 2135 35
116
Test of Hypothesis - 7
Chi - Square Test
H7
Observed N Expected N
0 1541 1068
1 595 1068
Tota 2136 l
H7 Chi-Square 418.96816 df 1 Asymp. Sig. 4.093E-93
Binomial Test
Catego Observed Test Asymp. Sig. (2- N ry Prop. Prop. tailed) H7 Group 1 1 595 0.28 0.5 .000a Group 2 0 1541 0.72 Total 2136 1
ANOVA
Sum of Mean df F Sig. Squares Square Betwee 86.0014 12.285 H7 n 7 76.16588 9.82E-99 32 919 Groups Within 343.256 0.1613 2128 Groups 53 048 429.257 Total 2135 96
Test of Hypothesis - 8
Chi - Square Test
H8
Observed N Expected N
0 904 1068
1 1232 1068
Total 2136
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H8 Chi-Square 50.367041 df 1 Asymp. Sig. 1.275E-12
Binomial Test
Categor Observed Test Asymp. Sig. (2- N y Prop. Prop. tailed) Group H8 0 904 0.42 0.5 .000a 1 Group 1 1232 0.58 2 Total 2136 1
ANOVA
Sum of Mean df F Sig. Squares Square Between 147.731 21.104 120.1851 5.49E- H8 7 Groups 55 507 5 149 Within 373.676 0.1755 2128 Groups 69 999 521.408 Total 2135 24
Test of Hypothesis - 9
Chi - Square Test
H9
Observed N Expected N
0 514 1068
1 1622 1068
Total 2136
H9 Chi-Square 574.74906 df 1 Asymp. Sig. 5.2E-127
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Binomial Test
Categ Observed Test Asymp. Sig. N ory Prop. Prop. (2-tailed) H Group 1 0 514 0.24 0.5 .000a 9 Group 2 1 1622 0.76 Total 2136 1
ANOVA
Sum of Mean df F Sig. Squares Square H 4.9688 29.74039 2.011E- Between Groups 34.781693 7 9 133 8 39 0.1670 Within Groups 355.53104 2128 729 Total 390.31273 2135 Test of Hypothesis - 10
Chi - Square Test
H10
Observed N Expected N
0 1367 1068
1 769 1068
Total 2136
H10
Chi-Square 167.4176
df 1
Asymp. Sig. 2.712E-38 a. 0 cells (.0%) have expected frequencies less than 5. The minimum expected cell frequency is 1068.0.
Binomial Test
Asymp. Categ Observed Test N Sig. (2- ory Prop. Prop. tailed) H10 Group 1 1 769 0.36 0.5 .000a Group 2 0 1367 0.64 Total 2136 1 a. Based on Z Approximation.
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ANOVA
Sum of Mean df F Sig. Squares Square Between 121.9735 17.4247 100.1694 H10 7 8.51E-127 Groups 1 87 8 Within 370.1720 0.17395 2128 Groups 9 31 Total 492.1456 2135
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Runs Test
H1 H2 H3 H4 H5 H6 H7 H8 H9 H10
2
0.4110 0.3918 0.805 0.6910 0.6301 0.278 0.576 0.7593 0.360
Test Test 487 539 7116 112 498 5581 779 633 0187
Valuea
0.781835
466 1258 1299 415 660 790 1541 904 514 1367
Test Test
Value
Cases < Cases
1670 878 837 1721 1476 1346 595 1232 1622 769
Test Test
Value
Cases >=Cases
213 2136 2136 2136 2136 2136 2136 2136 2136 2136
Total Total 6
Cases
614 1022 966 751 688 827 654 1058 713 862
of Runs
Number
------7.33 5.618 0.628
Za 0.5899 2.4083 11.410 7.8765 11.06 4.0646 5.790 986 7485 7579 697 743 923 508 749 195 661 88
- 2.13 0.5552 0.0160 1.923 3.688E 3.365E 1.804 0.529 4.811E 7.011 8E- 109 237 E-08 -30 -15 E-28 5076 -05 E-09
Sig.(2
tailed)a Asymp. 13
a. Mean As the p value is less than 0.05 in all hypotheses, they are not significant and thus, not random. Correlations
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UGENGG PGENGG ALLPG
Pearson UGENGG 1 0.9740932 0.9740533 Correlation Sig. (2- 1.91E-06 1.922E-06 tailed) N 10 10 10
Pearson PGENGG 0.9740932 1 0.9943166 Correlation Sig. (2- 1.91E-06 4.534E-09 tailed) N 10 10 10
Pearson ALLPG 0.9740533 0.9943166 1 Correlation Sig. (2- 1.922E-06 4.534E-09 tailed) N 10 10 10
Pearson ALLUG 0.9997179 0.9761826 0.9768908 Correlation Sig. (2- 2.77E-14 1.368E-06 1.213E-06 tailed) N 10 10 10
**. Correlation is significant at the 0.01 level(2-tailed).
The Pearson’s correlation is significant in case of different categories of students i.e.
Undergraduate, Post-graduate etc.
Correlations UGENGG PGENGG ALLPG ALLUG Kendall's Correlation UGENGG 1 0.8736209 0.8989331 1 tau_b Coefficient Sig. (2- . 0.0005823 0.000328 . tailed) N 10 10 10 10 Correlation PGENGG 0.8736209 1 0.9775252 0.8736209 Coefficient Sig. (2- 0.0005823 . 0.0001057 0.0005823 tailed) N 10 10 10 10 Correlation ALLPG 0.8989331 0.9775252 1 0.8989331 Coefficient Sig. (2- 0.000328 0.0001057 . 0.000328 tailed) N 10 10 10 10 Correlation ALLUG 1 0.8736209 0.8989331 1 Coefficient Sig. (2- . 0.0005823 0.000328 . tailed) N 10 10 10 10 Spearman's Correlation UGENGG 1 0.9480167 0.9665698 1 rho Coefficient Sig. (2- . 3E-05 5.248E-06 .
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tailed) N 10 10 10 10 Correlation PGENGG 0.9480167 1 0.9939209 0.9480167 Coefficient Sig. (2- 3E-05 . 5.931E-09 3E-05 tailed) N 10 10 10 10 Correlation ALLPG 0.9665698 0.9939209 1 0.9665698 Coefficient Sig. (2- 5.248E-06 5.931E-09 . 5.248E-06 tailed) N 10 10 10 10 Correlation ALLUG 1 0.9480167 0.9665698 1 Coefficient Sig. (2- . 3E-05 5.248E-06 . tailed) N 10 10 10 10 **. Correlation is significant at the 0.01 level (2-tailed)
In case of rank correlation coefficient is concerned, as the p value is less than 0.05, it is not significant. This means the results given by different categories of students are almost similar in nature. For different hypotheses we have considered, p < .01. Hence, there is a statistically significant difference for each of the hypotheses we have considered.
One-Sample Statistics
Std. Std. Error N Mean Deviation Mean UGENGG 10 0.547 0.1895638 0.0599453 PGENGG 10 0.586 0.2147453 0.0679084 ALLPG 10 0.587 0.2041813 0.0645678 ALLUG 10 0.547 0.1909072 0.0603702
One-Sample Test Test Value = 0 95% Confidence Sig. Mean t df Interval of (2-tailed) Difference the Difference Lower Upper UGENGG 9.1249787 9 7.626E-06 0.547 0.4113942 0.6826058 PGENGG 8.6292667 9 0.586 0.4323804 0.7396196 ALLPG 9.0912197 9 7.861E-06 0.587 0.4409375 0.7330625 ALLUG 9.0607686 9 8.08E-06 0.547 0.4104332 0.6835668
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The one sample t-test statistic is close to 9.00 and the p-value from this statistic is less than 0.05
(the level of significance usually used for the test) Such a p-value indicates that the categories of the students are statistically significantly different from PG Engineering.
Standard TYPE HYPODETAILS HYPONO Mean Median Deviation Count Higher education should PG COMP SC H1 0.80 1.00 0.41 25.00 be free for everyone. Higher PG CONSTR education should H1 0.89 1.00 0.31 47.00 ENGG be free for everyone. Higher PG DESIGN education should H1 0.86 1.00 0.35 37.00 ENGG be free for everyone. Higher education should PG M. PHARMA H1 0.58 1.00 0.51 12.00 be free for everyone. Higher education should PG MBA H1 0.80 1.00 0.40 132.00 be free for everyone. Higher education should PG MCA H1 0.76 1.00 0.44 21.00 be free for everyone. Higher PG education should NETWORKING H1 0.87 1.00 0.34 31.00 be free for ENGG everyone. Higher PG STRUCTURE education should H1 0.81 1.00 0.39 153.00 ENGG be free for everyone. UG AUTO ENGG. Higher education should H1 0.73 1.00 0.45 51.00 be free for everyone. Higher education should UG B. PHARMA H1 0.77 1.00 0.42 110.00 be free for everyone. Higher education should UG CAD CAM H1 0.67 1.00 0.58 3.00 be free for everyone.
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Higher education should UG CIVIL ENGG. H1 0.78 1.00 0.42 171.00 be free for everyone. Higher UG COMMU education should H1 0.55 1.00 0.51 20.00 ENGG. be free for everyone. Higher education should UG COMP ENGG H1 0.78 1.00 0.42 423.00 be free for everyone. Higher education should UG E & TC H1 0.81 1.00 0.40 135.00 be free for everyone. Higher education should UG IT ENGG H1 0.73 1.00 0.47 11.00 be free for everyone. Higher education should UG MECH ENGG H1 0.77 1.00 0.42 754.00 be free for everyone. We need greater private PG COMP SC H2 0.60 1.00 0.50 25.00 participation in higher education We need greater PG CONSTR private H2 0.38 0.00 0.49 47.00 ENGG participation in higher education
We need greater PG DESIGN private H2 0.41 0.00 0.50 37.00 ENGG participation in higher education
We need greater private PG M. PHARMA H2 0.50 0.50 0.52 12.00 participation in higher education
We need greater private PG MBA H2 0.41 0.00 0.49 132.00 participation in higher education
We need greater private PG MCA H2 0.62 1.00 0.50 21.00 participation in higher education
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We need greater PG private NETWORKING H2 0.42 0.00 0.50 31.00 participation in ENGG higher education
We need greater PG STRUCTURE private H2 0.39 0.00 0.49 153.00 ENGG participation in higher education UG AUTO ENGG. We need greater private H2 0.29 0.00 0.46 51.00 participation in higher education
We need greater private UG B. PHARMA H2 0.42 0.00 0.50 110.00 participation in higher education
We need greater private UG CAD CAM H2 0.33 0.00 0.58 3.00 participation in higher education
We need greater private UG CIVIL ENGG. H2 0.45 0.00 0.50 171.00 participation in higher education
We need greater UG COMMU private H2 0.25 0.00 0.44 20.00 ENGG. participation in higher education
We need greater private UG COMP ENGG H2 0.39 0.00 0.49 423.00 participation in higher education We need greater private UG E & TC H2 0.46 0.00 0.50 135.00 participation in higher education We need greater private UG IT ENGG H2 0.45 0.00 0.52 11.00 participation in higher education
We need greater private UG MECH ENGG H2 0.41 0.00 0.49 754.00 participation in higher education
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There is no need to replace the Existing PG COMP SC regulatory H3 0.36 0.00 0.49 25.00 authorities Such as UGC, AICTE etc.
There is no need to replace the Existing PG CONSTR regulatory H3 0.45 0.00 0.50 47.00 ENGG authorities Such as UGC, AICTE etc.
There is no need to replace the Existing PG DESIGN regulatory H3 0.49 0.00 0.51 37.00 ENGG authorities Such as UGC, AICTE etc.
There is no need to replace the Existing PG M. PHARMA regulatory H3 0.42 0.00 0.51 12.00 authorities Such as UGC, AICTE etc.
There is no need to replace the Existing PG MBA regulatory H3 0.42 0.00 0.49 132.00 authorities Such as UGC, AICTE etc.
There is no need to replace the Existing PG MCA regulatory H3 0.33 0.00 0.48 21.00 authorities Such as UGC, AICTE etc.
127
There is no need to replace PG the Existing NETWORKING regulatory H3 0.39 0.00 0.50 31.00 ENGG authorities Such as UGC, AICTE etc.
There is no need to replace the Existing PG STRUCTURE regulatory H3 0.39 0.00 0.49 153.00 ENGG authorities Such as UGC, AICTE etc. UG AUTO ENGG. There is no need to replace the Existing regulatory H3 0.31 0.00 0.47 51.00 authorities Such as UGC, AICTE etc.
There is no need to replace the Existing UG B. PHARMA regulatory H3 0.40 0.00 0.49 110.00 authorities Such as UGC, AICTE etc.
There is no need to replace the Existing UG CAD CAM regulatory H3 0.67 1.00 0.58 3.00 authorities Such as UGC, AICTE etc.
There is no need to replace the Existing UG CIVIL ENGG. regulatory H3 0.42 0.00 0.49 171.00 authorities Such as UGC, AICTE etc.
128
There is no need to replace the Existing UG COMMU regulatory H3 0.30 0.00 0.47 20.00 ENGG. authorities Such as UGC, AICTE etc.
There is no need to replace the Existing UG COMP ENGG regulatory H3 0.37 0.00 0.48 423.00 authorities Such as UGC, AICTE etc.
There is no need to replace the Existing UG E & TC regulatory H3 0.42 0.00 0.50 135.00 authorities Such as UGC, AICTE etc.
There is no need to replace the Existing UG IT ENGG regulatory H3 0.36 0.00 0.50 11.00 authorities Such as UGC, AICTE etc.
There is no need to replace the Existing UG MECH ENGG regulatory H3 0.39 0.00 0.49 754.00 authorities Such as UGC, AICTE etc.
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Scholarships and tuition fees waiver are to be PG COMP SC H4 0.84 1.00 0.37 25.00 given to large numbers of students Scholarships and tuition fees waiver PG CONSTR are to be H4 0.85 1.00 0.36 47.00 ENGG given to large numbers of students Scholarships and tuition fees waiver PG DESIGN are to be H4 0.81 1.00 0.40 37.00 ENGG given to large numbers of students Scholarships and tuition fees waiver PG M. are to be H4 0.75 1.00 0.45 12.00 PHARMA given to large numbers of students Scholarships and tuition fees waiver are to be PG MBA H4 0.80 1.00 0.40 132.00 given to large numbers of students Scholarships and tuition fees waiver are to be PG MCA H4 0.86 1.00 0.36 21.00 given to large numbers of students
130
Scholarships and tuition fees waiver PG are to be NETWORKING H4 0.90 1.00 0.30 31.00 given to ENGG large numbers of students Scholarships and tuition fees waiver PG are to be STRUCTURE H4 0.83 1.00 0.38 153.00 given to ENGG large numbers of students UG AUTO Scholarships ENGG. and tuition fees waiver are to be H4 0.76 1.00 0.43 51.00 given to large numbers of students Scholarships and tuition fees waiver UG B. are to be H4 0.80 1.00 0.40 110.00 PHARMA given to large numbers of students Scholarships and tuition fees waiver are to be UG CAD CAM H4 0.67 1.00 0.58 3.00 given to large numbers of students Scholarships and tuition fees waiver UG CIVIL are to be H4 0.80 1.00 0.40 171.00 ENGG. given to large numbers of students
131
Scholarships and tuition fees waiver UG COMMU are to be H4 0.70 1.00 0.47 20.00 ENGG. given to large numbers of students Scholarships and tuition fees waiver UG COMP are to be H4 0.80 1.00 0.40 423.00 ENGG given to large numbers of students Scholarships and tuition fees waiver are to be UG E & TC H4 0.79 1.00 0.41 135.00 given to large numbers of students Scholarships and tuition fees waiver are to be UG IT ENGG H4 0.91 1.00 0.30 11.00 given to large numbers of students Scholarships and tuition fees waiver UG MECH are to be H4 0.81 1.00 0.40 754.00 ENGG given to large numbers of students
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Student fees should PG COMP SC be linked H5 0.72 1.00 0.46 25.00 to faculty salaries Student fees should PG CONSTR be linked H5 0.77 1.00 0.43 47.00 ENGG to faculty salaries Student fees should PG DESIGN be linked H5 0.73 1.00 0.45 37.00 ENGG to faculty salaries Student fees should PG M. be linked H5 0.67 1.00 0.49 12.00 PHARMA to faculty salaries Student fees should PG MBA be linked H5 0.71 1.00 0.45 132.00 to faculty salaries Student fees should PG MCA be linked H5 0.81 1.00 0.40 21.00 to faculty salaries Student PG fees should NETWORKING be linked H5 0.77 1.00 0.43 31.00 ENGG to faculty salaries Student PG fees should STRUCTURE be linked H5 0.71 1.00 0.46 153.00 ENGG to faculty salaries UG AUTO Student ENGG. fees should be linked H5 0.65 1.00 0.48 51.00 to faculty salaries Student fees should UG B. be linked H5 0.68 1.00 0.47 110.00 PHARMA to faculty salaries Student fees should UG CAD CAM H5 0.33 0.00 0.58 3.00 be linked to faculty
133
salaries Student fees should UG CIVIL be linked H5 0.67 1.00 0.47 171.00 ENGG. to faculty salaries Student fees should UG COMMU be linked H5 0.50 0.50 0.51 20.00 ENGG. to faculty salaries Student fees should UG COMP be linked H5 0.69 1.00 0.46 423.00 ENGG to faculty salaries Student fees should UG E & TC be linked H5 0.71 1.00 0.45 135.00 to faculty salaries Student fees should UG IT ENGG be linked H5 0.82 1.00 0.40 11.00 to faculty salaries Student fees should UG MECH be linked H5 0.68 1.00 0.47 754.00 ENGG to faculty salaries
Fees in self- financed courses PG COMP SC H6 0.76 1.00 0.44 25.00 are generally very high. Fees in self- financed PG CONSTR courses H6 0.64 1.00 0.49 47.00 ENGG are generally very high. Fees in PG DESIGN self- H6 0.54 1.00 0.51 37.00 ENGG financed courses
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are generally very high. Fees in self- financed PG M. courses H6 0.75 1.00 0.45 12.00 PHARMA are generally very high. Fees in self- financed courses PG MBA H6 0.62 1.00 0.49 132.00 are generally very high. Fees in self- financed courses PG MCA H6 0.71 1.00 0.46 21.00 are generally very high. Fees in self- financed PG courses NETWORKING H6 0.68 1.00 0.48 31.00 are ENGG generally very high. Fees in self- financed PG courses STRUCTURE H6 0.65 1.00 0.48 153.00 are ENGG generally very high. UG AUTO Fees in ENGG. self- financed courses H6 0.65 1.00 0.48 51.00 are generally very high.
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Fees in self- financed UG B. courses H6 0.63 1.00 0.49 110.00 PHARMA are generally very high. Fees in self- financed courses UG CAD CAM H6 0.67 1.00 0.58 3.00 are generally very high. Fees in self- financed UG CIVIL courses H6 0.63 1.00 0.49 171.00 ENGG. are generally very high. Fees in self- financed UG COMMU courses H6 0.45 0.00 0.51 20.00 ENGG. are generally very high. Fees in self- financed UG COMP courses H6 0.64 1.00 0.48 423.00 ENGG are generally very high. Fees in self- financed courses UG E & TC H6 0.61 1.00 0.49 135.00 are generally very high. Fees in self- financed UG IT ENGG H6 0.64 1.00 0.50 11.00 courses are generally
136
very high.
Fees in self- financed UG MECH courses H6 0.62 1.00 0.48 754.00 ENGG are generally very high.
There is a need to hike the fees in PG COMP SC H7 0.40 0.00 0.50 25.00 State/Government aided courses
There is a need to PG CONSTR hike the fees in H7 0.21 0.00 0.41 47.00 ENGG State/Government aided courses
There is a need to PG DESIGN hike the fees in H7 0.24 0.00 0.43 37.00 ENGG State/Government aided courses
There is a need to PG M. hike the fees in H7 0.17 0.00 0.39 12.00 PHARMA State/Government aided courses
There is a need to hike the fees in PG MBA H7 0.29 0.00 0.45 132.00 State/Government aided courses
There is a need to hike the fees in PG MCA H7 0.29 0.00 0.46 21.00 State/Government aided courses
There is a need to PG hike the fees in NETWORKING H7 0.19 0.00 0.40 31.00 State/Government ENGG aided courses
137
There is a need to PG hike the fees in STRUCTURE H7 0.25 0.00 0.43 153.00 State/Government ENGG aided courses UG AUTO ENGG. There is a need to hike the fees in H7 0.25 0.00 0.44 51.00 State/Government aided courses
There is a need to UG B. hike the fees in H7 0.28 0.00 0.45 110.00 PHARMA State/Government aided courses
There is a need to hike the fees in UG CAD CAM H7 0.00 0.00 0.00 3.00 State/Government aided courses
There is a need to UG CIVIL hike the fees in H7 0.30 0.00 0.46 171.00 ENGG. State/Government aided courses
There is a need to UG COMMU hike the fees in H7 0.35 0.00 0.49 20.00 ENGG. State/Government aided courses
There is a need to UG COMP hike the fees in H7 0.27 0.00 0.44 423.00 ENGG State/Government aided courses
There is a need to hike the fees in UG E & TC H7 0.32 0.00 0.47 135.00 State/Government aided courses
There is a need to hike the fees in UG IT ENGG H7 0.36 0.00 0.50 11.00 State/Government aided courses
There is a need to UG MECH hike the fees in H7 0.28 0.00 0.45 754.00 ENGG State/Government aided courses
138
Student loans can take PG COMP SC H8 0.40 0.00 0.50 25.00 care of needs of poor students Student loans can PG CONSTR take H8 0.64 1.00 0.49 47.00 ENGG care of needs of poor students Student loans can PG DESIGN take H8 0.70 1.00 0.46 37.00 ENGG care of needs of poor students Student loans can PG M. take H8 0.75 1.00 0.45 12.00 PHARMA care of needs of poor students Student loans can take PG MBA H8 0.60 1.00 0.49 132.00 care of needs of poor students Student loans can take PG MCA H8 0.48 0.00 0.51 21.00 care of needs of poor students
139
Student loans can PG take NETWORKING H8 0.65 1.00 0.49 31.00 care of ENGG needs of poor students Student loans can PG take STRUCTURE H8 0.58 1.00 0.49 153.00 care of ENGG needs of poor students UG AUTO Student ENGG. loans can take H8 0.57 1.00 0.50 51.00 care of needs of poor students Student loans can UG B. take H8 0.57 1.00 0.50 110.00 PHARMA care of needs of poor students Student loans can take UG CAD CAM H8 0.33 0.00 0.58 3.00 care of needs of poor students Student loans can UG CIVIL take H8 0.58 1.00 0.49 171.00 ENGG. care of needs of poor students Student loans UG COMMU can H8 0.55 1.00 0.51 20.00 ENGG. take care of needs
140
of poor students
Student loans can UG COMP take H8 0.57 1.00 0.50 423.00 ENGG care of needs of poor students Student loans can take UG E & TC H8 0.58 1.00 0.50 135.00 care of needs of poor students Student loans can take UG IT ENGG H8 0.64 1.00 0.50 11.00 care of needs of poor students Student loans can UG MECH take H8 0.57 1.00 0.50 754.00 ENGG care of needs of poor students
Higher educational institutions should augment PG COMP SC H9 0.72 1.00 0.46 25.00 resources by research, consultancy etc.
141
Higher educational institutions should PG CONSTR augment H9 0.72 1.00 0.45 47.00 ENGG resources by research, consultancy etc. Higher educational institutions should PG DESIGN augment H9 0.70 1.00 0.46 37.00 ENGG resources by research, consultancy etc. Higher educational institutions should PG M. augment H9 0.83 1.00 0.39 12.00 PHARMA resources by research, consultancy etc. Higher educational institutions should augment PG MBA H9 0.73 1.00 0.44 132.00 resources by research, consultancy etc. Higher educational institutions should augment PG MCA H9 0.76 1.00 0.44 21.00 resources by research, consultancy etc.
142
Higher educational institutions should PG augment NETWORKING H9 0.77 1.00 0.43 31.00 resources ENGG by research, consultancy etc. Higher educational institutions should PG augment STRUCTURE H9 0.76 1.00 0.43 153.00 resources ENGG by research, consultancy etc. UG AUTO Higher ENGG. educational institutions should augment H9 0.82 1.00 0.39 51.00 resources by research, consultancy etc. Higher educational institutions should UG B. augment H9 0.75 1.00 0.43 110.00 PHARMA resources by research, consultancy etc. Higher educational institutions should augment UG CAD CAM H9 1.00 1.00 0.00 3.00 resources by research, consultancy etc.
143
Higher educational institutions should UG CIVIL augment H9 0.75 1.00 0.44 171.00 ENGG. resources by research, consultancy etc. Higher educational institutions should UG COMMU augment H9 0.85 1.00 0.37 20.00 ENGG. resources by research, consultancy etc. Higher educational institutions should UG COMP augment H9 0.78 1.00 0.42 423.00 ENGG resources by research, consultancy etc. Higher educational institutions should augment UG E & TC H9 0.74 1.00 0.44 135.00 resources by research, consultancy etc. Higher educational institutions should augment UG IT ENGG H9 0.55 1.00 0.52 11.00 resources by research, consultancy etc.
144
Higher educational institutions should UG MECH augment H9 0.76 1.00 0.43 754.00 ENGG resources by research, consultancy etc.
Government lacks the resources to PG COMP SC enhance H10 0.44 0.00 0.51 25.00 spending on higher Education Government lacks the resources to PG CONSTR enhance H10 0.32 0.00 0.47 47.00 ENGG spending on higher Education Government lacks the resources to PG DESIGN enhance H10 0.30 0.00 0.46 37.00 ENGG spending on higher Education Government lacks the resources to PG M. enhance H10 0.42 0.00 0.51 12.00 PHARMA spending on higher Education Government lacks the resources to PG MBA enhance H10 0.34 0.00 0.48 132.00 spending on higher Education
145
Government lacks the resources to PG MCA enhance H10 0.43 0.00 0.51 21.00 spending on higher Education Government lacks the PG resources to NETWORKING enhance H10 0.26 0.00 0.44 31.00 ENGG spending on higher Education Government lacks the PG resources to STRUCTURE enhance H10 0.35 0.00 0.48 153.00 ENGG spending on higher Education UG AUTO Government ENGG. lacks the resources to enhance H10 0.39 0.00 0.49 51.00 spending on higher Education Government lacks the resources to UG B. enhance H10 0.36 0.00 0.48 110.00 PHARMA spending on higher Education Government lacks the resources to UG CAD CAM enhance H10 0.00 0.00 0.00 3.00 spending on higher Education Government lacks the resources to UG CIVIL enhance H10 0.35 0.00 0.48 171.00 ENGG. spending on higher Education
146
Government lacks the resources to UG COMMU enhance H10 0.40 0.00 0.50 20.00 ENGG. spending on higher Education Government lacks the resources to UG COMP enhance H10 0.37 0.00 0.48 423.00 ENGG spending on higher Education Government lacks the resources to UG E & TC enhance H10 0.36 0.00 0.48 135.00 spending on higher Education Government lacks the resources to UG IT ENGG enhance H10 0.36 0.00 0.50 11.00 spending on higher Education Government lacks the resources to UG MECH enhance H10 0.36 0.00 0.48 754.00 ENGG spending on higher Education
4.1 Focus
This chapter focuses on the data analysis and findings in the context of this research work. The researcher has divided this chapter in three sections, namely, Descriptive Statistics, Demographic Details, and Hypotheses-specific Analysis. The details are given below. TABLE B1- DESCRIPTIVE STATISTICS FOR COLLEGE PERFORMANCE INDICATORS.
147
ORMANCE
TEACHING TEACHING
-
ORMANCE ORMANCE
CURRICULAR, EXTRA EXTRA CURRICULAR,
-
COLLEGE COLLEGE PER PARAMETERS PER TEACHER FACILITIES ACADEMIC NON BEHAVIOUR FACILITY LIBRARY FACILITY COMPUTER FACILITY PARKING SPORTS CULTURAL & CO CURRICULAR & MESS CANTEEN OVERALL COLLEGE RATING AS HINDRANCE FEES YES / NO Mean 3.03 2.89 3.08 3.19 3.20 2.62 3.26 3.14 2.67 3.08 0.81
Median 3.00 3.00 3.00 3.00 3.00 3.00 3.00 3.00 3.00 3.00 1.00
Mode 3.00 3.00 4.00 4.00 4.00 3.00 4.00 4.00 3.00 3.00 1.00
Std.Dev 0.85 0.95 0.98 0.91 0.86 1.24 0.86 0.91 1.06 0.66 0.39
Kurtosis - - -0.87 0.60 2.29 0.20 -0.66 0.87 0.47 0.74 0.55 0.44 0.15
Skewnes - - - - -0.37 -1.01 -1.36 -0.63 -0.94 -0.49 -1.60 0.52 0.93 1.05 0.68
Range 3.00 3.00 4.00 4.00 3.00 4.00 4.00 4.00 4.00 3.00 1.00
Count 2136 2136 2136 2136 2136 2136 2136 2136 2136 2136 2136
Conf.lev el 0.04 0.04 0.04 0.04 0.04 0.05 0.04 0.04 0.04 0.03 0.02
(95.0%)
The researcher has collected data from total of 2136 students studying various under-
graduate and post-graduate professional courses from various colleges. In one of the
questions, in the questionnaire administered on these students, the researcher has focused
on various aspects of college performance indicators, as well as on an issue of whether
the college fees charged to them is hindrance for their desire for higher education or not.
The above table displays various measures of descriptive statistics for elaborating on the
issues mentioned therein.
148
In so far as the teachers’ performance is concerned, the mean, mode and median are close to 3 on five point Likertscale (0-4) and the standard deviation is mere 0.85. This shows that the data is having central tendency around 3 as a score, which shows satisfactory performance of the teachers of the college. However, the data is not normal, as it is negatively skewed and leptokurtic.
In so far as the academic facilities are concerned, the mean is 2.89, mode and median are close to 3 on five point Likertscale (0-4) and the standard deviation is mere 0.95. This shows that the data is having central tendency around 3 as a score, which shows satisfactory academic facilities provided by the college. However, the data is not normal, as it is negatively skewed and leptokurtic.
In so far as the behavior of non-teaching staff is concerned, the mean and median are close to 3 (but the mode is 4) on five pointLikert scale (0-4) and the standard deviation is mere 0.98. This shows that the data is having central tendency around 3 as a score, which shows satisfactory behavior of non-teaching staff, may be a little better than the teaching staff as the mode is 4. However, the data is not normal, as it is negatively skewed and platykurtic.
In so far as the library facility is concerned, the mean and median are close to 3 (but the mode is 4) on five pointLiker scale (0-4) and the standard deviation is mere 0.91. This shows that the data is having central tendency around 3 as a score, which shows satisfactory library facility of the college. However, the data is not normal, as it is negatively skewed and platykurtic.
In so far as the computing facility is concerned, the mean and median are close to 3 (but the mode is 4) on five pointLikert scale (0-4) and the standard deviation is mere 0.86.
This shows that the data is having central tendency around 3 as a score, which shows
149 satisfactory computing facility of the college. However, the data is not normal, as it is negatively skewed and platykurtic.
In so far as the parking facility is concerned, the mean is 2.62 and mode and median are close to 3 on five point Likert scale (0-4) and the standard deviation is 1.24. This shows that the data is dispersed, which shows unsatisfactory parking facility of the college.
However, the data is not normal, as it is negatively skewed and leptokurtic.
In so far as the sports and cultural activities are concerned, the mean and median are close to 3 (but the mode is 4) on five points Liker scale (0-4) and the standard deviation is mere 0.86. This shows that the data is having central tendency around 3 as a score, which shows satisfactory sports and cultural activities of the college. However, the data is not normal, as it is negatively skewed and platykurtic.
In so far as co-curricular and extra-curricular activities are concerned, the mean and median are close to 3 (but the mode is 4) on five pointLiker scale (0-4) and the standard deviation is mere 0.91. This shows that the data is having central tendency around 3 as a score, which shows satisfactory co-curricular and extra-curricular activities of the college. However, the data is not normal, as it is negatively skewed and platykurtic.
In so far as the canteen and mess is concerned, the mean is 2.62 and mode and median are close to 3 on five point Liker scale (0-4) and the standard deviation is 1.04. This shows that the data is dispersed, which shows unsatisfactory performance of the canteen and mess of the college. However, the data is not normal, as it is negatively skewed and leptokurtic.
In so far as the overall college performance is concerned, the mean, mode and median are close to 3 on five point Liker scale (0-4) and the standard deviation is mere 0.66. This shows that the data is having central tendency around 3 as a score, which shows
150 satisfactory performance of the college. However, the data is not normal, as it is negatively skewed and platykurtic.
On the issue of whether the college fees is a hindrance for the students’ desire for higher education, the mean, mode and median are close to 1, where 0 is “no” and 1 is “Yes” and the standard deviation is mere 0.39. This shows that the data is having central tendency around 1 as a score, which shows that the students feel college fees as hindrance for their desire for higher education. However, the data is not normal, as it is negatively skewed and platykurtic.
4.2 Demographic Details
The demographic details have been elaborated in this section. The demographic details have been classified on the basis of (a) Course (further classified as Engineering – UG &
PG, Pharmacy – UG & PG, Other Technical Courses – UG & PG and MBA & MCA – only PG), (b) Hostel facilities (further classified as staying at Home or College Hostel or
Private Hostel). The details are given below:
151
TABLE C (a) 1 - DEMOGRAPHIC - COURSE- AUTO. ENGINEERING
TEACHING BEHAVIOUR
-
CURRICULAR, EXTRA
-
COLLEGE COLLEGE PERFORMANCE PARAMETER PERFORMANCE TEACHER ACADEMIC FACILITIES NON FACILITIES LIBRARY COMPUTER FACILITIES PARKINGFACILITIES SPORTS& CULTURAL CO CURRICULAR CANTEEN MESS& OVERALL COLLEGE RATING NO FEES YES / HINDRANCE AS Mean 2.76 2.63 2.90 2.96 3.06 2.22 2.98 2.92 2.73 2.98 0.80
Median 3.00 3.00 3.00 3.00 3.00 3.00 3.00 3.00 3.00 3.00 1.00
Mode 3.00 3.00 3.00 3.00 3.00 3.00 3.00 4.00 3.00 3.00 1.00
Standard 0.91 1.02 1.10 1.06 0.99 1.43 0.97 1.07 1.17 0.73 0.40 Deviation
- -0.79 -1.07 0.44 1.71 -0.12 -1.35 0.39 -0.24 0.69 0.51 Kurtosis 0.48
- -0.17 -0.12 -1.02 -1.29 -0.90 -0.23 -0.78 -0.75 -0.60 -1.58 Skewness 0.69
Range 3.00 3.00 4.00 4.00 3.00 4.00 4.00 4.00 4.00 3.00 1.00
51.0 51.0 51.00 51.00 51.00 51.00 51.00 51.00 51.00 51.00 51.00 Count 0 0
Confidenc
e Level 0.26 0.29 0.31 0.30 0.28 0.40 0.27 0.30 0.33 0.21 0.11
(95.0%)
The researcher has collected data from 51 students under this category. In all cases, the mean is less than median and mode (except for computing facility) showing that the data is dispersed meaning little below average satisfaction of the students on various issues. The data is not normal, it is negatively skewed and leptokurtic.
152
TABLE C (a) 2 - DEMOGRAPHIC - COURSE - CIVIL ENG
TEACHING BEHAVIOUR
-
CURRICULAR, EXTRA
-
COLLEGE PARAMETER PERFORMANCE PERFORMANCE TEACHER ACADEMIC FACILITIES NON FACILITIES LIBRARY COMPUTER FACILITIES PARKINGFACILITIES SPORTS& CULTURAL CO CURRICULAR CANTEEN MESS& OVERALL COLLEGE RATING NO FEES YES / HINDRANCE AS Mean 3.06 2.91 3.13 3.19 3.25 2.63 3.30 3.16 2.64 3.11 0.82
Median 3.00 3.00 3.00 3.00 3.00 3.00 3.00 3.00 3.00 3.00 1.00
Mode 3.00 3.00 4.00 4.00 4.00 3.00 4.00 4.00 3.00 3.00 1.00
Std, 0.82 0.94 0.92 0.91 0.80 1.25 0.81 0.86 1.06 0.62 0.38 Deviation
Kurtosis -0.41 -0.84 0.58 2.37 0.28 -0.55 0.73 0.31 -0.05 0.83 0.98
- Skewness -0.51 -0.39 -0.96 -1.36 -0.68 -1.00 -0.82 -0.70 -0.38 -1.72 0.89
Range 3.00 3.00 4.00 4.00 3.00 4.00 4.00 4.00 4.00 3.00 1.00
171. Count 171.00 171.0 171.0 171.0 171.0 171.0 171.00 171. 171. 171. 0
Confidenc
e Level 0.12 0.14 0.14 0.14 0.12 0.19 0.12 0.13 0.16 0.09 0.06
(95.0%)
The researcher has collected data from 171 students under this category. In all cases, the mean and median are close to 3 (but mode is close to 4 sometimes) showing that the data is having central tendency meaning little above average satisfaction of the students on various issues. The data is not normal, it is negatively skewed and leptokurtic.
153
TABLE C (a) 3 - DEMOGRAPHIC - COURSE - COMMU. ENG.
TEACHING TEACHING
-
CURRICULAR, CURRICULAR,
-
TEACHER PERFORMANCE FACILITIES ACADEMIC NON BEHAVIOUR FACILITIES LIBRARY FACILITIES COMPUTER FACILITIES PARKING SPORTS CULTURAL & CO CURRICUL EXTRA & MESS CANTEEN OVERALL COLLEGE RATING AS HINDRANCE FEES YES / NO Mean 2.45 2.35 2.40 2.45 2.90 1.80 2.65 2.35 2.30 2.80 0.75
Median 2.50 2.50 3.00 3.00 3.00 2.00 3.00 2.50 2.50 3.00 1.00
Mode 3.00 3.00 3.00 3.00 3.00 0.00 3.00 3.00 3.00 3.00 1.00
Std.Dev 0.89 0.99 1.23 1.00 0.91 1.51 0.93 0.93 1.17 0.70 0.44 iation
- Kurtosis -0.53 -1.04 -0.43 2.20 0.15 2.24 0.87 -0.92 1.48 -0.50 1.51
Skewne -0.08 -0.08 -0.68 -1.43 -0.71 0.07 -0.92 -0.81 -0.22 -0.75 -1.25 ss
Range 3.00 3.00 4.00 4.00 3.00 4.00 4.00 4.00 4.00 3.00 1.00
Count 20.0 20.0 20.0 20.00 20.0 20.0 20.0 20.00 20.0 20.0 20.0
Confide
nceLeve 0.42 0.46 0.58 0.47 0.43 0.71 0.44 0.44 0.55 0.33 0.21 l(95.0%
)
The researcher has collected data from 20 students under this category. In all cases, the mean is less than median and mode showing that the data is dispersed meaning little below average satisfaction of the students on various issues. The data is not normal, it is negatively skewed and leptokurtic.
154
TABLE C (a) 4 - DEMOGRAPHIC - COURSE - COMP. ENG.
TEACHING BEHAVIOUR
-
CURRICULAR, EXTRA CURR
-
PERFORMANCE TEACHER ACADEMIC FACILITIES NON FACILITIES LIBRARY COMPUTER FACILITIES PARKINGFACILITIES SPORTS& CULTURAL CO CANTEEN MESS& OVERALL COLLEGE RATING NO FEES YES / HINDRANCE AS Mean 3.03 2.91 3.09 3.20 3.20 2.62 3.24 3.15 2.69 3.08 0.82
Median 3.00 3.00 3.00 3.00 3.00 3.00 3.00 3.00 3.00 3.00 1.00
Mode 3.00 3.00 4.00 4.00 4.00 3.00 4.00 4.00 3.00 3.00 1.00
Standard 0.85 0.95 0.99 0.88 0.87 1.24 0.88 0.93 1.06 0.68 0.38 Deviation
Kurtosis -0.39 -0.83 0.53 2.31 0.30 -0.67 0.77 0.52 -0.23 0.62 0.81
Skewness -0.54 -0.41 -1.02 -1.32 -0.98 -0.62 -1.04 -1.01 -0.66 -0.51 -1.67
Range 3.00 3.00 4.00 4.00 3.00 4.00 4.00 4.00 4.00 3.00 1.00
Count 423.0 423.0 423.0 423.0 423.0 423.0 423.0 423.0 423.0 423.0 423.0
Confiden
Level 0.08 0.09 0.09 0.08 0.08 0.12 0.08 0.09 0.10 0.06 0.04
(95.0%)
The researcher has collected data from 423 students under this category. In many cases, the mean is less than median and mode showing that the data is dispersed meaning little
155 below average satisfaction of the students on various issues. The data is not normal, it is negatively skewed and leptokurtic.
TABLE C (a) 5 - DEMOGRAPHIC -COURSE - E & TC
-
-
TEACHER PERFORMANCE ACADEMIC FACILITIES NON TEACHING LIBRARY BEHAVIOUR FACILITIES COMPUTER FACILITIES PARKING FACILITIES SPORTS CO CULTURAL & CURRICULAR, EXTRA CANTEEN CURRICULAR & OVERALL MESS COLLEGE FEES RATING HINDRANCE AS YES / NO Mean 3.07 2.95 3.16 3.18 3.25 2.76 3.37 3.17 2.59 3.10 0.79
Median 3.00 3.00 3.00 3.00 3.00 3.00 4.00 3.00 3.00 3.00 1.00
Mode 3.00 4.00 4.00 3.00 4.00 4.00 4.00 3.00 3.00 3.00 1.00
Standard 0.79 0.94 0.93 0.86 0.82 1.17 0.76 0.82 1.05 0.61 0.41 Deviation
Kurtosis -0.26 -0.92 1.02 2.42 0.25 -0.33 2.11 0.99 0.09 1.32 -0.03
Skewness -0.50 -0.39 -1.12 -1.27 -0.91 -0.74 -1.26 -0.91 -0.73 -0.45 -1.40
Range 3.00 3.00 4.00 4.00 3.00 4.00 4.00 4.00 4.00 3.00 1.00
135.0 135. 135. 135. 135. 135. 135. 135. 135.0 Count 135.00 135.00 0 00 00 00 00 00 00 00 0
Confidence
Leve 0.13 0.16 0.16 0.15 0.14 0.20 0.13 0.14 0.18 0.10 0.07
l(95.0%)
The researcher has collected data from 135 students under this category. In many cases, the mean and median are close to 3, but the mode is close to 4 showing that the data is having central tendency meaning little above average satisfaction of the students on various issues. The data is not normal, it is negatively skewed and leptokurtic.
156
TABLE C (a) 6 - DEMOGRAPHIC - COURSE - IT ENG.
TEACHING
-
CURRICULAR,
-
TEACHER PERFORMANCE ACADEMIC FACILITIES NON BEHAVIOUR LIBRARY FACILITIES COMPUTER FACILITIES FACILITIESPARKING & CULTURAL SPORTS CO EXTRA CURRICULAR CANTEEN & MESS OVERALL COLLEGE RATING FEES AS HINDRANCE NO / YES Mean 3.36 3.00 3.00 3.45 3.36 2.82 3.55 3.45 2.91 3.27 0.82
Median 3.00 3.00 3.00 4.00 4.00 3.00 4.00 4.00 3.00 3.00 1.00
Mode 3.00 3.00 3.00 4.00 4.00 3.00 4.00 4.00 3.00 3.00 1.00
Standard 0.67 0.89 0.63 0.69 0.81 0.98 0.69 0.69 0.94 0.47 0.40 Deviation
- Kurtosis -0.29 1.56 0.42 0.08 -0.76 -0.59 0.98 0.08 0.20 2.04 0.76
Skewness -0.59 -1.02 0.00 -0.93 -0.85 -0.35 -1.32 -0.93 -0.66 1.19 -1.92
Range 2.00 3.00 2.00 2.00 2.00 3.00 2.00 2.00 3.00 1.00 1.00
11.0 11.0 Count 11.00 11.00 11.00 11.00 11.00 11.00 11.00 11.00 11.00 0 0
Confidenc
e Level 0.45 0.60 0.42 0.46 0.54 0.66 0.46 0.46 0.63 0.31 0.27
(95.0%)
157
The researcher has collected data from 11 students under this category. In all cases, the mean and median are close to 3, but the mode is close to 4, showing that the data is having central tendency meaning little above average satisfaction of the students on various issues. The data is not normal, it is negatively skewed and leptokurtic.
TABLE C (a) 7 - DEMOGRAPHIC - COURSE - MECH. ENG.
TEACHING TEACHING
-
-
TEACHER PERFORMANCE ACADEMIC FACILITIES NON BEHAVIOUR LIBRARY FACILITIES COMPUTER FACILITIES PARKING FACILITIES SPORTS CO CULTURAL CURRICULAR, & EXTRA CANTEEN CURRICULAR OVERALL MESS & COLLEGE FEES RATING HINDRANCE YES AS / NO Mean 2.96 2.82 3.01 3.12 3.16 2.54 3.21 3.09 2.64 3.05 0.81
Median 3.00 3.00 3.00 3.00 3.00 3.00 3.00 3.00 3.00 3.00 1.00
Mode 3.00 3.00 3.00 3.00 4.00 3.00 4.00 4.00 3.00 3.00 1.00
Standard 0.87 0.96 1.01 0.95 0.88 1.27 0.88 0.93 1.07 0.66 0.40 Deviation
Kurtosis -0.57 -0.94 0.48 2.08 0.11 -0.77 0.86 0.40 -0.25 0.80 0.38
Skewness -0.44 -0.28 -0.96 -1.33 -0.90 -0.56 -1.02 -0.90 -0.65 -0.52 -1.54
Range 3.00 3.00 4.00 4.00 3.00 4.00 4.00 4.00 4.00 3.00 1.00
754. 754. 754. 754. 754. 754. 754. 754. 754. 754. 754. Count 00 00 00 00 00 00 00 00 00 00 00
Confidence 0.06 0.07 0.07 0.07 0.06 0.09 0.06 0.07 0.08 0.05 0.03 Level(95.0%)
The researcher has collected data from 754 students under this category. In many cases, the mean is less than median and mode showing that the data is dispersed meaning little below average satisfaction of the students on various issues. The data is not normal, it is negatively skewed and leptokurtic.
158
TABLE C (a) 8 - DEMOGRAPHIC - COURSE - DESIGN ENGG. PG
-
-
TEACHER PERFORMA ACADEMIC NCE NON FACILITIES TEACHING LIBRARY BEHAVIOUR FACILITIES COMPUTER FACILITIES PARKING FACILITIES CO SPORTS & CURRICULA CULTURAL R, EXTRA CANTEEN & CURRICULA OVERALL MESS R COLLEGE FEES RATING AS HINDRANCE YES / NO Mean 3.41 3.38 3.76 3.51 3.41 3.16 3.59 3.27 2.70 3.24 0.84
Median 3.00 3.00 4.00 4.00 4.00 3.00 4.00 3.00 3.00 3.00 1.00
Mode 3.00 3.00 4.00 4.00 4.00 4.00 4.00 4.00 3.00 3.00 1.00
Standard 0.60 0.64 0.43 0.65 0.72 0.96 0.55 0.73 1.05 0.49 0.37 Deviation
Kurtosis -0.61 -0.57 -0.47 -0.01 -0.61 -0.03 -0.16 -0.96 0.87 -0.11 1.75
Skewness -0.43 -0.53 -1.25 -1.01 -0.81 -0.94 -0.92 -0.48 -1.03 0.49 -1.91
Range 2.00 2.00 1.00 2.00 2.00 3.00 2.00 2.00 4.00 2.00 1.00
37.0 37.0 37.0 37.0 37.0 37.0 37.0 37.0 37.0 37.0 37.0 Count 0 0 0 0 0 0 0 0 0 0 0
Confidence 0.20 0.21 0.15 0.22 0.24 0.32 0.18 0.24 0.35 0.16 0.12 Level(95.0%)
The researcher has collected data from 51 students under this category. In all cases, the mean is more than median and mode showing that the data is having central tendency meaning little above average satisfaction of the students on various issues. The data is not normal, it is negatively skewed and leptokurtic.
159
TABLE C (a) 9 - DEMOGRAPHIC - COURSE - CONSTR. PG
EXTRA EXTRA
-
-
TEACHER PERFORMAN ACADEMIC CE NON FACILITIES TEACHING LIBRARY BEHAVIOUR FACILITIES COMPUTER FACILITIES PARKING FACILITIES CO SPORTS & CURRICULA CULTURAL R, CANTEEN CURRICULA & OVERALL MESS R COLLEGE FEES RATING HINDRANCE AS YES NO / Mean 3.34 3.19 3.38 3.60 3.32 3.13 3.45 3.38 2.79 3.26 0.83
Median 3.00 3.00 4.00 4.00 3.00 3.00 4.00 4.00 3.00 3.00 1.00
Mode 3.00 4.00 4.00 4.00 4.00 4.00 4.00 4.00 3.00 3.00 1.00
Standard 0.70 0.80 0.82 0.61 0.78 0.92 0.75 0.82 0.91 0.61 0.38 Deviation
Kurtosis 1.32 -0.31 0.15 0.62 0.23 0.24 -0.51 0.15 0.97 -0.47 1.34
Skewness -0.98 -0.63 -1.08 -1.27 -0.92 -0.95 -0.96 -1.08 -0.83 -0.18 -1.81
Range 3.00 3.00 3.00 2.00 3.00 3.00 2.00 3.00 4.00 2.00 1.00
47.0 47.0 47.0 47.0 47.0 47.0 47.0 47.0 47.0 47.0 47.0 Count 0 0 0 0 0 0 0 0 0 0 0
Confidence 0.21 0.23 0.24 0.18 0.23 0.27 0.22 0.24 0.27 0.18 0.11 Level(95.0%)
The researcher has collected data from 47 students under this category. In all cases, the mean and median are close to 3 but the mode is close to 4, showing that the data is having central tendency meaning little above average satisfaction of the students on various issues. The data is not normal, it is negatively skewed and leptokurtic.
160
TABLE C (a) 10 - DEMOGRAPHIC - COURSE - COMP. SC. PG
-
-
TEACHER PERFORMAN ACADEMIC CE NON FACILITIES TEACHING LIBRARY BEHAVIOUR FACILITIES COMPUTER FACILITIES PARKING FACILITIES SPORTS CO & CULTURAL CURRICULA R, CANTEEN & EXTRA CURRICULA OVERALL MESS COLLEGE FEES RATI HINDRANCE AS YES NO / Mean 3.04 2.88 3.16 3.04 3.40 2.60 3.44 3.28 2.60 3.12 0.76
Median 3.00 3.00 3.00 3.00 3.00 3.00 4.00 3.00 3.00 3.00 1.00
Mode 3.00 2.00 3.00 3.00 4.00 3.00 4.00 3.00 3.00 3.00 1.00
Standard 0.79 0.93 0.75 0.68 0.65 1.12 0.65 0.61 1.08 0.53 0.44 Deviation
Kurtosis -1.35 -1.21 -1.08 -0.61 -0.48 -0.35 -0.35 -0.44 -0.05 0.88 -0.35
Skewness -0.07 -0.09 -0.27 -0.05 -0.61 -0.47 -0.75 -0.22 -0.60 0.18 -1.30
Range 2.00 3.00 2.00 2.00 2.00 4.00 2.00 2.00 4.00 2.00 1.00
25.0 25.0 25.0 25.0 25.0 25.0 25.0 25.0 25.0 25.0 25.0 Count 0 0 0 0 0 0 0 0 0 0 0
Confidence 0.33 0.38 0.31 0.28 0.27 0.46 0.27 0.25 0.45 0.22 0.18 Level(95.0%)
The researcher has collected data from 25 students under this category. In many cases, the mean is less than median and mode showing that the data is dispersed meaning little below average satisfaction of the students on various issues. The data is not normal, it is negatively skewed and leptokurtic.
161
TABLE C (a) 11 - DEMOGRAPHIC - COURSE - NETWORK PG
-
-
TEACHER PERFORMAN ACADEMIC CE NON FACILITIES TEACHING LIBRARY BEHAVIOUR FACILITIES COMPUTER FACILITIES PARKING FACILITIES SPORTS CO & CULTURAL CURRICULA R, CANTEEN & EXTRA CURRICULA OVERALL MESS COLLEGE FEES RATI HINDRANCE AS YES NO / Mean 3.23 3.10 3.13 3.52 3.35 2.81 3.39 3.35 2.87 3.19 0.87
Median 3.00 3.00 3.00 4.00 4.00 3.00 4.00 4.00 3.00 3.00 1.00
Mode 3.00 4.00 4.00 4.00 4.00 4.00 4.00 4.00 3.00 3.00 1.00
Standard 0.76 0.87 0.85 0.68 0.75 1.11 0.88 0.80 0.85 0.60 0.34 Deviation
Kurtosis 0.98 -0.66 -0.37 0.08 -0.85 -0.16 0.29 1.08 -0.16 -0.23 3.65
Skewness -0.90 -0.52 -0.61 -1.10 -0.71 -0.69 -1.19 -1.17 -0.45 -0.09 -2.33
Range 3.00 3.00 3.00 2.00 2.00 4.00 3.00 3.00 3.00 2.00 1.00
31.0 31.0 31.0 31.0 31.0 31.0 31.0 31.0 31.0 31.0 31.0 Count 0 0 0 0 0 0 0 0 0 0 0
Confidence 0.28 0.32 0.31 0.25 0.28 0.41 0.32 0.29 0.31 0.22 0.12 Level(95.0%)
The researcher has collected data from 31 students under this category. In all cases, the mean and median are close to 3 but the mode is close to 4, showing that the data is having central tendency meaning little above average satisfaction of the students on various issues. The data is not normal, it is negatively skewed and leptokurtic.
162
TABLE C (a) 12 - DEMOGRAPHIC - COURSE - STRUCTURE PG
-
-
ATI
TEACHER PERFORMAN ACADEMIC CE NON FACILITIES TEACHING LIBRARY BEHAVIOUR FACILITIES COMPUTER FACILITIES PARKING FACILITIES SPORTS CO & CULTURAL CURRICULA R, CANTEEN & EXTRA CURRICULA OVERALL MESS COLLEGE FEES R HINDRANCE AS YES NO / Mean 3.07 2.91 3.08 3.24 3.19 2.64 3.27 3.21 2.73 3.11 0.82
Median 3.00 3.00 3.00 3.00 3.00 3.00 3.00 3.00 3.00 3.00 1.00
Mode 3.00 3.00 4.00 4.00 4.00 3.00 4.00 4.00 3.00 3.00 1.00
Standard 0.85 0.95 0.97 0.91 0.89 1.21 0.87 0.92 1.05 0.68 0.39 Deviation
Kurtosis -0.36 -0.88 0.33 2.53 0.12 -0.62 0.64 0.55 0.00 0.53 0.75
Skewness -0.59 -0.38 -0.93 -1.44 -0.94 -0.62 -1.04 -1.05 -0.74 -0.52 -1.66
Range 3.00 3.00 4.00 4.00 3.00 4.00 4.00 4.00 4.00 3.00 1.00
153. 153. 153. 153. 153. 153. 153. 153. 153. 153. 153. Count 00 00 00 00 00 00 00 00 00 00 00
Confidence 0.14 0.15 0.15 0.15 0.14 0.19 0.14 0.15 0.17 0.11 0.06 Level(95.0%)
The researcher has collected data from 153 students under this category. In all cases, the mean and median are close to 3 but the mode is close to 4, showing that the data is dispersed meaning little below average satisfaction of the students on various issues. The data is not normal, it is negatively skewed and leptokurtic.
163
TABLE C (a) 13 - DEMOGRAPHIC-COURSE-B.PHARMA
-
-
TEACHER PERFORMAN ACADEMIC CE NON FACILITIES TEACHING LIBRARY BEHAVIOUR FACILITIES COMPUTER FACILITIES PARKING FACILITIES SPORTS CO & CULTURAL CURRICULA R, CANTEEN & EXTRA CURRI OVERALL MESS COLLEGERtn FEES g HINDRANCE AS YES NO / Mean 3.11 2.93 3.08 3.28 3.18 2.68 3.23 3.19 2.75 3.15 0.81
Median 3.00 3.00 3.00 3.50 3.00 3.00 3.00 3.00 3.00 3.00 1.00
Mode 3.00 3.00 4.00 4.00 4.00 3.00 4.00 4.00 3.00 3.00 1.00
Standard 0.86 0.94 1.01 0.91 0.89 1.23 0.90 0.96 1.02 0.69 0.39 Deviation
Kurtosis -0.07 -0.69 0.32 2.92 0.12 -0.54 0.34 0.32 0.13 0.47 0.55
Skewness -0.74 -0.47 -0.97 -1.56 -0.92 -0.70 -0.94 -1.02 -0.77 -0.54 -1.59
Range 3.00 3.00 4.00 4.00 3.00 4.00 4.00 4.00 4.00 3.00 1.00
110. 110. 110. 110. 110. 110. 110. 110. 110. 110. 110. Count 00 00 00 00 00 00 00 00 00 00 00
Confidence 0.16 0.18 0.19 0.17 0.17 0.23 0.17 0.18 0.19 0.13 0.07 Level(95.0%)
The researcher has collected data from 110 students under this category. In many cases, the mean is less than median and mode showing that the data is dispersed meaning little below average satisfaction of the students on various issues. The data is not normal, it is negatively skewed and leptokurtic.
164
TABLE C (a) 14 - DEMOGRAPHIC - COURSE - PHARMA PG
-
-
TEACHER PERFORMAN ACADEMIC CE NON FACILITIES TEACHING LIBRARY BEHAVIOUR FACILITIES COMPUTER FACILITIES PARKING FACILITIES CO SPORTS & CURRICULA CULTURAL R, EXTRA CANTEEN CURRICULA & OVERALL MESS R COLLEGE FEES RATING HINDRANCE AS YES NO / Mean 3.08 3.00 3.25 3.50 3.33 2.25 3.25 3.08 3.17 3.00 0.83
Median 3.00 3.00 3.00 4.00 3.50 2.50 3.50 3.00 3.00 3.00 1.00
Mode 3.00 4.00 3.00 4.00 4.00 3.00 4.00 3.00 3.00 3.00 1.00
Standard 0.79 1.04 0.75 0.67 0.78 1.29 0.97 1.08 0.94 0.74 0.39 Deviation
Kurtosis -1.26 -0.86 -0.87 0.35 -0.79 -1.00 1.41 0.68 1.33 -0.86 2.64
Skewness -0.16 -0.57 -0.48 -1.07 -0.72 -0.25 -1.32 -1.22 -1.18 0.00 -2.06
Range 2.00 3.00 2.00 2.00 2.00 4.00 3.00 3.00 3.00 2.00 1.00
12.0 12.0 12.0 12.0 12.0 12.0 12.0 12.0 12.0 12.0 12.0 Count 0 0 0 0 0 0 0 0 0 0 0
Confidence 0.50 0.66 0.48 0.43 0.49 0.82 0.61 0.69 0.60 0.47 0.25 Level(95.0%)
The researcher has collected data from 12 students under this category. In many cases, the mean is less than median and mode showing that the data is dispersed meaning little below average satisfaction of the students on various issues. The data is not normal, it is negatively skewed and leptokurtic.
165
TABLE C (a) 15 - DEMOGRAPHIC - COURSE - CAD CAM
TEACHING
-
-
TEACHER PERFORMANCE ACADEMIC FACILITIES NON BEHAVIOUR LIBRARY FACILITIES COMPUTER FACILITIES PARKING FACILITIES SPORTS CO CULTURAL & CURRICULAR, EXTRA CANTEEN CURRICULAR OVERALL & MESS COLLEGE FEES RATING HINDRANCE YES AS / NO Mean 3.00 3.33 3.00 3.67 3.00 2.33 3.33 2.67 3.33 3.00 1.00
Median 3.00 4.00 3.00 4.00 3.00 3.00 3.00 3.00 3.00 3.00 1.00
Standard 1.00 1.15 1.00 0.58 1.00 1.15 0.58 1.53 0.58 1.00 0.00 Deviation
#DIV Skewness 0.00 -1.73 0.00 -1.73 0.00 -1.73 1.73 -0.94 1.73 0.00 /0!
Range 2.00 2.00 2.00 1.00 2.00 2.00 1.00 3.00 1.00 2.00 0.00
Count 3.00 3.00 3.00 3.00 3.00 3.00 3.00 3.00 3.00 3.00 3.00
Confidence 2.48 2.87 2.48 1.43 2.48 2.87 1.43 3.79 1.43 2.48 0.00 Level(95.0%)
The researcher has collected data from 3 students under this category. In all cases, the mean and median are close to 3 showing that the data is dispersed meaning little below average satisfaction of the students on various issues. The data is not normal, it is negatively skewed and leptokurtic.
166
TABLE C (a) 16 - DEMOGRAPHIC - COURSE – MBA
IC IC
-
-
TEACHER PERFORMAN ACADEM CE NON FACILITIES TEACHING LIBRARY BEHAVIOUR FACILITIES COMPUTER FACILITIES PARKING FACILITIES CO SPORTS & CURRICULA CULTURAL R, EXTRA CANTEEN CURRICULA & OVERALL MESS R COLLEGE FEES RATING HINDRANCE AS YES NO / Mean 3.09 2.98 3.19 3.27 3.24 2.73 3.33 3.17 2.69 3.10 0.82
Median 3.00 3.00 3.00 3.00 3.00 3.00 4.00 3.00 3.00 3.00 1.00
Mode 3.00 3.00 4.00 4.00 4.00 3.00 4.00 4.00 3.00 3.00 1.00
Standard 0.82 0.92 0.93 0.87 0.84 1.20 0.82 0.88 1.06 0.63 0.39 Deviation
Kurtosis -0.28 -0.68 1.18 2.82 0.31 -0.41 1.28 0.55 -0.02 1.01 0.80
Skewness -0.59 -0.49 -1.19 -1.47 -0.96 -0.73 -1.17 -0.94 -0.73 -0.45 -1.67
Range 3.00 3.00 4.00 4.00 3.00 4.00 4.00 4.00 4.00 3.00 1.00
132. 132. 132. 132. 132. 132. 132. 132. 132. 132. 132. Count 00 00 00 00 00 00 00 00 00 00 00
Confidence 0.14 0.16 0.16 0.15 0.14 0.21 0.14 0.15 0.18 0.11 0.07 Level(95.0%)
The researcher has collected data from 132 students under this category. In many cases, the mean is less than median and mode showing that the data is dispersed meaning little below average satisfaction of the students on various issues. The data is not normal, it is negatively skewed and leptokurtic.
167
TABLE C (a) 17 - DEMOGRAPHIC - COURSE – MCA
-
-
TEACHER PERFORMAN ACADEMIC CE NON FACILITIES TEACHING LIBRARY BEHAVIOUR FACILITIES COMPUTER FACILITIES PARKING FACILITIES CO SPORTS & CURRICULA CULTURAL R, EXTRA CANTEEN CURRICULA & OVERALL MESS R COLLEGE FEES RATING HINDRANCE AS YES NO / Mean 2.86 2.67 3.05 2.95 3.33 2.48 3.33 3.19 2.38 3.05 0.81
Median 3.00 2.00 3.00 3.00 3.00 3.00 3.00 3.00 3.00 3.00 1.00
Mode 3.00 2.00 3.00 3.00 3.00 3.00 3.00 3.00 3.00 3.00 1.00
Standard 0.73 1.02 0.74 0.67 0.66 1.29 0.66 0.60 1.02 0.50 0.40 Deviation
Kurtosis -0.94 -1.22 -1.04 -0.50 -0.55 -0.64 -0.55 -0.10 0.08 1.86 0.98
Skewness 0.23 0.13 -0.08 0.05 -0.47 -0.56 -0.47 -0.07 -0.57 0.13 -1.70
Range 2.00 3.00 2.00 2.00 2.00 4.00 2.00 2.00 4.00 2.00 1.00
21.0 21.0 21.0 21.0 21.0 21.0 21.0 21.0 21.0 21.0 21.0 Count 0 0 0 0 0 0 0 0 0 0 0
Confidence 0.33 0.46 0.34 0.30 0.30 0.59 0.30 0.27 0.47 0.23 0.18 Level(95.0%)
The researcher has collected data from 21 students under this category. In many cases, the mean is less than median and mode showing that the data is dispersed meaning little below average satisfaction of the students on various issues. The data is not normal, it is negatively skewed and leptokurtic.
168
TABLE C (b) 1 - DEMOGRAPHIC - ACCOMO – HOME
-
-
TEACHER PERFORMAN ACADEMIC CE NON FACILITIES TEACHING LIBRARY BEHAVIOUR FACILITIES COMPUTER FACILITIES PARKING FACILITIES SPORTS CO & CULTURAL CURRICULA R, CANTEEN & EXTRA CURRICULA OVERALL MESS COLLEGE FEES RATI HINDRANCE AS YES NO / Mean 2.96 2.78 3.02 3.02 3.21 2.46 3.24 3.08 2.55 3.07 0.81
Median 3.00 3.00 3.00 3.00 3.00 3.00 3.00 3.00 3.00 3.00 1.00
Mode 3.00 3.00 3.00 3.00 3.00 3.00 4.00 3.00 3.00 3.00 1.00
Standard 0.83 0.95 0.95 0.92 0.82 1.30 0.80 0.84 1.10 0.60 0.39 Deviation
Kurtosis -0.64 -0.91 0.76 2.25 0.50 -0.83 1.07 0.55 -0.40 1.22 0.57
Skewness -0.33 -0.26 -0.96 -1.27 -0.96 -0.52 -0.97 -0.78 -0.60 -0.42 -1.60
Range 3.00 3.00 4.00 4.00 3.00 4.00 4.00 4.00 4.00 3.00 1.00
644. 644. 644. 644. 644. 644. 644. 644. 644. 644. 644. Count 00 00 00 00 00 00 00 00 00 00 00
Confidence 0.06 0.07 0.07 0.07 0.06 0.10 0.06 0.07 0.08 0.05 0.03 Level(95.0%)
The researcher has collected data from 644 students under this category. In many cases, the mean is less than median and mode showing that the data is dispersed meaning little below average satisfaction of the students on various issues. The data is not normal, it is negatively skewed and leptokurtic.
169
TABLE C (b) 2 - DEMOGRAPHIC - ACCOMO – COLLEGE HOSTEL
ULAR,
TEACHING
-
CURRIC
-
TEACHER PERFORMANCE ACADEMIC FACILITIES NON BEHAVIOUR LIBRARY FACILITIES COMPUTER FACILITIES PARKING FACILITIES SPORTS CO CULTURAL & EXTRA CURRICULA CANTEEN MESS& OVERALL FEES COLLEGERATI HINDRANCE YES / AS NO Mean 3.07 2.95 3.13 3.29 3.21 2.71 3.29 3.19 2.74 3.10 0.82
Median 3.00 3.00 3.00 4.00 3.00 3.00 4.00 3.00 3.00 3.00 1.00
Mode 3.00 3.00 4.00 4.00 4.00 3.00 4.00 4.00 3.00 3.00 1.00
Standard 0.85 0.94 0.99 0.88 0.88 1.20 0.88 0.94 1.03 0.68 0.39 Deviation
Kurtosis -0.23 -0.79 0.58 2.54 0.12 -0.56 0.84 0.52 0.01 0.50 0.68
Skewness -0.65 -0.46 -1.07 -1.47 -0.94 -0.68 -1.12 -1.05 -0.74 -0.50 -1.64
Range 3.00 3.00 4.00 4.00 3.00 4.00 4.00 4.00 4.00 3.00 1.00
1312 1312 1312 1312 1312 1312 1312 1312 1312 1312 1312 Count .00 .00 .00 .00 .00 .00 .00 .00 .00 .00 .00
Confidence 0.05 0.05 0.05 0.05 0.05 0.06 0.05 0.05 0.06 0.04 0.02 Level(95%)
The researcher has collected data from 1312 students under this category. In many cases, the mean is less than median and mode showing that the data is dispersed meaning little below average satisfaction of the students on various issues. The data is not normal, it is negatively skewed and leptokurtic.
170
TABLE C (b) 3 - DEMOGRAPHIC - ACCOMO - PRIVATE HOSTEL
-
-
TEACHER PERFORMA NCE ACADEMIC FACILITIES NON TEACHING LIBRARY BEHAVIOUR FACILITIES COMPUTER FACILITIES PARKING FACILITIES CO SPORTS & CURRICULA CULTURAL R, EXTRA CANTEEN & CURRICULA OVERALL MESS R COLLEGE FEES RATING AS HINDRANCE YES / NO Mean 2.93 2.79 2.97 2.97 3.10 2.48 3.08 2.97 2.61 3.03 0.78
Median 3.00 3.00 3.00 3.00 3.00 3.00 3.00 3.00 3.00 3.00 1.00
Mode 3.00 2.00 3.00 3.00 3.00 3.00 3.00 3.00 3.00 3.00 1.00
Standard 0.86 0.93 0.96 0.92 0.87 1.28 0.88 0.92 1.07 0.66 0.42 Deviation
Kurtosis -0.76 -1.08 0.68 2.19 -0.02 -0.82 0.83 0.46 -0.22 1.28 -0.19
- Skewness -0.29 -0.08 -0.90 -1.23 -0.77 -0.55 -0.85 -0.57 -0.63 -1.35 0.76
Range 3.00 3.00 4.00 4.00 3.00 4.00 4.00 4.00 4.00 3.00 1.00
180.0 180.0 180. 180. 180. 180. 180. 180.0 180. 180. Count 180.00 0 0 00 00 00 00 00 0 00 00
Confidence
Level(95.0 0.13 0.14 0.14 0.14 0.13 0.19 0.13 0.14 0.16 0.10 0.06
%)
The researcher has collected data from 180 students under this category. In all cases, the mean is less than median and mode (except for computing facility) showing that the data is dispersed meaning little below average satisfaction of the students on various issues.
The data is not normal, it is negatively skewed and leptokurtic.
171
4.3 Hypotheses Specific Analysis
For this research, the researcher has decided to set the following null and alternate hypotheses.
H01 - Full fees must be charged to cover full cost of education.
H11 - Higher education should be free for everyone.
H02 - The role of private players should be restricted and regulated.
H12 - We need greater private participation in higher education.
H03 - A national education regulatory authority should be established to monitor.
H33 - There is no need to replace the Existing regulatory authorities Such as UGC,
AICTE etc.
H04 - higher education Fees should reflect cost of providing education.
H14 - Student fees must be kept low by public funding.
H05 - Fees should remain constant even when salaries rise.
H15 - Student fees should be linked to faculty salaries.
H06 - Fees in self financed course is not very high.
H16 - Fees in self-financed courses are generally very high.
H07 - There is no need to increase tuition fees in funded aided courses.
H17 - There is a need to hike the fees in State/Government aided courses.
H08 - Loans are not substitute for state funding education.
172
H18 - Student loans can take care of needs of poor students. H09 - Institutions should largely depend on student fees or government funding. H19 - Higher educational institutions should augment resources by research, consultancy etc. H10 - Government lacks the will to spend more on higher education. H110 - Government lacks the resources to enhance spending on higher Education. The testing of these hypotheses is relatively not so complex, as the data for each one of them is dichotomous. Each of the respondents shall either select Null Hypothesis or Alternative Hypothesis. For Null Hypothesis the score is assumed to be 0 and for alternative hypothesis the score is assumed to be 1. Hence, if the mean score is greater than 0.50 and the median and/or mode is 1, the alternative hypothesis is accepted and the null hypothesis is rejected and the vice versa is also true. Thus, the descriptive statistics alone can help us decisively prove or disprove our hypotheses. Thus, this section is a combination of the earlier two sections in the sense that the descriptive statistics are being followed. Further, after these basic tables, the researcher shall compare these results with that of principals and bankers data as control group. TABLE D 1 HYPOTHESES – OVERALL SCORE
H1 H2 H3 H4 H5 H6 H7 H8 H9 H10
Mean 0.78 0.41 0.39 0.81 0.69 0.63 0.28 0.58 0.76 0.36
Median 1.00 0.00 0.00 1.00 1.00 1.00 0.00 1.00 1.00 0.00
Mode 1.00 0.00 0.00 1.00 1.00 1.00 0.00 1.00 1.00 0.00
Std.Deviation 0.41 0.49 0.49 0.40 0.46 0.48 0.45 0.49 0.43 0.48
Kurtosis -0.13 -1.87 -1.81 -0.39 -1.32 -1.71 -1.02 -1.91 -0.53 -1.66
Skewness -1.37 0.36 0.44 -1.55 -0.83 -0.54 0.99 -0.31 -1.21 0.58
Range 1.00 1.00 1.00 1.00 1.00 1.00 1.00 1.00 1.00 1.00
Count 2136 2136 2136 2136 2136 2136 2136 2136 2136 2136
Confidence 0.02 0.02 0.02 0.02 0.02 0.02 0.02 0.02 0.02 0.02 Level(95.0%)
173
As the mean score is greater than 0.50 in case of H1, H4, H5, H6, H8, and H9, where the median and mode are 1, the alternative hypotheses are accepted. However, as the mean score is less than or equal to 0.50 in case of H2, H3, H7, and H10, where the median and mode are 0 (zero), the null hypotheses are accepted.
TABLE D 2 - DEMOGRAPHIC - COURSEN- AUTO. ENGINEERING
H1 H2 H3 H4 H5 H6 H7 H8 H9 H10
Mean 0.73 0.29 0.31 0.76 0.65 0.65 0.25 0.57 0.82 0.39
Median 1.00 0.00 0.00 1.00 1.00 1.00 0.00 1.00 1.00 0.00
Mode 1.00 0.00 0.00 1.00 1.00 1.00 0.00 1.00 1.00 0.00
Standard 0.45 0.46 0.47 0.43 0.48 0.48 0.44 0.50 0.39 0.49 Deviation
Kurtosis -0.95 -1.18 -1.37 -0.36 -1.66 -1.66 -0.68 -2.00 1.10 -1.87
Skewness -1.04 0.93 0.83 -1.29 -0.63 -0.63 1.16 -0.29 -1.75 0.46
Range 1.00 1.00 1.00 1.00 1.00 1.00 1.00 1.00 1.00 1.00
51.0 51.0 51.0 51.0 51.0 51.00 51.00 51.00 51.00 51.00 Count 0 0 0 0 0
Confiden cLevel 0.13 0.13 0.13 0.12 0.14 0.14 0.12 0.14 0.11 0.14
(95.0%)
174
As the mean score is greater than 0.50 in case of H1, H4, H5, H6, H8, and H9, where the median and mode are 1, the alternative hypotheses are accepted. However, as the mean score is less than or equal to 0.50 in case of H2, H3, H7, and H10, where the median and mode are 0 (zero), the null hypotheses are accepted. TABLE D 3 - DEMOGRAPHIC - COURSE - CIVIL ENGG.
H1 H2 H3 H4 H5 H6 H7 H8 H9 H10
Mean 0.78 0.45 0.42 0.80 0.67 0.63 0.30 0.58 0.75 0.35
Me 1.00 0.00 0.00 1.00 1.00 1.00 0.00 1.00 1.00 0.00 dian
Mode 1.00 0.00 0.00 1.00 1.00 1.00 0.00 1.00 1.00 0.00
Std. 0.42 0.50 0.49 0.40 0.47 0.49 0.46 0.49 0.44 0.48 Devn.
Kurt -0.18 -1.98 -1.90 0.32 -1.47 -1.75 -1.22 -1.90 -0.67 -1.62 osis
Skew -1.35 0.20 0.35 -1.52 -0.74 -0.52 0.89 -0.35 -1.16 0.63 ness
Range 1.00 1.00 1.00 1.00 1.00 1.00 1.00 1.00 1.00 1.00
171. 171. 171. 171. 171. 171. 171. 171. 171. 171. Count 00 00 00 00 00 00 00 00 00 00
Confide
nce 0.06 0.08 0.07 0.06 0.07 0.07 0.07 0.07 0.07 0.07 Level(9
5.0%)
175
As the mean score is greater than 0.50 in case of H1, H4, H5, H6, H8, and H9, where the median and mode are 1, the alternative hypotheses are accepted. However, as the mean score is less than or equal to 0.50 in case of H2, H3, H7, and H10, where the median and mode are 0 (zero), the null hypotheses are accepted.
TABLE D 4 - DEMOGRAPHIC - COURSE - COMMU. ENG.
H1 H2 H3 H4 H5 H6 H7 H8 H9 H10
Mean 0.55 0.25 0.30 0.70 0.50 0.45 0.35 0.55 0.85 0.40
Median 1.00 0.00 0.00 1.00 0.50 0.00 0.00 1.00 1.00 0.00
Mode 1.00 0.00 0.00 1.00 1.00 0.00 0.00 1.00 1.00 0.00
Standard Deviation 0.51 0.44 0.47 0.47 0.51 0.51 0.49 0.51 0.37 0.50
------Kurtosis 2.78 2.18 0.50 1.24 1.24 2.24 2.18 1.72 2.18 2.02
- - - - Skewness 1.25 0.95 0.00 0.22 0.68 0.44 0.22 0.95 0.22 2.12
Range 1.00 1.00 1.00 1.00 1.00 1.00 1.00 1.00 1.00 1.00
20.0 20.0 20.0 20.0 20.0 20.0 20.0 20.0 20.0 20.0 Count 0 0 0 0 0 0 0 0 0 0
Confidence 0.24 0.21 0.22 0.22 0.24 0.24 0.23 0.24 0.17 0.24 Level(95.0%)
As the mean score is greater than 0.50 in case of H1, H4, H8, and H9, where the median and mode are 1, the alternative hypotheses are accepted. However, as the mean score is less than or equal to 0.50 in case of H2, H3, H5, H6, H7, and H10, where the median and mode are 0 (zero), the null hypotheses are accepted.
176
TABLE D 5 - DEMOGRAPHIC - COURSE - COMP. ENG.
H1 H2 H3 H4 H5 H6 H7 H8 H9 H10
Mean 0.78 0.39 0.37 0.80 0.69 0.64 0.27 0.57 0.78 0.37
Median 1.00 0.00 0.00 1.00 1.00 1.00 0.00 1.00 1.00 0.00
Mode 1.00 0.00 0.00 1.00 1.00 1.00 0.00 1.00 1.00 0.00
Standard Deviation 0.42 0.49 0.48 0.40 0.46 0.48 0.44 0.50 0.42 0.48
Kurtosis -0.20 -1.82 -1.73 0.30 -1.36 -1.67 -0.92 -1.94 -0.25 -1.72
Skewness -1.34 0.43 0.52 -1.52 -0.80 -0.58 1.04 -0.26 -1.32 0.54
Range 1.00 1.00 1.00 1.00 1.00 1.00 1.00 1.00 1.00 1.00
423. 423. 423. 423. 423. 423. 423. 423. 423. 423. Count 00 00 00 00 00 00 00 00 00 00
Confidence 0.04 0.05 0.05 0.04 0.04 0.05 0.04 0.05 0.04 0.05 Level(95.0%)
As the mean score is greater than 0.50 in case of H1, H4, H5, H6, H8, and H9, where the median and mode are 1, the alternative hypotheses are accepted. However, as the mean score is less than or equal to 0.50 in case of H2, H3, H7, and H10, where the median and mode are 0 (zero), the null hypotheses are accepted.
177
TABLE D 6 - DEMOGRAPHIC -COURSE - E & TC
H1 H2 H3 H4 H5 H6 H7 H8 H9 H10
Mean 0.81 0.46 0.42 0.79 0.71 0.61 0.32 0.58 0.74 0.36
Median 1.00 0.00 0.00 1.00 1.00 1.00 0.00 1.00 1.00 0.00
Mode 1.00 0.00 0.00 1.00 1.00 1.00 0.00 1.00 1.00 0.00
Standard Deviation 0.40 0.50 0.50 0.41 0.45 0.49 0.47 0.50 0.44 0.48
Kurtosis 0.49 -2.00 -1.93 -0.03 -1.13 -1.80 -1.40 -1.93 -0.78 -1.69
Skewness -1.58 0.17 0.32 -1.40 -0.94 -0.48 0.79 -0.32 -1.11 0.58
Range 1.00 1.00 1.00 1.00 1.00 1.00 1.00 1.00 1.00 1.00
135. 135. 135. 135. 135. 135. 135. 135. 135. 135. Count 00 00 00 00 00 00 00 00 00 00
Confidence 0.07 0.09 0.08 0.07 0.08 0.08 0.08 0.08 0.07 0.08 Level(95.0%)
As the mean score is greater than 0.50 in case of H1, H4, H5, H6, H8, and H9, where the median and mode are 1, the alternative hypotheses are accepted. However, as the mean score is less than or equal to 0.50 in case of H2, H3, H7, and H10, where the median and mode are 0 (zero), the null hypotheses are accepted.
178
TABLE D 7 - DEMOGRAPHIC - COURSE - IT ENG.
H1 H2 H3 H4 H5 H6 H7 H8 H9 H10
Mean 0.73 0.45 0.36 0.91 0.82 0.64 0.36 0.64 0.55 0.36
Median 1.00 0.00 0.00 1.00 1.00 1.00 0.00 1.00 1.00 0.00
Mode 1.00 0.00 0.00 1.00 1.00 1.00 0.00 1.00 1.00 0.00
Standard Deviation 0.47 0.52 0.50 0.30 0.40 0.50 0.50 0.50 0.52 0.50
- - - 11.0 - - - - - Kurtosis 2.04 0.76 2.44 1.96 0 1.96 1.96 1.96 2.44 1.96
------Skewness 0.21 0.66 0.66 0.66 1.19 3.32 1.92 0.66 0.66 0.21
Range 1.00 1.00 1.00 1.00 1.00 1.00 1.00 1.00 1.00 1.00
11.0 11.0 11.0 11.0 11.0 11.0 11.0 11.0 11.0 11.0 Count 0 0 0 0 0 0 0 0 0 0
Confidence 0.31 0.35 0.34 0.20 0.27 0.34 0.34 0.34 0.35 0.34 Level(95.0%)
As the mean score is greater than 0.50 in case of H1, H4, H5, H6, H8, and H9, where the median and mode are 1, the alternative hypotheses are accepted. However, as the mean score is less than or equal to 0.50 in case of H2, H3, H7, and H10, where the median and mode are 0 (zero), the null hypotheses are accepted.
179
TABLE D 8 - DEMOGRAPHIC - COURSE - MECH. ENG.
H1 H2 H3 H4 H5 H6 H7 H8 H9 H10
Mean 0.77 0.41 0.39 0.81 0.68 0.62 0.28 0.57 0.76 0.36
Median 1.00 0.00 0.00 1.00 1.00 1.00 0.00 1.00 1.00 0.00
Mode 1.00 0.00 0.00 1.00 1.00 1.00 0.00 1.00 1.00 0.00
Standard Deviation 0.42 0.49 0.49 0.40 0.47 0.48 0.45 0.50 0.43 0.48
Kurtosis -0.31 -1.86 -1.79 0.38 -1.38 -1.74 -1.07 -1.92 -0.51 -1.67
Skewness -1.30 0.38 0.46 -1.54 -0.79 -0.52 0.97 -0.29 -1.22 0.58
Range 1.00 1.00 1.00 1.00 1.00 1.00 1.00 1.00 1.00 1.00
754. 754. 754. 754. 754. 754. 754. 754. 754. 754. Count 00 00 00 00 00 00 00 00 00 00
Confidence 0.03 0.04 0.03 0.03 0.03 0.03 0.03 0.04 0.03 0.03 Level(95.0%)
As the mean score is greater than 0.50 in case of H1, H4, H5, H6, H8, and H9, where the median and mode are 1, the alternative hypotheses are accepted. However, as the mean score is less than or equal to 0.50 in case of H2, H3, H7, and H10, where the median and mode are 0 (zero), the null hypotheses are accepted.
180
TABLE D 9 - DEMOGRAPHIC - COURSE - CONSTR. PG
H1 H2 H3 H4 H5 H6 H7 H8 H9 H10
Mean 0.89 0.38 0.45 0.85 0.77 0.64 0.21 0.64 0.72 0.32
Median 1.00 0.00 0.00 1.00 1.00 1.00 0.00 1.00 1.00 0.00
Mode 1.00 0.00 0.00 1.00 1.00 1.00 0.00 1.00 1.00 0.00
Standard Deviation 0.31 0.49 0.50 0.36 0.43 0.49 0.41 0.49 0.45 0.47
------Kurtosis 5.18 2.25 0.11 1.83 2.04 0.33 1.72 1.72 0.98 1.42
------Skewness 0.50 0.22 1.45 0.80 2.64 2.04 1.30 0.59 0.59 1.03
Range 1.00 1.00 1.00 1.00 1.00 1.00 1.00 1.00 1.00 1.00
47.0 47.0 47.0 47.0 47.0 47.0 47.0 47.0 47.0 47.0 Count 0 0 0 0 0 0 0 0 0 0
Confidence 0.09 0.14 0.15 0.11 0.13 0.14 0.12 0.14 0.13 0.14 Level(95.0%)
As the mean score is greater than 0.50 in case of H1, H4, H5, H6, H8, and H9, where the median and mode are 1, the alternative hypotheses are accepted. However, as the mean score is less than or equal to 0.50 in case of H2, H3, H7, and H10, where the median and mode are 0 (zero), the null hypotheses are accepted.
181
TABLE D 10 - DEMOGRAPHIC - COURSE - COMP. SC. PG
H1 H2 H3 H4 H5 H6 H7 H8 H9 H10
Mean 0.80 0.60 0.36 0.84 0.72 0.76 0.40 0.40 0.72 0.44
Median 1.00 1.00 0.00 1.00 1.00 1.00 0.00 0.00 1.00 0.00
Mode 1.00 1.00 0.00 1.00 1.00 1.00 0.00 0.00 1.00 0.00
Standard Deviation 0.41 0.50 0.49 0.37 0.46 0.44 0.50 0.50 0.46 0.51
------Kurtosis 0.59 2.06 1.98 1.76 1.00 0.35 1.98 1.98 1.00 2.11
------Skewness 0.62 0.43 0.43 0.26 1.60 0.43 1.98 1.04 1.30 1.04
Range 1.00 1.00 1.00 1.00 1.00 1.00 1.00 1.00 1.00 1.00
25.0 25.0 25.0 25.0 25.0 25.0 25.0 25.0 25.0 25.0 Count 0 0 0 0 0 0 0 0 0 0
Confidence 0.17 0.21 0.20 0.15 0.19 0.18 0.21 0.21 0.19 0.21 Level(95.0%)
As the mean score is greater than 0.50 in case of H1, H4, H5, H6, H8, and H9, where the median and mode are 1, the alternative hypotheses are accepted. However, as the mean score is less than or equal to 0.50 in case of H2, H3, H7, and H10, where the median and mode are 0 (zero), the null hypotheses are accepted.
182
TABLE D 11 - DEMOGRAPHIC - COURSE - DESIGN ENGG. PG
H1 H2 H3 H4 H5 H6 H7 H8 H9 H10
Mean 0.86 0.41 0.49 0.81 0.73 0.54 0.24 0.70 0.70 0.30
Median 1.00 0.00 0.00 1.00 1.00 1.00 0.00 1.00 1.00 0.00
Mode 1.00 0.00 0.00 1.00 1.00 1.00 0.00 1.00 1.00 0.00
Standard Deviation 0.35 0.50 0.51 0.40 0.45 0.51 0.43 0.46 0.46 0.46
------Kurtosis 3.12 0.78 1.95 2.11 0.89 2.09 0.47 1.21 1.21 1.21
------Skewness 0.40 0.06 1.25 0.92 2.23 1.66 1.08 0.17 0.92 0.92
Range 1.00 1.00 1.00 1.00 1.00 1.00 1.00 1.00 1.00 1.00
37.0 37.0 37.0 37.0 37.0 37.0 37.0 37.0 37.0 37.0 Count 0 0 0 0 0 0 0 0 0 0
Confidence 0.12 0.17 0.17 0.13 0.15 0.17 0.15 0.15 0.15 0.15 Level(95.0%)
As the mean score is greater than 0.50 in case of H1, H4, H5, H6, H8, and H9, where the median and mode are 1, the alternative hypotheses are accepted. However, as the mean score is less than or equal to 0.50 in case of H2, H3, H7, and H10, where the median and mode are 0 (zero), the null hypotheses are accepted.
183
TABLE D 12 - DEMOGRAPHIC - COURSE - NETWORK PG
H1 H2 H3 H4 H5 H6 H7 H8 H9 H10
Mean 0.87 0.42 0.39 0.90 0.77 0.68 0.19 0.65 0.77 0.26
Median 1.00 0.00 0.00 1.00 1.00 1.00 0.00 1.00 1.00 0.00
Mode 1.00 0.00 0.00 1.00 1.00 1.00 0.00 1.00 1.00 0.00
Standard Deviation 0.34 0.50 0.50 0.30 0.43 0.48 0.40 0.49 0.43 0.44
------Kurtosis 3.65 6.65 0.70 2.02 1.89 0.11 1.46 1.71 0.11 0.70
------Skewness 0.34 0.49 1.63 1.16 2.33 2.87 1.38 0.80 0.64 1.38
Range 1.00 1.00 1.00 1.00 1.00 1.00 1.00 1.00 1.00 1.00
31.0 31.0 31.0 31.0 31.0 31.0 31.0 31.0 31.0 31.0 Count 0 0 0 0 0 0 0 0 0 0
Confidence 0.12 0.18 0.18 0.11 0.16 0.17 0.15 0.18 0.16 0.16 Level(95.0%)
As the mean score is greater than 0.50 in case of H1, H4, H5, H6, H8, and H9, where the median and mode are 1, the alternative hypotheses are accepted. However, as the mean score is less than or equal to 0.50 in case of H2, H3, H7, and H10, where the median and mode are 0 (zero), the null hypotheses are accepted.
184
TABLE D 13 - DEMOGRAPHIC - COURSE - STRUCTURE PG
H1 H2 H3 H4 H5 H6 H7 H8 H9 H10
Mean 0.81 0.39 0.39 0.83 0.71 0.65 0.25 0.58 0.76 0.35
Median 1.00 0.00 0.00 1.00 1.00 1.00 0.00 1.00 1.00 0.00
Mode 1.00 0.00 0.00 1.00 1.00 1.00 0.00 1.00 1.00 0.00
Standard Deviation 0.39 0.49 0.49 0.38 0.46 0.48 0.43 0.49 0.43 0.48
Kurtosis 0.57 -1.82 -1.80 1.17 -1.18 -1.64 -0.62 -1.91 -0.42 -1.64
Skewness -1.60 0.45 0.47 -1.78 -0.91 -0.62 1.18 -0.33 -1.26 0.62
Range 1.00 1.00 1.00 1.00 1.00 1.00 1.00 1.00 1.00 1.00
153. 153. 153. 153. 153. 153. 153. 153. 153. 153. Count 00 00 00 00 00 00 00 00 00 00
Confidence 0.06 0.08 0.08 0.06 0.07 0.08 0.07 0.08 0.07 0.08 Level(95.0%)
As the mean score is greater than 0.50 in case of H1, H4, H5, H6, H8, and H9, where the median and mode are 1, the alternative hypotheses are accepted. However, as the mean score is less than or equal to 0.50 in case of H2, H3, H7, and H10, where the median and mode are 0 (zero), the null hypotheses are accepted.
185
TABLE D 14 - DEMOGRAPHIC-COURSE-B.PHARMA
H1 H2 H3 H4 H5 H6 H7 H8 H9 H10
Mean 0.77 0.42 0.40 0.80 0.68 0.63 0.28 0.57 0.75 0.36
Median 1.00 0.00 0.00 1.00 1.00 1.00 0.00 1.00 1.00 0.00
Mode 1.00 0.00 0.00 1.00 1.00 1.00 0.00 1.00 1.00 0.00
Standard Deviation 0.42 0.50 0.49 0.40 0.47 0.49 0.45 0.50 0.43 0.48
Kurtosis -0.26 -1.92 -1.86 0.32 -1.40 -1.75 -1.05 -1.95 -0.57 -1.70
Skewness -1.32 0.34 0.41 -1.52 -0.79 -0.53 0.98 -0.30 -1.20 0.57
Range 1.00 1.00 1.00 1.00 1.00 1.00 1.00 1.00 1.00 1.00
110. 110. 110. 110. 110. 110. 110. 110. 110. 110. Count 00 00 00 00 00 00 00 00 00 00
Confidence 0.08 0.09 0.09 0.08 0.09 0.09 0.09 0.09 0.08 0.09 Level(95.0%)
As the mean score is greater than 0.50 in case of H1, H4, H5, H6, H8, and H9, where the median and mode are 1, the alternative hypotheses are accepted. However, as the mean score is less than or equal to 0.50 in case of H2, H3, H7, and H10, where the median and mode are 0 (zero), the null hypotheses are accepted.
186
TABLE D 15 - DEMOGRAPHIC - COURSE - PHARMA PG
H1 H2 H3 H4 H5 H6 H7 H8 H9 H10
Mean 0.58 0.50 0.42 0.75 0.67 0.75 0.17 0.75 0.83 0.42
Median 1.00 0.50 0.00 1.00 1.00 1.00 0.00 1.00 1.00 0.00
Mode 1.00 1.00 0.00 1.00 1.00 1.00 0.00 1.00 1.00 0.00
Standard Deviation 0.51 0.52 0.51 0.45 0.49 0.45 0.39 0.45 0.39 0.51
------Kurtosis -2.26 2.64 2.64 2.44 2.26 0.33 1.65 0.33 0.33 2.26
- - - - - Skewness -0.39 0.00 0.39 2.06 0.39 1.33 0.81 1.33 1.33 2.06
Range 1.00 1.00 1.00 1.00 1.00 1.00 1.00 1.00 1.00 1.00
12.0 12.0 12.0 12.0 12.0 12.0 12.0 12.0 12.0 Count 12.00 0 0 0 0 0 0 0 0 0
Confidence 0.33 0.33 0.33 0.29 0.31 0.29 0.25 0.29 0.25 0.33 Level(95.0%)
As the mean score is greater than 0.50 in case of H1, H4, H5, H6, H8, and H9, where the median and mode are 1, the alternative hypotheses are accepted. However, as the mean score is less than or equal to 0.50 in case of H2, H3, H7, and H10, where the median and mode are 0 (zero), the null hypotheses are accepted.
187
TABLE D 16 - DEMOGRAPHIC - COURSE - CAD CAM
H1 H2 H3 H4 H5 H6 H7 H8 H9 H10
Mean 0.67 0.33 0.67 0.67 0.33 0.67 0.00 0.33 1.00 0.00
Median 1.00 0.00 1.00 1.00 0.00 1.00 0.00 0.00 1.00 0.00
Standard 0.58 0.58 0.58 0.58 0.58 0.58 0.00 0.58 0.00 0.00 Deviation
- - - #DIV/ #DIV/ Skewness 1.73 -1.73 1.73 #DIV/0! 1.73 1.73 1.73 1.73 0! 0!
Range 1.00 1.00 1.00 1.00 1.00 1.00 0.00 1.00 0.00 0.00
Count 3.00 3.00 3.00 3.00 3.00 3.00 3.00 3.00 3.00 3.00
Confidence
Level(95.0 1.43 1.43 1.43 1.43 1.43 1.43 0.00 1.43 0.00 0.00
%)
As the mean score is greater than 0.50 in case of H1, H4, H5, H6, H8, and H9, where the median and mode are 1, the alternative hypotheses are accepted. However, as the mean score is less than or equal to 0.50 in case of H2, H3, H7, and H10, where the median and mode are 0 (zero), the null hypotheses are accepted.
188
TABLEA D 17 - DEMOGRAPHIC - COURSE – MBA
H1 H2 H3 H4 H5 H6 H7 H8 H9 H10
Mean 0.80 0.41 0.42 0.80 0.71 0.62 0.29 0.60 0.73 0.34
Median 1.00 0.00 0.00 1.00 1.00 1.00 0.00 1.00 1.00 0.00
Mode 1.00 0.00 0.00 1.00 1.00 1.00 0.00 1.00 1.00 0.00
Standar 0.40 0.49 0.49 0.40 0.45 0.49 0.45 0.49 0.44 0.48 d
Deviati on
Kurtosi 0.38 -1.89 -1.91 0.38 -1.12 -1.77 -1.12 -1.86 -0.85 -1.56 s
Skewne - 0.37 0.34 -1.54 -0.95 -0.51 0.95 -0.41 -1.08 0.68 ss 1.54
Range 1.00 1.00 1.00 1.00 1.00 1.00 1.00 1.00 1.00 1.00
Count 132. 132.0 132.00 132.00 132.00 132.00 132.0 132.00 132.0 132.00
00 0 0 0
Confide 0.07 0.08 0.09 0.07 0.08 0.08 0.08 0.08 0.08 0.08 nce
Level
(95.0%)
189
As the mean score is greater than 0.50 in case of H1, H4, H5, H6, H8, and H9, where the median and mode are 1, the alternative hypotheses are accepted. However, as the mean score is less than or equal to 0.50 in case of H2, H3, H7, and H10, where the median and mode are 0 (zero), the null hypotheses are accepted.
TABLE D 18 - DEMOGRAPHIC - COURSE - MCA
H1 H2 H3 H4 H5 H6 H7 H8 H9 H10
Mean 0.76 0.62 0.33 0.86 0.81 0.71 0.29 0.48 0.76 0.43
Median 1.00 1.00 0.00 1.00 1.00 1.00 0.00 0.00 1.00 0.00
Mode 1.00 1.00 0.00 1.00 1.00 1.00 0.00 0.00 1.00 0.00
Standard Deviation 0.44 0.50 0.48 0.36 0.40 0.46 0.46 0.51 0.44 0.51
------Kurtosis 3.14 0.98 0.28 1.91 1.58 1.06 1.06 2.21 0.28 2.12
------Skewness 0.76 1.02 0.10 0.31 1.33 0.53 2.20 1.70 1.02 1.33
Range 1.00 1.00 1.00 1.00 1.00 1.00 1.00 1.00 1.00 1.00
21.0 21.0 21.0 21.0 21.0 21.0 21.0 21.0 21.0 21.0 Count 0 0 0 0 0 0 0 0 0 0
Confidence 0.20 0.23 0.22 0.16 0.18 0.21 0.21 0.23 0.20 0.23 Level(95.0%)
As the mean score is greater than 0.50 in case of H1, H4, H5, H6, H8, and H9, where the median and mode are 1, the alternative hypotheses are accepted. However, as the mean
190 score is less than or equal to 0.50 in case of H2, H3, H7, and H10, where the median and mode are 0 (zero), the null hypotheses are accepted.
TABLE D 19 - DEMOGRAPHIC - ACCOMO - HOME
H1 H2 H3 H4 H5 H6 H7 H8 H9 H10
Mean 0.77 0.43 0.38 0.79 0.67 0.64 0.30 0.52 0.76 0.36
Median 1.00 0.00 0.00 1.00 1.00 1.00 0.00 1.00 1.00 0.00
Mode 1.00 0.00 0.00 1.00 1.00 1.00 0.00 1.00 1.00 0.00
Standard 0.42 0.50 0.49 0.41 0.47 0.48 0.46 0.50 0.42 0.48 Deviation
------Kurtosis 0.42 1.94 1.77 0.02 1.48 1.68 1.19 2.00 0.45 1.66
------Skewness 0.26 0.48 0.90 0.59 1.26 1.41 0.72 0.57 0.09 1.25
Range 1.00 1.00 1.00 1.00 1.00 1.00 1.00 1.00 1.00 1.00
644. 644. 644. 644. 644. 644. 644. 644. 644. 644. Count 00 00 00 00 00 00 00 00 00 00
Confidence 0.03 0.04 0.04 0.03 0.04 0.04 0.04 0.04 0.03 0.04 Level(95.0%)
191
As the mean score is greater than 0.50 in case of H1, H4, H5, H6, H8, and H9, where the median and mode are 1, the alternative hypotheses are accepted. However, as the mean score is less than or equal to 0.50 in case of H2, H3, H7, and H10, where the median and mode are 0 (zero), the null hypotheses are accepted.
TABLE D 20 - DEMOGRAPHIC - ACCOMO - HOSTEL
H1 H2 H3 H4 H5 H6 H7 H8 H9 H10
Mean 0.79 0.40 0.40 0.81 0.70 0.63 0.26 0.60 0.76 0.36
Median 1.00 0.00 0.00 1.00 1.00 1.00 0.00 1.00 1.00 0.00
Mode 1.00 0.00 0.00 1.00 1.00 1.00 0.00 1.00 1.00 0.00
Standard 0.40 0.49 0.49 0.39 0.46 0.48 0.44 0.49 0.43 0.48 Deviation
Kurtosis 0.14 -1.82 -1.82 0.59 -1.21 -1.73 -0.77 -1.82 -0.47 -1.64
Skewness -1.46 0.43 0.42 -1.61 -0.89 -0.52 1.11 -0.42 -1.24 0.60
Range 1.00 1.00 1.00 1.00 1.00 1.00 1.00 1.00 1.00 1.00
1312 1312 1312 1312 1312 1312 1312 1312 1312 Count 1312.0 .00 .00 .00 .00 .00 .00 .00 .00 .00
Confidence 0.02 0.03 0.03 0.02 0.02 0.03 0.02 0.03 0.02 0.03 Level(95.0%)
As the mean score is greater than 0.50 in case of H1, H4, H5, H6, H8, and H9, where the median and mode are 1, the alternative hypotheses are accepted. However, as the mean
192 score is less than or equal to 0.50 in case of H2, H3, H7, and H10, where the median and mode are 0 (zero), the null hypotheses are accepted.
TABLE D 21 - DEMOGRAPHIC - ACCOMO - PRIVATE HOSTEL
H1 H2 H3 H4 H5 H6 H7 H8 H9 H10
Mean 0.74 0.44 0.39 0.82 0.68 0.64 0.37 0.57 0.72 0.39
Median 1.00 0.00 0.00 1.00 1.00 1.00 0.00 1.00 1.00 0.00
Mode 1.00 0.00 0.00 1.00 1.00 1.00 0.00 1.00 1.00 0.00
Standard 0.44 0.50 0.49 0.39 0.47 0.48 0.48 0.50 0.45 0.49 Deviation
Kurtosis -0.73 -1.96 -1.81 0.73 -1.38 -1.68 -1.74 -1.93 -1.07 -1.81
Skewness -1.13 0.25 0.46 -1.65 -0.79 -0.58 0.53 -0.29 -0.97 0.46
Range 1.00 1.00 1.00 1.00 1.00 1.00 1.00 1.00 1.00 1.00
180.0 180.0 180.0 180.0 180.0 180.0 180.0 180.0 180.0 180.0 Count 0 0 0 0 0 0 0 0 0 0
Confidence
Level(95.0% 0.06 0.07 0.07 0.06 0.07 0.07 0.07 0.07 0.07 0.07
)
As the mean score is greater than 0.50 in case of H1, H4, H5, H6, H8, and H9, where the median and mode are 1, the alternative hypotheses are accepted. However, as the mean score is less than or equal to 0.50 in case of H2, H3, H7, and H10, where the median and mode are 0 (zero), the null hypotheses are accepted.
193
4.4 Frequency Data Analysis
Frequency analysis is a descriptive statistical method that shows the number of occurrences of each response chosen by the respondents. While using frequency analysis,
SPSS statistics can also calculate the mean, median and mode to help users analyze the results and draw conclusions. The researcher has used this for the purpose of testing the hypotheses set for this research. In the questionnaire, the researcher has stated ten different hypotheses along with the null hypotheses of each of them. The acceptance of null hypotheses is rated as 0 (zero) and the rejection is rated as 1 (one). The related tables and graphs are given below for each of the hypotheses.
H01 - Full fees must be charged to cover full cost of education.
H11 - Higher education should be free for everyone.
Frequency Percent Valid Percent
Valid 0 466.00 21.82 21.82
1 1670.00 78.18 78.18
Total 2136.00 100.00 100.00
194
As the majority has chosen 1 as their choice, the hypothesis that “Higher education should be free for everyone” has been accepted.
H02 - The role of private players should be restricted and regulated.
H12 - We need greater private participation in higher education.
Frequency Percent Valid Percent
Valid 0 1258.00 58.90 58.90
1 878.00 41.10 41.10
Total 2136.00 100.00 100.00
195
As the majority has chosen 0 as their choice, the null hypothesis that “The role of private players should be restricted and regulated” has been accepted.
H03 - A national education regulatory authority should be established to monitor.
H13 - There is no need to replace the Existing regulatory authorities Such as UGC,
AICTE etc.
H3
Valid Frequency Percent Percent
Valid 0 1299.00 60.81 60.81
1 837.00 39.19 39.19
Total 2136.00 100.00 100.00
196
As the majority has chosen 0 as their choice, the null hypothesis that “A national education regulatory authority should be established to monitor” has been accepted.
H04 - higher education Fees should reflect cost of providing education.
H14 - Student fees must be kept low by public funding.
Valid Frequency Percent Percent
Valid 0 415.00 19.43 19.43
1 1721.00 80.57 80.57
Total 2136.00 100.00 100.00
197
As the majority has chosen 1 as their choice, the hypothesis that “Student fees must be kept low by public funding” has been accepted.
H05 - Fees should remain constant even when salaries rise.
H15 - Student fees should be linked to faculty salaries.
Valid Frequency Percent Percent
Valid 0 660.00 30.90 30.90
1 1476.00 69.10 69.10
Total 2136.00 100.00 100.00
198
As the majority has chosen 1 as their choice, the hypothesis that “Student fees should be linked to faculty salaries” has been accepted.
H06 - Fees in self financed course is not very high.
H16 - Fees in self-financed courses are generally very high.
Valid Frequency Percent Percent
Valid 0 790.00 36.99 36.99
1 1346.00 63.01 63.01
Total 2136.00 100.00 100.00
199
As the majority has chosen 1 as their choice, the hypothesis that “Fees in self-financed courses are generally very high” has been accepted.
H07 - There is no need to increase tuition fees in funded aided courses.
H17 - There is a need to hike the fees in State/Government aided courses.
Frequency Percent Valid Percent
Valid 0 1541.00 72.14 72.14
1 595.00 27.86 27.86
Total 2136.00 100.00 100.00
200
As the majority has chosen 0 as their choice, the null hypothesis that “There is no need to increase tuition fees in funded aided courses” has been accepted.
H08 - Loans are not substitute for state funding education.
H18 - Student loans can take care of needs of poor students.
Frequency Percent Valid Percent
Valid 0 904.00 42.32 42.32
1 1232.00 57.68 57.68
Total 2136.00 100.00 100.00
201
As the majority has chosen 1 as their choice, the hypothesis that “Student loans can take care of needs of poor students” has been accepted.
H09 - Institutions should largely depend on student fees or government funding.
H19 - Higher educational institutions should augment resources by research, consultancy etc.
Frequency Percent Valid Percent
Valid 0 514.00 24.06 24.06
1 1622.00 75.94 75.94
Total 2136.00 100.00 100.00
202
As the majority has chosen 1 as their choice, the hypothesis that “Higher educational institutions should augment resources by research, consultancy etc.” has been accepted.
H10 - Government lacks the will to spend more on higher education.
H110 -Government lacks the resources to enhance spending on higher Education.
Valid Frequency Percent Percent
Valid 0 1367.00 64.00 64.00
1 769.00 36.00 36.00
Total 2136.00 100.00 100.00
203
As the majority has chosen 0 as their choice, the null hypothesis that “Government lacks the will to spend more on higher education” has been accepted.
204
CHAPTER 5
CONCLUSIONS
This chapter is focuses the data analysis indicates that
1.The Higher education should be free for everyone and students feel that all fees should be borne by Government,
2. Need greater private participation in higher education.
3. There is no need to replace the Existing regulatory authorities Such as UGC, AICTE etc.
4. Student fees must be kept low by public funding.
5. Student fees must be kept low by public funding.
6. Student loans can take care of needs of poor students
7. The maximum satisfaction level in all cases is found to be in Sports and Cultural
Activities
8.There is certain degree of dissatisfaction with teaching performances
9.Students staying in colleges hostels appear to be more satisfied within the college vies-a-vs students staying in their own hostels or private hostels.
205
CHAPTER 6
Recommendations
Based on the study the researcher supports that the following recommendations may be considered
1.Access: Though India can boast of having the largest system of higher education In terms of the number of institutions, in relative terms, it still lags behind developed and even several developing countries in terms of access. The access to higher and technical education is still abysmally low, around 12 per cent in 2003-04. Obviously, this means almost doubling the access to reach a minimum threshold of 20 percent. The primary onus of increasing access of this level lies with the state, which needs to mobilise additional resources to open new institutions, besides increasing the intake capacity of the existing institutions. Priority must be given to the backward areas in opening new institutions.
2. Equity: It is important that the increased access to higher education should be
inclusive. Education, particularly higher education, is being looked at providing avenues
for social mobility for the marginalised sections. Indeed, the recent spurt in the demand
for reservations for Other Backward Classes (OBCs) may be a reflection of the
important role of higher education in social mobility. We can no longer afford to ignore
such demands. Neither these demands can be satisfied with tokenism.
3.Cost recovery and privatisation: The higher and technical education in India is being increasingly privatised in multiple ways. On the one hand, the public institutions had to resort to cost recovery methods to stem out from financial crisis. On the other, private institutions are cropping in large numbers changing the very face of higher and technical education.
206
4.Fees: It is asserted that fee levels remain very low compared to the past. Though it is necessary that fees should not be at an absurdly low level, it may not be fair to expect the fee to provide substantial resources to higher education. In fact, it is noted by several researchers that the cost recovery level through fees is not high anywhere in the world and in advanced countries it hardly touches 15 per cent. In India also the total fee income constitutes about 15 per cent of expenditure on higher education. In many universities, the fee income exceeds the recommendations made by the Punnayya Committee [CABE
Committee 2005].
5.Self-financing courses and seats:Many a time, the distance courses are being introduced solely with the aim of generating revenues for the university. The revenues generated through distance modes are seldom used for the benefit of distant learners but utilised to finance mainstream activities of the university. It hits hard the interest of especially those who are relatively underprivileged.
6.Need to raise public funding: Now, it is very much clear from the above discussions that the public allocation to higher and technical education is not only inadequate but also declining since the last decade and a half. As the public funding of higher education could not keep pace with the growing enrolment, the real unit costs have fallen dramatically since the 1990s.
7.Need to evolve EMIS: The data base on higher and technical education system in India is very weak and limited to a few areas like enrolment by disciplines and gender, aggregate public expenditure, faculty strength, etc. Data is not available on several vital aspects of higher education. The private sector is either not at all covered or covered in a restricted way.
207
CHAPTER 7
AREAS FOR FURTHER RESEARCH
The study revealed that as as a supplement to this existing study following areas can bestudied
1. Parking, Canteen & Mess.
2. Financial analysis of the different colleges as this will be reveal the financial
position of the colleges.
3. In so far as professional and technical courses are concerned, sports and cultural
activities of the students for such professional courses shall be further
investigated.
4. A separate and detailed study of under graduate and post graduate courses shall be
undertaken, as they are bound to differ on their approach.
5. If the data is made available, the detailed study of financials of these colleges
shall be undertaken with the help of their financial statements, preferably for a
longer time frame, e.g. ten years.
208
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214
DOCTORAL RESEARCH -
“A CRITICAL STUDY OF STUDENTS’ FINANCIAL ISSUES IN HIGHER
EDUCATION IN INDIA”
QUESTIONNAIRE FOR STUDENTS
1. NAME OF THE STUDENT (Mr. /
Miss)______
2. NAME OF THE COLLEGE
______
3. COURSE – UG / PG
4. FACULTY OF - ENGINEERING / PHARMACY / MANAGEMENT
5. YEAR – I / II / III / IV
6. ACCOMODATION DURING STUDIES – HOSTEL / PRIVATE / HOME
7. NATIVE PLACE OF THE STUDENT ______
8. AGE OF THE STUDENT ______YRS.
9. HOW MUCH FEES PAID FOR ONE ACADEMIC YEAR? a. TUTION FEES b. DEVELOPMENT FEES c. BOOKS & STATIONARY d. PRACTICAL FEES e. UNIVERSITY EXAM. FEES f. PLACEMENT ASSISTANCE FEES g. GYMKHANA / SPORTS FEES h. LIBRARY FEES (Excluding Refundable Deposits) i. OTHER FEES (Pl. Specify)
215
j. TOTAL FEES
10. WHAT PERCENTAGE OF COST OF EDUCATION SHOULD BE
RECOVERED BY TUITION FEES?
20% / 40% / 60% / 80% / 100%
11. HOW MUCH LIVING COST IS PAID DURING ONE ACADEMIC YEAR?
I. HOSTEL / ACCOMODATION CHARGES
II. FOODS AND BEVERAGES
III. TRANSPORTATION CHARGES
IV. ENTERTAINMENT CHARGES
V. OUTSIDE TUITION CHARGES
VI. OTHER EXPENSES (Pl. Specify)
VII. TOTAL EXPENSES
12. HAVE YOU AVAILED EDUCATION LOAN FACILITY? YES / NO
11-A IF YES, HOW MUCH LOAN RECEIVED (Rs. ______) from
______( NAME OF THE BANK),at ______%p.a.(INTEREST
RATE), and for ______yrs.(REPAYMENT TIME)
13. CONSIDERING THE FEES PAID TO THE COLLEGE, ARE YOU SATISFIED
WITH THE FACILITIES PROVIDED BY THE COLLEGE – YES / NO
12 – A IF YES, RATE THE COLLEGE ON 5 POINT SCALE (0-4) WITH 0 AS
UNSATISFACTORY AND 4 AS TOTAL SATISFACTION ON THE FOLLOWING:
1. Teacher Performance
2. Other Academic Facilities & Environment
3. Behavior of non-teaching staff
4. Library Facility
216
5. Computer Center Facilities
6. Parking Facility
7. Sports & Cultural Events
8. Co-curricular and Extra-curricular Facilities
9. Canteen and Mess Facility
10. Overall College Rating
12 – B IF NO, WHAT ARE YOUR EXPECTATIONS FROM THE COLLEGE
______
______
14. SHALL THE COLLEGE RESORT TO PUBLIC FUNDING (DONATIONS,
SUBSIDIES, AND INDUSTRY GRANTS) TO REDUCE BURDEN OF COST
ON STUDENTS? YES / NO
13 –A IF YES, SUGGEST WAYS AND MEANS FOR THE SAME
______
______
15. DO YOU AGREE THAT YOU HAVE MISSED SOME OF THE GOOD
OPPORTUNITIES OF HIGHER EDUCATION DUE TO HIGHER FEES AND /
OR NON-AVAILABILITY OF FUNDS / LOANS? YES / NO
14 – A IF YES, SPECIFY THE OPPORTUNITIES YOU HAVE MISSED
______
16. DO YOU AGREE THAT THE HIGHER THE COST OF EDUCATION THE
BETTER IS THE QUALITY? YES / NO
217
15 – A IF YES, SPECIFY THE TYPE OF COLLEGE YOU WOULD HAVE LOVED
TO TAKE ADMISSION TO ______
15 – B IF NO, DOES IT MEAN THAT HIGHER COST RESULTS INTO DECREASE
IN QUALITY? YES / NO ______
______(JUSTIFY)
17. TO WHAT EXTENT IS THE ACCESS TO HIGHER EDUCATION
AFFECTED ADVERSELY BY HIGH LEVEL FEES IN SELF FINANCED
COURSES?
TO A GREAT EXTENT / TO A LESSER EXTENT / NOT AT ALL
18. QUESTIONS HERE ARE ARRANGED IN PAIRS. ONE TO THE LEFT IS THE HYPOTHESIS AND THE OTHER TOWARDS THE RIGHT IS THE CONVERSE. YOU CAN AGREE WITH EITHER OF THE TWO BUT NOT BOTH
Agree with the hypothesis Agree with the converse 1) Higher education should be 1) Full fees must be charged to cover full free for everyone. cost of education.
2) We need greater private 2) The role of private players should be participation in higher restricted and regulated. education
3) There is no need to replace 3) A national education regulatory the Existing regulatory authority should be established to authorities Such as UGC, monitor and oversee growth of AICTE etc. 4) Student fees must be kept 4) higher education Fees should reflect low by public funding cost of providing education 5) Scholarships and tuition fees 5) Such concessions should be restricted waiver are to be given to to only a few meritorious students. large numbers of students 6) Student fees should be linked 6) Fees should remain constant even to faculty salaries when salaries rise. 7) Fees in self-financed courses 7) fees in self financed course is not very are generally very high. high 8) There is a need to hike the 8) There is no need to increase tuition fees in State/Government fees in funded aided courses. aided courses
218
9) Student loans can take care 9) Loans are not substitute for state of needs of poor students funding education 10) Higher educational 10) Institutions should largely depend on institutions should augment student fees or government funding. resources by research, consultancy etc. 11) Government lacks the 11) Government lacks the will to spend resources to enhance more on higher education. spending on higher Education
THANK YOU !!!!
219
DOCTORAL RESEARCH -
“A CRITICAL STUDY OF STUDENTS’ FINANCIAL ISSUES IN HIGHER
EDUCATION IN INDIA”
QUESTIONNAIRE FOR PRINCIPAL / OWNER
1. Name of the Principal / Owner ______
2. Name of the College ______
3. Address ______
4. Ph. No. ______, e-mail ______
5. COURSE – UG / PG/BOTH
6. FACULTY OF - ENGINEERING / PHARMACY / MANAGEMENT
7. HOW MUCH FEES CHARGED FOR ONE ACADEMIC YEAR?
a. TUTION FEES
b. DEVELOPMENT FEES
c. BOOKS & STATIONARY
d. PRACTICAL FEES
e. UNIVERSITY EXAM. FEES
f. PLACEMENT ASSISTANCE FEES
g. GYMKHANA / SPORTS FEES
h. LIBRARY FEES (Excluding Refundable Deposits)
i. OTHER FEES (Pl. Specify)
j. TOTAL FEES
8. BANK LOAN ARRANGEMENT / TIE UPS DONE BY THE COLLEGE
______
______
220
8A. IF NO, REASON FOR THE SAME ______
9. ANY CERTIFICATE ISSUED TO STUDENTS FOR AVAILING BANK
LOAN?
9A. IF YES, WHETHER FEES / CHARGES QUOTED CONSISTS ANYTHING
OTHER THAN ABOVE FEES (Pl. specify)
10. ANY FREESHIP / SCHOLARSHIP PROVIDED BY THE COLLEGE? (Pl.
specify)
______
11. ASSISTANCE FOR FREESHIP / SCHOLARSHIP PROVIDED BY THE
COLLEGE
A. NATURE ______
B. AMOUNT PER STUDENT ______
12. WHO PROVIDES THE SCHOLARSHIP – STATE / CENTRAL
GOVERNMENT / TRUSTS / COMPANIES / OTHERS
13. HOSTEL FACILITY PROVIDED? YES / NO
13A. IF YES, THE BREAK-UP AND TOTAL OF HOSTEL CHARGES
______
______
14. TOTAL ANNUAL EXPENSES ON THE FOLLOWING:
A. ANNUAL GATHERING
B. SPORTS FACILITY
C. EXTRA-CURRICULAR ACTIVITIES
D. CO-CURRICULAR ACTIVITIES
221
E. STUDENTS’ WELFARE
F. BOOK BANK & OTHER SUCH SCHEMES
G. EARN & LEARN SCHEME
THANK YOU !!!!
222
DOCTORAL RESEARCH -
“A CRITICAL STUDY OF STUDENTS’ FINANCIAL ISSUES IN HIGHER
EDUCATION IN INDIA QUESTIONNAIRE FOR BANKER
1. Name of the Banker - ______
2. Name of the Bank ______
3. Branch Address ______
4. Ph. No. ______, email id. ______
5. THE VOLUME AND VALUE OF THE STUDENTS LOAN ISSUED PER
ANNUM BY THE BRANCH:
VOLUME - ______(No.)
VALUE Rs.______
6. LOAN DISTRIBUTED TO : NUMBER AMOUNT Rs.
ENGINEERING STUDENTS ______
______
PHARMACY STUDENTS ______
______
MANAGEMENT STUDENTS ______
______
OTHERS ______
______
7. MODUS OPERANDI FOR THE STUDENTS TO KNOW ABOUT SUCH
LOAN SCHEME
223
______
______
8. WHO APPROACHES THE BANK FOR LOAN FACILITY?
STUDENTS, COLLEGE, PARENTS
9. THE RATE OF INTEREST FOR THE STUDENTS LOAN FOR CURRENT
YEAR:
______
10. HOW MUCH TIME REQUIRED CLEARING THE LOAN PROPOSAL?
______
11. HOW MUCH TIME REQUIRED TO DISBURSE THE LOAN AMOUNT?
______
12. COLLATERAL SECURITY REQUIRED? YES / NO
12A. IF YES, THE NATURE OF SUCH SECURITY ______
13. GURANTOR/S REQUIRED? YES / NO
13A. IF YES, THE NATURE OF GUARANTEE______
14. HOW MANY OF SUCH LOANS TURNED TO NPA DURING LAST 5
YEARS? WHY?
______
224
______
THANK YOU !!!!
225