In saying that higher education in India needs a complete overhaul, we are stating the obvious. But the disconnect between what students want and what so-called experts and policy makers are attempting, is startling. Careers360's campaign My Career My Lifepreceived an overwelming response.


While reams of newsprint is dedicated to whether UGC must be replaced by Higher Education Regulatory Authority, should it proceed or follow legislation, the students who responded had nothing to say on those counts.

Their concerns are much more down to earth. Here's a summary of what needs to be done to improve the quality of education in India.

False claims

Institutes that make false and grandiose claims spare a major grouse.

Parent Speak: Alka puts it succinctly, 'Many institutes are not bothered about the career of the students and are just concerned about their business. They just want to pull students by committing and promising them placements, full-time assistance, expert faculty etc. But none of them is actually fulfilled. They are playing with our career and our parents' hard-earned money, not to mention precious time.'

So it all boils down to the basics. Good teachers, responsive curriculum, truthful institutes and finally some value for money. Will the ministry listen?

Ministry's role
This comes out quite clearly nearly 40 percent of those who responded do put the onus on the Ministry of HRD. The responsibility for putting in checks and balances is laid squarely on it. What the students primarily seek is a mechanism wherein the authenticity of information regarding three crucial elements - faculty, infrastructure and placements - could be easily verified. They also want the ministry to focus on ensuring that regulatory mechanisms are such that, no fake institutions could set up shop in the first place.

Parent Speak: A disgusted mother wrote in, 'I am sick and tired of these medical colleges. They are basically businesses selling the seats to the highest bidder. But even then, they provide next to nothing in terms of facilities.'

Yet anther crucial demand is the establishment of an educational helpline in different cities, by the Ministry. Ramya says, 'This could be used by students to complain against such malpractices by several institutions, where innocent students are literally duped of their money through false promises.'

The diploma mills
One major complaint is the entry of unregulated private institutions into the country. About 31 percent of the respondents have written strongly against these 'diploma mills'. One student bitterly complains, 'Most of us graduates produced every year are unemployable, and the whole credit goes to our 'chalta hai' fashion adopted for education'.

The main concern here is that, these institutes are allowed to come in the first place. The basic demand is the government puts in place a regulatory regime that does not allow any institution to open its doors to students, unless it has the requisite infrastructure and faculty in place. And the private sector is not the only culprit here.

A student points out that 11 of the 15 newly launched central universities do not have the required infrastructure in place, but have begun to offer programmes. If the State behaves in this manner, less said about the other players.

Approval and accreditation
Over 50 percent of the respondents has one or the other complaint about the approval process. Most of them are not able to differentiate between the registered and recognised. Some even assume that having an ISO certification is akin to having quality. The major demand here is that the institutes should clearly identify their approval status in the advertisements.

Parent Speak: Mrs Gulati is vocal about it, 'No institute must be allowed to open and teach students unless it is audited by an independent authority.' She says the lack of oversight has made higher education a free for all.

Admission, application fees
The multiplicity of entrance examination at each stage of education is an issue with about 37 percent respondents. 'When USA can do with three or four entrance tests, why does India need more than 10-12 entrances for each programme?,' asks Alvira, a final year engineering student. The exorbitant fees that institutes charge even for the application form and prospectus is another concern.

Outdated curriculum
Though very crucial, this is one area which gets least attention from the participants. Not more than 10 percent of the respondents identify this as an issue of consideration. Students do bemoan the lack of flexibility in curriculum, but one demand they have is the portability of credits. 'We should be able to transfer credits from one university to another, so that one can experience learning from different universities,' says Natasha, an MA student.

Industry-responsive and usable curriculum is another issue. 'We don't want a degree that is useless. There must be application-oriented learning. We should be able to use what we learn. The focus must be practice rather than just theory,' asserts BBA student Moshin.

Distance Learning
Over 120 respondents have identified problems with this domain. Ramesh, a student asks, 'How can people operating from 500 square feet flats actually call themselves colleges attached to universities, and keep distributing degrees without any proper examination and charge exorbitant fees?'

The students want the ministry to regulate the mushrooming of franchisees in education, colleges disguising Distance Learning (DL) programmes as full-time degree courses and the mess about the jurisdiction of state and private universities. Obtaining equivalence between correspondence and regular degree is another concern expressed by students.

Refundable fee, a myth?
Interestingly, less than one percent of the respondents complained about the high level of fees. Despite occasional murmuring, students and parents are willing to pay if they see value. But more than 20 percent of the respondents did oppose institutes collecting fees for services not rendered.

Another issue is the refund of fees. Despite UGC notification, very few colleges refund fees in time and as Gulab Thakur wrote, 'They make you go in circles and force you to give up. The Ministry must set up a watertight time limit for refund of fees.'

Placements
Over 40 percent of the respondents have something or the other to say about placements. Ruchika, an MBA student, says it loud and clear, 'Make all these colleges disclose enough details of placements - and if they lie make them criminally liable'.

Most of the respondents are from engineering and management disciplines and what they want to know are: the exact details of how many companies visited the campus, the kind of profile they could look up to, whether the institute offers any employability skills training, will the placement office help even after the end of the course, and finally do these institutes tell the truth? They would want to be sure. But as on date even IIMs and IITs do not give them a clear picture.

Rankings
Only four respondents have touched upon this issue. The main demand is to have an independent accreditation agency. 'Have a single governing body to rank universities. If the universities do not meet a basic minimum criteria they should shut shop immediately, it does not make sense to carry on with mediocre institutes,' demands Latika.

Conclusion
Over all, the needs of the students are basic. The right fees, honest information on placements, a transparent admission regime, limited entrance tests, updated and usable curriculum, better delivery and strict punishment to sweatshops, which are masquerading as institutions. So, is the Ministry of HRD willing to listen and take action?

 

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