HIGHER EDUCATION SYSTEM NOTES
HIGHER EDUCATION SYSTEM
Introduction to higher education:-
Higher education provides people with an opportunity to reflect on the critical, social
economical, cultural moral and spiritual issues facing humanity. It contributes to the national
development though dissemination of specialized knowledge and skills. It is therefore, a
crucial factor for survival. Being at the apex of the educational pyramid, it also has a key role
in producing teachers for the educational system Higher Education is a key element in
demographic dividend and also that it intends to make optimum utilization of human
resources specifically in age group of 15-95 years.
Formal education system can be categorized into three, namely primary, secondary
and tertiary education. Tertiary education is a wider term it is higher education plus
vocational education. According to the perspective of the NET paper I focus is on higher
education.
Secondary education begins to expose students to the varied roles or science,
humanities, and social sciences and also to vocational streams. This is also an appropriate
stage to provide children with a sense of history and national perspective and give them
opportunities of understand their constitutional duties and rights as citizens. Board of
Secondary Education plays the main role in importing this education. Elementary or primary
education adopts child-centred approach. It continues up to 14 years.
There are three principle levels of qualification in higher education.
1. Undergraduate level leading to bachelors'
2. Postgraduate level leading to master degree
3. Research level leading to Ph.D. Fellowship, or Post doctorate
Evolution of Higher Education System in India
The origin of education in India can be traced to the Vedic age. Our ancient literature,
namely Vedas, Brahman as, and Upanishads revealed the highest knowledge to mankind
through our ancient rishis.
1. During the Gupta period India became a centre of higher learning with Nalanda (all
branches of knowledge), Takshila (study of medicine), and Ujjain (Study of astronomy)
among other.
2. During the advent of Buddhism Sarnath University became a great centre of learning to
study Buddhism. Ajanta was also a great place of learning to study Buddhism. Ajanta was
also a great place of learning art, architecture and painting. Indian society thrived and its
economy also dominated the world under this kind of education system.
3. Mughal education system consisted of primary and secondary schools and even colleges.
Colleges were established at Fatehpur Sikri, Agra, Delhi and other places. Education
system based on Hindu Philosophy also existed side by side.
4. In 2006 Singapore China India Japan, and other nations announced a proposed plan to
restore and revive the ancient site as Nalanda International University.
Key Developments of Modern Education System
CHARTER ACT (1813):- The objective was to spread scientific knowledge in British India.
The Christian missionaries were allowed in the country to preach their religion. In 1817,
Hindu College was established in Calcutta which later became Presidency College in 1855
and Presidency University in 2010.
ELPHINSTONE REPORT (1823):- It recommended the appointment of district
Examination officers, School supervisors, and training to teachers.
Elphinostone Institution was set up in 1834 in Bombay which marked the beginning
of new developments in the field of higher education. It is one of the oldest colleges of
Bombay University.
MACAULAY'S MINUTES (1835):- It suggested diffusion of English education in the
country. However these initiatives were mainly directed at elementary and secondary
education. Lord Macaulay wanted to build and education system that was secular and
scientific, free of age old prejudices and at par with the Western world. In this way, he played
his part in building the modern India.
WOOD DISPATCH (1854):- It was the first policy measure regarding higher education. It
recommended setting up of three universities namely at Madras, Calcutta and Bombay which
were set up in 1857.
HUNTER COMMISSION (1882-1883):- It emphasized the segregation of primary
education and higher education. It proposed that universities would have to manage the
affiliated colleges.
UNIVERSITIES COMMISSION (1902):- Lord Curzon was the first person to appoint a
commission on university education. On January 27, 1902, the Indian Universities Act, 1904-
India University Commission was appointed under the Chairmanship of Sir Thomas Raleigh
to enquire into conditions and prospects of the universities established in British India and to
consider and report upon the proposals of the universities established in British India and to
consider and report upon the proposals for improving their constitution and working.
The Indian Universities Act of 1904, passed on March 21 was formulated on the basis
of the recommendations of the India University commission of 1902.
NATIONAL COUNCIL OF EDUCATION:- After partition of Bengal in 1905, national
council of education was set up by swadeshi nationalist leaders, which developed into
Jadavpur University after independence.
RESOLUTION ON EDUCATIONS POLICY (1913):- This policy recommended that a
university should be established for each province the teaching activities of universities
should be encouraged, and that the colleges located in mofussil towns should be developed
into teaching universities in due course.
SADDLER COMMISSION (1917):- It is also popular as the Calcutta University
commission.
1. It recommended the separation of intermediate education from Degree College and
suggested a special selection committee for selection of university teachers.
2. Calcutta university commission suggested the setting up of Central Advisory Board of
Education (CASE) CABE was set up in 1920 but was abolished in 1993 due to
financial crisis.
3. Under the Government of India Act, 1919 education was made a provincial subject
so as to minimize the control of central government in the education system.
HARTOG COMMITTEE (1929):- The committee focused on improving the quality and
standard of university level education. It again recommended the setting up of CABE, which
was again established in 1935 and has been in existence since.
SAPRU COMMITTEE:- the committee appointed in 1934 by the United province (largely
present Uttar Pradesh) Government to enquire into the causes of unemployment in U.P came
to the conclusion that the system of education commonly prevalent prepared pupils only for
examination and degrees and not for any avocation in life.
ABBOT WOOD REPROT (1937):- It proposed the English should be the medium of
instruction at university level. It recommended vocational training through polytechnics and
setting up of vocational teacher's training colleges.
WARDHA SCHEME OF ECUCATION (1937):- It is also known as Nai Talim or Basic
Education or buniyadi Talim (Shiksha) or basic shiksha. The scheme is an outcome of the
philosophy of Gandhi ji. It was given a definite shape by the committee under the
chairmanship shape by the committee under the chairmanship of Dr Zakir Hussain who later
on become the president of India.
SARGENT REPORT (1944):- The Sargent report is also called scheme of post war
Educational development in India.
HIGHER EDCATION AFTER INDEPNEDENCE:- Government of India took several
initiatives to improve and promote higher education in the country after independence.
RADHAKRISHNAN COMMISSION (1948-1949):- Radhakrishnan commission also
known as university Education commission suggested the integration of secondary education
and higher education by setting up of UGC. It also recommended the setting up of rural
universities.
MUDALIAR COMMISSION (1952-1953):- It is also popular as the Secondary Education
commission. It recommended introducing a three year secondary and a four year higher
education system. I also advocated setting up of multipurpose schools and vocational training
institutes.
COMMITTEE ON EMOTIONAL INTEGRATION (1961):- It was set up under the
chairmanship of Dr Sampurnanand to study the role of educational programmes for youth, in
general and students in schools and colleges, in particular in order to strengthen the process
of emotional integration.
KOTHARI COMMISSION (1964-1966):- The commission was titled as Education and
National Development report. Ti is a very progressive report. It proposed a three year degree
course and a four year honour degree course. Establishment course and a four year honours
degree course. Establishment of Indian Education Service (IES)to improve the quality of
India higher education with emphasis on quality teaching faculties to vocationalize secondary
education was recommended. It recommended the 6% of the national income should be spent
on education.
EDUCATION SUBJECT IN CONCURRENT LIST (1976):- India has a federal setup and
education is the concurrent responsibility of both the centre as well of states. Post
independence, education (including university education) was the responsibility of the states,
while the centre was given the function of coordination and determination of standards.
However, in 1976, through Entry 25 (42nd list of the constitutional Amendment) in the
concurrent list of the responsibility along with the states for all levels of education.
SAM PITRAODA COMMITTEEE (1917):- It was set up in 2007. It is also popularly
known as national knowledge commission (NKC). It recommended restructuring of curricula
to meet the demand for multidisciplinary professionals and criteria based resource allocation
to ensure maintenance of standards and strategic preferences to promote excellence in higher
education.
YASHPAL COMMITTEE:- It suggested scrapping of all higher education, regulatory or
monitoring bodies and creation of a super regulator, that is a seven member commission for
higher education and Research (CHER). State Higher Education councils would form the
second tier of the system.
It also recommended that the deemed university statues be abandoned and that all
deserving deemed varsities be either converted into full fledged universities or scrapped. The
committee stressed the need for more attention to undergraduate gropgrammes and a
multidisciplinary approach to learning. Yashpal Committee also strongly recommended
reducing the burden of affiliation of colleges on the universities and a GRE like test be
evolved for university education.
SHARMA COMMITTEE:- Set up under Prof MM Sharma, it deliberated upon the
development of science and technology education in India. The committee suggested
establishment of India Institute of Science, Education, and Research (IISER). It also
recommended expansion of technical education, assuring quality and providing acces and
affordability for technical education.
REGULATORY FRAMEWORK OF HIGHER EDUCATION IN INDIA
While the centre coordinates and determines the standards in higher and technical
education, school education is primarily the responsibility of the state. The key policy making
agencies for higher education are as follows.
1. Central government:- It lays down the national Policy on Education. It provides
grants of the UGC and establishes central Universities/Institution of national
importance in the country. It is also responsible for declaring an educational on the
recommendation of the UGC.
2. State government:- many states have also set up councils and advisory boards to
provide guidelines for proper functioning of higher education institution in the states.
State councils for higher education coordinates the roles of government universities,
and apex regulatory agencies in higher education within the state.
3. Central advisory board of education (CABE) was set up for coordination and
cooperation between the union and the states in the field of education including policy
making.
APEX LEVEL BODIES :- There are eight Apex Level Bodies (Regulatory Bodies/Research
Councils) under the Department of Higher Education, which are responsible for higher
education in India. These bodies can be broadly divided into two categories (i) Regualtory
Bodies and (ii) Research Councils.
REGULATORY BODIES:- There are three regulatory Bodies- University Grants
commission, all India council for technical Education, and council of Architecture – to
regulate higher education in India.
UNIVERSITY GRANTS COMMISSION:-
UGC governs universities in India and came into existence on 28 December 1953. It
became a statutory organization established by an act of Parliament in 1956.
1. According to section 12 of UGC Act, the main function of UGC is coordination,
determination and maintenance of standards in universities
2. It also disburses funds within the university education system. Most importantly, it
only acts as are commendatory body since it does not have any power to establish ro
derecognize any university.
3. UGC consists of the chairman, vice chairman, and 10 other remembers appointed by
the central government. Secretary is the Executive Head. It functional from New
Delhi as well as its six regional offices located in Bangalore, Bhopal, Guwahati,
Hyderabad, Kolkata and Pune.
4. UGC also implements various schemes aimed at improving the quality of higher
education like Universities with Potential for Excellence (UPE), colleges with
Potential for Excellence (CPE) centre with potential for excellence and a particular
Area (CPEPA) special assistance Programme (SAP) Basic scientific research (BSR),
etc.
5. Dr C.D Deshmukh was the first chairman of UGC.
CATEGORIZATION OF UNIVERSITIES: -
Universities can be set up only through legislation or the deemed route. At present the
main constituents of universities of university level institutions are listed below.
Universities Number
Central Universities 46
State Universities 344
Deemed Universities 125
Private Universities 232
Total Universities 747
CENTAL UNIVERSITIES:-
A central university or a union university in India is established by act of parliament
and are under the purview of the Department of Higher education in the Union Human
Resource Development Ministry. In general universities in India are recognized by UGC,
which draws its power from the University Grants commission act, 1956.
1. There are 46 central universities under the purviews of MHRD. Out of them, 16 new
central universities were established in 2009 by an act of Parliament namely central
universities Act 2009.
2. IGNOU, New Delhi is funded directly by the MHRD.
3. President of India is the Visitor of all central universities. In that capacity, he nominates
some members to important committees of the university for their effective functioning.
He also exercises power in various legal matter and relevant amendments.
The state UT wise list of central universities is given below.
Arunachal Pradesh (1)
1. Rajiv Gandhi University Itranagar (2007- formerly Aruncachal University)
Assan (2)
2. Assam University, Silchar (1994)
3. Tezpur University Tezpur (1994)
Bihar (3)
4. Central university of south Bihar, Patna (established 2014 territorial jurisdiction south of
river Ganges in Bihar)
5. Mahatma Gandhi Central University, Patna (established 2014 territorial jurisdiction north
of river Ganges in Bihar)
6. Nalanda University, Rajgir, Nalanda (2010- established under Central Act)
Chhattisgarh (1)
7. Guru Ghasidas Vishwavidyalay, Bilaspur (2009 converted from State University,
originally set up in 1983)
Gujarat (1)
8. Central University of Gujarat Gandhi Nagar (2009)
Haryana (1)
9. Central University of Haryana Mahendragarh (2009)
Himachal Pradesh (1)
10. Central of university of Kashmir, Srinagar (2009)
Jammu and Kashmir (2)
11. Central of University of Kashmir, Srinagar (2009)
12. Central university of Jammu, Jammu (2011)
Jharkhand (1)
13. Central University of Jharkhand Renchi (2009)
Karnataka (1)
14. Central university of Karnataka Gulbarga (2009)
Kerala (1)
15. Central University of Kerala, kasargod (2009)
Madhya Pradesh (2)
16. Dr Harisingh Gour Vishwavidyalaya, Sagar (2009 converted from state University to
central University originally set up in 1946)
17. India Gandhi national Tribal University, Amarkantak (2007)
Maharashtra (1)
18. Mahatma Gandhi Antarrashtriya Hindi Vishwavidyalaya wardha (1997)
Manipur (2)
19. Central Agricultural University Imphal (1993)
20. Manipur University, Canchipur, Imphal (2005)
Meghalaya (1)
21. North Eastern Hill University shilling and Tura (1973)
Mizoram (1)
22. Assam University, Silchar (1994)
Nagaland (1)
23. Nagaland University Kohima (1994)
Odisha (1)
24. Central University of Orissa, Koraput (2009)
Punjab (1)
25. Central university of Punjab Bathinda (2009)
Rajasthan (1)
26. Central university of Rajasthan Ajmer (2009)
Sikkim (1)
27. Sikkim University, Gangtok (1997- Dr M.S Swaminathan the father of Green Revolution
in India and first winner of world food Prize was the VC of Sikkim University)
Tamil Nadu (1)
28. Central University of Tamil Nadu, Thiruvarur (2009)
Tamil Nadu (1)
29. Indian Maritime University Chennai (2008)
Telangana (3)
30. Hyderablad central university, Hderabad (1974)
31. Maulana Azad National Urdu University, Gachibowli Hyderbad (1998)
32. The English and Foreign languages University, Hyderabad (2007)
Tripura (1)
33. Tripura University Agartala (2007)]
Uttar Pradesh (5)
34. Aligarh Muslim University Aligarh (Originally MAO College, was incorporated as a
central University by an Act of parliament in 1920)
35. University of Allahabad, Allahabad (set up in 1887 it is one of the oldest universities in
India)
36. Babasaheb Bhimrao Ambedkar University, Lucknow (1996)
37. Banaras Hindu University Varanashi (1916, is one of oldest and largest central
universities).
38. Rajive Gandhi National Aviation University, Raebareli (2014)
Uttarakhand (1)
39. Hemwati Nandan Bahuguna Garhwal University Srinagar, (2009 converted from State
University to central university originally set up in 1973)
West Bengal (1)
40. Vishwa Bharati, shantiniketan (1951)
Nct of Delhi (5)
41. University of Delhi, Delhi (1922)
42. Indira Gandhi National open University, New Delhi (1985)
43. Jamia Millia Islamia Jamia Nagar new Delhi (1988)
44. Jawaharlal Nehru University, New Delhi (1969)
45. South Asian University, New Delhi (established under central Act, sponsored by the eight
Member states of the south Asian Association for Regional Cooperation (SAARC). The
eight countries are Afghanistan, Bangladesh Bhutan India Maldives, Nepal Pakistan and
Sri Lanka)
Introduction to higher education:-
Higher education provides people with an opportunity to reflect on the critical, social
economical, cultural moral and spiritual issues facing humanity. It contributes to the national
development though dissemination of specialized knowledge and skills. It is therefore, a
crucial factor for survival. Being at the apex of the educational pyramid, it also has a key role
in producing teachers for the educational system Higher Education is a key element in
demographic dividend and also that it intends to make optimum utilization of human
resources specifically in age group of 15-95 years.
Formal education system can be categorized into three, namely primary, secondary
and tertiary education. Tertiary education is a wider term it is higher education plus
vocational education. According to the perspective of the NET paper I focus is on higher
education.
Secondary education begins to expose students to the varied roles or science,
humanities, and social sciences and also to vocational streams. This is also an appropriate
stage to provide children with a sense of history and national perspective and give them
opportunities of understand their constitutional duties and rights as citizens. Board of
Secondary Education plays the main role in importing this education. Elementary or primary
education adopts child-centred approach. It continues up to 14 years.
There are three principle levels of qualification in higher education.
1. Undergraduate level leading to bachelors'
2. Postgraduate level leading to master degree
3. Research level leading to Ph.D. Fellowship, or Post doctorate
Evolution of Higher Education System in India
The origin of education in India can be traced to the Vedic age. Our ancient literature,
namely Vedas, Brahman as, and Upanishads revealed the highest knowledge to mankind
through our ancient rishis.
1. During the Gupta period India became a centre of higher learning with Nalanda (all
branches of knowledge), Takshila (study of medicine), and Ujjain (Study of astronomy)
among other.
2. During the advent of Buddhism Sarnath University became a great centre of learning to
study Buddhism. Ajanta was also a great place of learning to study Buddhism. Ajanta was
also a great place of learning art, architecture and painting. Indian society thrived and its
economy also dominated the world under this kind of education system.
3. Mughal education system consisted of primary and secondary schools and even colleges.
Colleges were established at Fatehpur Sikri, Agra, Delhi and other places. Education
system based on Hindu Philosophy also existed side by side.
4. In 2006 Singapore China India Japan, and other nations announced a proposed plan to
restore and revive the ancient site as Nalanda International University.
Key Developments of Modern Education System
CHARTER ACT (1813):- The objective was to spread scientific knowledge in British India.
The Christian missionaries were allowed in the country to preach their religion. In 1817,
Hindu College was established in Calcutta which later became Presidency College in 1855
and Presidency University in 2010.
ELPHINSTONE REPORT (1823):- It recommended the appointment of district
Examination officers, School supervisors, and training to teachers.
Elphinostone Institution was set up in 1834 in Bombay which marked the beginning
of new developments in the field of higher education. It is one of the oldest colleges of
Bombay University.
MACAULAY'S MINUTES (1835):- It suggested diffusion of English education in the
country. However these initiatives were mainly directed at elementary and secondary
education. Lord Macaulay wanted to build and education system that was secular and
scientific, free of age old prejudices and at par with the Western world. In this way, he played
his part in building the modern India.
WOOD DISPATCH (1854):- It was the first policy measure regarding higher education. It
recommended setting up of three universities namely at Madras, Calcutta and Bombay which
were set up in 1857.
HUNTER COMMISSION (1882-1883):- It emphasized the segregation of primary
education and higher education. It proposed that universities would have to manage the
affiliated colleges.
UNIVERSITIES COMMISSION (1902):- Lord Curzon was the first person to appoint a
commission on university education. On January 27, 1902, the Indian Universities Act, 1904-
India University Commission was appointed under the Chairmanship of Sir Thomas Raleigh
to enquire into conditions and prospects of the universities established in British India and to
consider and report upon the proposals of the universities established in British India and to
consider and report upon the proposals for improving their constitution and working.
The Indian Universities Act of 1904, passed on March 21 was formulated on the basis
of the recommendations of the India University commission of 1902.
NATIONAL COUNCIL OF EDUCATION:- After partition of Bengal in 1905, national
council of education was set up by swadeshi nationalist leaders, which developed into
Jadavpur University after independence.
RESOLUTION ON EDUCATIONS POLICY (1913):- This policy recommended that a
university should be established for each province the teaching activities of universities
should be encouraged, and that the colleges located in mofussil towns should be developed
into teaching universities in due course.
SADDLER COMMISSION (1917):- It is also popular as the Calcutta University
commission.
1. It recommended the separation of intermediate education from Degree College and
suggested a special selection committee for selection of university teachers.
2. Calcutta university commission suggested the setting up of Central Advisory Board of
Education (CASE) CABE was set up in 1920 but was abolished in 1993 due to
financial crisis.
3. Under the Government of India Act, 1919 education was made a provincial subject
so as to minimize the control of central government in the education system.
HARTOG COMMITTEE (1929):- The committee focused on improving the quality and
standard of university level education. It again recommended the setting up of CABE, which
was again established in 1935 and has been in existence since.
SAPRU COMMITTEE:- the committee appointed in 1934 by the United province (largely
present Uttar Pradesh) Government to enquire into the causes of unemployment in U.P came
to the conclusion that the system of education commonly prevalent prepared pupils only for
examination and degrees and not for any avocation in life.
ABBOT WOOD REPROT (1937):- It proposed the English should be the medium of
instruction at university level. It recommended vocational training through polytechnics and
setting up of vocational teacher's training colleges.
WARDHA SCHEME OF ECUCATION (1937):- It is also known as Nai Talim or Basic
Education or buniyadi Talim (Shiksha) or basic shiksha. The scheme is an outcome of the
philosophy of Gandhi ji. It was given a definite shape by the committee under the
chairmanship shape by the committee under the chairmanship of Dr Zakir Hussain who later
on become the president of India.
SARGENT REPORT (1944):- The Sargent report is also called scheme of post war
Educational development in India.
HIGHER EDCATION AFTER INDEPNEDENCE:- Government of India took several
initiatives to improve and promote higher education in the country after independence.
RADHAKRISHNAN COMMISSION (1948-1949):- Radhakrishnan commission also
known as university Education commission suggested the integration of secondary education
and higher education by setting up of UGC. It also recommended the setting up of rural
universities.
MUDALIAR COMMISSION (1952-1953):- It is also popular as the Secondary Education
commission. It recommended introducing a three year secondary and a four year higher
education system. I also advocated setting up of multipurpose schools and vocational training
institutes.
COMMITTEE ON EMOTIONAL INTEGRATION (1961):- It was set up under the
chairmanship of Dr Sampurnanand to study the role of educational programmes for youth, in
general and students in schools and colleges, in particular in order to strengthen the process
of emotional integration.
KOTHARI COMMISSION (1964-1966):- The commission was titled as Education and
National Development report. Ti is a very progressive report. It proposed a three year degree
course and a four year honour degree course. Establishment course and a four year honours
degree course. Establishment of Indian Education Service (IES)to improve the quality of
India higher education with emphasis on quality teaching faculties to vocationalize secondary
education was recommended. It recommended the 6% of the national income should be spent
on education.
EDUCATION SUBJECT IN CONCURRENT LIST (1976):- India has a federal setup and
education is the concurrent responsibility of both the centre as well of states. Post
independence, education (including university education) was the responsibility of the states,
while the centre was given the function of coordination and determination of standards.
However, in 1976, through Entry 25 (42nd list of the constitutional Amendment) in the
concurrent list of the responsibility along with the states for all levels of education.
SAM PITRAODA COMMITTEEE (1917):- It was set up in 2007. It is also popularly
known as national knowledge commission (NKC). It recommended restructuring of curricula
to meet the demand for multidisciplinary professionals and criteria based resource allocation
to ensure maintenance of standards and strategic preferences to promote excellence in higher
education.
YASHPAL COMMITTEE:- It suggested scrapping of all higher education, regulatory or
monitoring bodies and creation of a super regulator, that is a seven member commission for
higher education and Research (CHER). State Higher Education councils would form the
second tier of the system.
It also recommended that the deemed university statues be abandoned and that all
deserving deemed varsities be either converted into full fledged universities or scrapped. The
committee stressed the need for more attention to undergraduate gropgrammes and a
multidisciplinary approach to learning. Yashpal Committee also strongly recommended
reducing the burden of affiliation of colleges on the universities and a GRE like test be
evolved for university education.
SHARMA COMMITTEE:- Set up under Prof MM Sharma, it deliberated upon the
development of science and technology education in India. The committee suggested
establishment of India Institute of Science, Education, and Research (IISER). It also
recommended expansion of technical education, assuring quality and providing acces and
affordability for technical education.
REGULATORY FRAMEWORK OF HIGHER EDUCATION IN INDIA
While the centre coordinates and determines the standards in higher and technical
education, school education is primarily the responsibility of the state. The key policy making
agencies for higher education are as follows.
1. Central government:- It lays down the national Policy on Education. It provides
grants of the UGC and establishes central Universities/Institution of national
importance in the country. It is also responsible for declaring an educational on the
recommendation of the UGC.
2. State government:- many states have also set up councils and advisory boards to
provide guidelines for proper functioning of higher education institution in the states.
State councils for higher education coordinates the roles of government universities,
and apex regulatory agencies in higher education within the state.
3. Central advisory board of education (CABE) was set up for coordination and
cooperation between the union and the states in the field of education including policy
making.
APEX LEVEL BODIES :- There are eight Apex Level Bodies (Regulatory Bodies/Research
Councils) under the Department of Higher Education, which are responsible for higher
education in India. These bodies can be broadly divided into two categories (i) Regualtory
Bodies and (ii) Research Councils.
REGULATORY BODIES:- There are three regulatory Bodies- University Grants
commission, all India council for technical Education, and council of Architecture – to
regulate higher education in India.
UNIVERSITY GRANTS COMMISSION:-
UGC governs universities in India and came into existence on 28 December 1953. It
became a statutory organization established by an act of Parliament in 1956.
1. According to section 12 of UGC Act, the main function of UGC is coordination,
determination and maintenance of standards in universities
2. It also disburses funds within the university education system. Most importantly, it
only acts as are commendatory body since it does not have any power to establish ro
derecognize any university.
3. UGC consists of the chairman, vice chairman, and 10 other remembers appointed by
the central government. Secretary is the Executive Head. It functional from New
Delhi as well as its six regional offices located in Bangalore, Bhopal, Guwahati,
Hyderabad, Kolkata and Pune.
4. UGC also implements various schemes aimed at improving the quality of higher
education like Universities with Potential for Excellence (UPE), colleges with
Potential for Excellence (CPE) centre with potential for excellence and a particular
Area (CPEPA) special assistance Programme (SAP) Basic scientific research (BSR),
etc.
5. Dr C.D Deshmukh was the first chairman of UGC.
CATEGORIZATION OF UNIVERSITIES: -
Universities can be set up only through legislation or the deemed route. At present the
main constituents of universities of university level institutions are listed below.
Universities Number
Central Universities 46
State Universities 344
Deemed Universities 125
Private Universities 232
Total Universities 747
CENTAL UNIVERSITIES:-
A central university or a union university in India is established by act of parliament
and are under the purview of the Department of Higher education in the Union Human
Resource Development Ministry. In general universities in India are recognized by UGC,
which draws its power from the University Grants commission act, 1956.
1. There are 46 central universities under the purviews of MHRD. Out of them, 16 new
central universities were established in 2009 by an act of Parliament namely central
universities Act 2009.
2. IGNOU, New Delhi is funded directly by the MHRD.
3. President of India is the Visitor of all central universities. In that capacity, he nominates
some members to important committees of the university for their effective functioning.
He also exercises power in various legal matter and relevant amendments.
The state UT wise list of central universities is given below.
Arunachal Pradesh (1)
1. Rajiv Gandhi University Itranagar (2007- formerly Aruncachal University)
Assan (2)
2. Assam University, Silchar (1994)
3. Tezpur University Tezpur (1994)
Bihar (3)
4. Central university of south Bihar, Patna (established 2014 territorial jurisdiction south of
river Ganges in Bihar)
5. Mahatma Gandhi Central University, Patna (established 2014 territorial jurisdiction north
of river Ganges in Bihar)
6. Nalanda University, Rajgir, Nalanda (2010- established under Central Act)
Chhattisgarh (1)
7. Guru Ghasidas Vishwavidyalay, Bilaspur (2009 converted from State University,
originally set up in 1983)
Gujarat (1)
8. Central University of Gujarat Gandhi Nagar (2009)
Haryana (1)
9. Central University of Haryana Mahendragarh (2009)
Himachal Pradesh (1)
10. Central of university of Kashmir, Srinagar (2009)
Jammu and Kashmir (2)
11. Central of University of Kashmir, Srinagar (2009)
12. Central university of Jammu, Jammu (2011)
Jharkhand (1)
13. Central University of Jharkhand Renchi (2009)
Karnataka (1)
14. Central university of Karnataka Gulbarga (2009)
Kerala (1)
15. Central University of Kerala, kasargod (2009)
Madhya Pradesh (2)
16. Dr Harisingh Gour Vishwavidyalaya, Sagar (2009 converted from state University to
central University originally set up in 1946)
17. India Gandhi national Tribal University, Amarkantak (2007)
Maharashtra (1)
18. Mahatma Gandhi Antarrashtriya Hindi Vishwavidyalaya wardha (1997)
Manipur (2)
19. Central Agricultural University Imphal (1993)
20. Manipur University, Canchipur, Imphal (2005)
Meghalaya (1)
21. North Eastern Hill University shilling and Tura (1973)
Mizoram (1)
22. Assam University, Silchar (1994)
Nagaland (1)
23. Nagaland University Kohima (1994)
Odisha (1)
24. Central University of Orissa, Koraput (2009)
Punjab (1)
25. Central university of Punjab Bathinda (2009)
Rajasthan (1)
26. Central university of Rajasthan Ajmer (2009)
Sikkim (1)
27. Sikkim University, Gangtok (1997- Dr M.S Swaminathan the father of Green Revolution
in India and first winner of world food Prize was the VC of Sikkim University)
Tamil Nadu (1)
28. Central University of Tamil Nadu, Thiruvarur (2009)
Tamil Nadu (1)
29. Indian Maritime University Chennai (2008)
Telangana (3)
30. Hyderablad central university, Hderabad (1974)
31. Maulana Azad National Urdu University, Gachibowli Hyderbad (1998)
32. The English and Foreign languages University, Hyderabad (2007)
Tripura (1)
33. Tripura University Agartala (2007)]
Uttar Pradesh (5)
34. Aligarh Muslim University Aligarh (Originally MAO College, was incorporated as a
central University by an Act of parliament in 1920)
35. University of Allahabad, Allahabad (set up in 1887 it is one of the oldest universities in
India)
36. Babasaheb Bhimrao Ambedkar University, Lucknow (1996)
37. Banaras Hindu University Varanashi (1916, is one of oldest and largest central
universities).
38. Rajive Gandhi National Aviation University, Raebareli (2014)
Uttarakhand (1)
39. Hemwati Nandan Bahuguna Garhwal University Srinagar, (2009 converted from State
University to central university originally set up in 1973)
West Bengal (1)
40. Vishwa Bharati, shantiniketan (1951)
Nct of Delhi (5)
41. University of Delhi, Delhi (1922)
42. Indira Gandhi National open University, New Delhi (1985)
43. Jamia Millia Islamia Jamia Nagar new Delhi (1988)
44. Jawaharlal Nehru University, New Delhi (1969)
45. South Asian University, New Delhi (established under central Act, sponsored by the eight
Member states of the south Asian Association for Regional Cooperation (SAARC). The
eight countries are Afghanistan, Bangladesh Bhutan India Maldives, Nepal Pakistan and
Sri Lanka)
