Higher Education: FILL GAP WITH DOTS

Higher Education: FILL GAP WITH DOTS

Dr. C. Siva Sankar*

Assistant Professor, Dept of Education, Rajiv Gandhi University, Doimukh-79112(Arunachal Pradesh)

Abstract:

Higher Education in India provides an opportunity to reflect on regional, social, economical, cultural, moral, linguistic, and gender issues. It produces quality teachers through training and dissemination of specialized knowledge, skills and values. This paper discusses FILL GAP WITH DOTS in Higher Education of India. FILL GAP WITH DOTS is an abbreviation to make a critical and divergent dialogue on Higher Education. It attempts to reflect on issues, and challenges of Higher Education with regard to: i) Financing Higher Education, 2)Internationalization of Higher Education, 3)Linking Higher Education for sustainable society, 4) Linking Higher Education for employability, 5) Governance reforms and regulation bodies in Higher Education, 6)Assessment and accreditation of Higher Education institutions,7) Public-Private Partnership in Higher Education and Pace setting roles of central institutes, 8) Wisdom and new knowledge, 9)Integration of values and skill development in Higher Education and integration of cultures through language, 10)Teacher preparation, Teaching, Research and Innovation, 11)Higher Order Thinking Abilities and Harmonious Development, 12) Disparity destruction in terms of gender, region and social groups in Higher Education, 13) Open and Distance Learning in Higher Education, 14) Technology Enabled Learning, 15)Student Support System and certain initiatives for transformation in higher education.

Key Words: Higher Education, Governance, Accreditation, Finance, Teaching, Research, Technology, and Internationalization.

Introduction:

Higher Education is an effective tool to construct a knowledge-based society for the present and the future. It provides an opportunity to reflect on regional, social, economic, cultural, moral, linguistic, and gender issues. It produces quality teachers through training and dissemination of specialized knowledge, skills and values. The aim of Higher Education is to foster critical and creative thinking abilities through teaching, research and extensional activities. Higher Education has specific role in providing resources of the highest quality and a cutting global competences.

            NAAC has formulated four core values of India’s Higher Education. They are: 1) Higher Education should contribute to national development.2) It should foster global competences in students. 3) It should promote use of science and technology. 4) It should inculcate quest for excellence and efficiency in students. National Knowledge Commission (2009) adds that Higher Education institutions are centres to create knowledge and disseminate new knowledge through research, innovation, entrepreneurial spirit and autonomy. World Bank (2000) believes that Higher Education should provide sophisticated education and train people in skills to run the modern society and boost its further advancement as well as develop social, economical and cultural values (Ghanchi, 2016). Federation of Indian Chambers of Commerce and Industry (FICCI) in its vision 2030 aims to make India as globally developed economy. It is possible only with promotion of quality Higher Education. Subsequently, it adds that attitudes, integration of skills, education for women, appropriate pedagogy, and curriculum review and up gradation, equity, quality and expansion are certain concerns in Higher Education (FICCI, 2013).

In North East India, presently, there are about 40 universities and 800 colleges. As per survey on Higher Education in North Eastern Region (2011), there are 3.05 colleges per 1000 sq.km and 1.75 colleges per one lakh population in North Eastern Region. There are 1.53 universities per 10,000 sq.km and 0.87 universities per 10 lakh population in North Eastern Region (Reena Bala, 2016). It is the high time to think of expansion, excellence and equality in higher education institutions in north east region in the light of Draft of National Education Policy, 2019. 

FILL GAP WITH DOTS:

It is indispensable to know about FILL GAP WITH DOTS, which is not a statement but is an abbreviation to make a critical and divergent dialogue on Higher Education of North East India. FILL GAP WITH DOTS attempts to reflect on issues, and challenges of Higher Education in North East India. Here, FILL GAP WITH DOTS stands for:

F- Financing Higher Education

I- Internationalization of Higher Education

L-Linking Higher Education for sustainable society

L-Linking Higher Education for employability

G-Governance reforms and regulation bodies in Higher Education

A- Assessment and accreditation of Higher Education institutions

P- Public-Private Partnership in Higher Education and Pace setting roles of central institutes

W-Wisdom and new knowledge

 I- Integration of values and skill development in Higher Education and integration of cultures through language

T- Teacher preparation, Teaching, Research and Innovation

H- Higher Order Thinking Abilities and Harmonious Development

D-Disparity destruction in terms of gender, region and social groups in Higher Education

O- Open and Distance Learning in Higher Education

T- Technology Enabled Learning

S- Student Support System

Financing Higher Education:

Financing Higher Education is essential to promote expansion, to propagate equity, and to provide excellence. Liberal Subsidy to talented, socially and economically backward is to be provided through fee stamps. At least 10% budget of Higher Education shall be from projects, consultancy and other income sources. Philanthropy, government subsidy and student fee are major sources of educational finance. It is needed to promote alumni funding and philanthropy funding. 50% of paid seat model may be adopted. Self financing courses may be introduced in Higher Education institutions. For sustainable development, government spending on Higher Education shall increase with GDP growth also. It is good for students of North East India to intimate that the UGC has recently launched a special scholarship scheme in North East Region. This scheme is known as Ishan Uday. The Scheme provides grant of 10,000 scholarships to students whose parental income is below Rs. 4.5 lakh per annum and would be provided scholarship ranging from Rs. 3,500 to 5,000 per month for studying at under graduate level in Colleges/Universities of the country.

Internationalization of Higher Education:

Internationalization of Higher Education is the process of integrating an international, intercultural and global dimension into the purpose, functions (teaching, research, service) and delivery of Higher Education or looking into the curriculum and teaching-learning process of Higher Education, whereas globalization is the integration of economies through trade, technology, commerce communication networks and cross cultural currents. Internationalization of Higher Education is powerful lever of soft power with respect to India’s relation with many developing countries in Higher Education in the Asian and African continents. Specifically, internationalization of Higher Education can be done through: i) Promotion of international student mobility through scholarships and exchange programme. ii) Promoting faculty mobility. iii) Offering distance education pragramme off-shore. iv) Establishing academic partnership with foreign institutions relating to teaching. v) Promoting research collaboration at individual institutional level. vi) Setting up international campuses abroad. vii) Developing linkages in sports and cultural activities. viii) Focusing on schemes like USIEF, UKIERI, GIAN, ICCR, Fulbright fellowships, Commonwealth Scholarships and Indo-Shastri Fellowships (Ranbir Singh, 2016). Regulatory bodies and universities have to work together towards internationalization of Higher Education.

Linking Higher Education to Sustainable Society

Higher education for sustainable society is an education for social transformation with the goal of reaching sustainable development. Education for sustainable development (ESD) touches every aspect of education including planning, policy making, programme implementation, finance, curricula, teaching, learning, assessment, and administration. ESD aims to provide a coherent interaction between education, public awareness, and training with a view to creating a more sustainable future. ESD includes all three spheres of sustainability – environment, society, and economy – with an underlying dimension of culture.   It engages formal, non-formal and informal education in using variety of pedagogical techniques (simulations, class discussions, issue analysis, and storytelling) that promote participatory learning and higher-order thinking skills. It promotes life-long learning. It is based on local needs, perceptions and conditions.

Higher education for sustainability facilitates change by fostering new knowledge, behaviours and practices, by emphasizing creative and innovative approaches. It also builds capacity in individuals and organizations for transformational change. The basic value of Education for Sustainable Development (ESD) is respect: respect for others, both present and future generations; and respect for the planet and what it provides to us (e.g. resources, fauna and flora). Education for sustainable development reorients on interdisciplinary, holistic learning, value-based learning, critically reflective thinking, multi-method approaches (word, art, drama and debate) and participatory decision-making. Goal of the Education for Sustainable Development (ESD) is to integrate the principles and practices of sustainable development into all aspects learning. This educational effort will encourage changes in behaviour that will create a more sustainable future in terms of environmental integrity, economic viability, and a just society for present and future generations. NSS, NCC, and NIC activities may be helpful to realize the higher education for sustainable society.

Linking Higher Education for Employability:

India is one of the youngest nations in the world with more than 54 % of its total population below 25 years of age and more than 65% of its total population below 35 years of age. It is estimated that there will be 104.62 million fresh entrants to the workforce by 2022 that will need to be skilled. There is inadequacy in the line of arrangement of institutions to carry out technical and vocational education systematically and scientifically. Linking education with vocational fields for horizontal and vertical mobility of students is needed in this present technology driven environment. To increase employability, a blend of skillful education is essential for individual growth and economic development. It is needed to promote dignity and social acceptability to high quality vocational training. Policy initiatives are to be taken thoughtfully in this regard and higher education system needs to be reoriented not only for employment of but also for development of entrepreneurial skills. Students of Higher Education are to be exposed to industrial work in connection with research and development.

Governance reforms and Regulatory bodies in Higher Education:

Good governance is a key to development of nation. Best institutions are characterized by effective governance. World Bank (2012) has formulated eight policy goals for good governance of tertiary education namely; 1) Clear Vision: the government has vision and plan for Higher Education and willing to translate vision into concrete action plan. 2) Appropriate regulating frame work: Higher Education is governed by appropriate regulatory agencies including private providers. 3) Capacity of the tertiary education authority (TEA): Tertiary Education Authority should have staff and resources to implement reforms and to guide, support and monitor institutions. 4) Leadership, Management and Organized Autonomy:  Tertiary Education Authority should have policy on roles and functions of boards of Higher Education institutions as well as selection of leadership and respective duties of leadership. 5) Sufficient institutional autonomy: The regulation body allows for sufficient financial, staffing and academic autonomy in institutions. 6) Presence of performance based and equity focused funding: Funding mechanism should be performance based and transparent and it should promote equity in student enrolment. 7) Checks on quality and relevance: Tertiary Education Authority should have independent quality assurance and accreditation agency for both public and private. 8) Standards of accountability: institutions are held to specific standards of transparency around financial health, fraud, student engagement and employment of graduation.

Governance of Higher Education institutions should be linked to i) accreditation, ii) conducive environment for private and foreign participation, iii) internationalization, iv) improvement of Gross Enrolment Ratio, v) financial aid, 6) regulation mechanism 7) reduction of government role in governance of Higher Education( Mariamma Varghes,2016). 80% of students are in affiliated colleges. Sometimes, affiliation creates hindrance for new innovation and divergent thinking. Affiliated system has to be phased out gradually. Universities must be autonomous for planning, implementing and evaluating the effectiveness of various academic programmes. It is better to follow transparent system for recruiting the VCs and teachers. It is needed to follow performance assessment and performance based promotion schemes in Higher Education institutions. Creating conducive working environment is essential for academic innovations and academic accountabilities. Flexible approach is needed to regulate institutions holistically.

Regulatory bodies /councils are engaging in disciplining Higher Education institutions rather than facilitating for development on modern line. Conditions prescribed by regulatory authorities are rigid and static. The regulatory authorities shall work on minimal binding regulations and implement them to create impact. There is need to follow periodic scientific assessment to measure positive impact created by binding regulations.

Assessment and Accreditation of Higher Education institutions:

Assessment and Accreditation indicate the quality and standard of education provided by the institutions. It promotes reputation of the institution and acceptance of value of degrees honoured by it. At present, accreditation is not compulsory for all Higher Education institutions. It is required only for receiving grants from the UGC. Most universities have been accreditated with average grade through National Assessment and Accreditation Council (NAAC). National Assessment and Accreditation Council (NAAC) has formulated National Institutional Ranking Frame Work (NIRF). It was launched on 29^th September, 2015. The ranks will be declared on first Monday of April every year. NIRF is based on five parameters. They are: 1) Teaching and Learning Resources, 2) Research Production and Intellectual Property Rights, 3) Graduation Outcome, 4) Outreach and Inclusiveness, 5) Perception through Peer Ranking. NIRF is different from global ranking agencies like times Higher Education ranking, QS ranking, Shanghai Jio Tong ranking etc. These rankings depend on quality teachers including noble laureates, research outcome, internationalization etc.

Public-Private Partnership in Higher Education and Pace setting Roles of Central Institutes:

Public-Private Partnership:

 After independence, Indian higher education system has got tremendous massive expansion in terms of universities, professional/non-professional colleges, technical and non technical institutes and research institutions. These educational centres are meant for generating and disseminating knowledge. Most of the institutions are public institutions with autonomous powers to regulate academic activities on their campuses and work with affiliating system. It is a challenging task to promote expansion and diversification of the higher education system only through public funding. The initiation of private sector is also needed to meet the various challenges in higher education. Now, the country is on the threshold of the establishment of Private Universities in different States. Both public and private partnership is needed to meet the challenges of higher education.  It is better to create national human resource development fund through public and private partnership so that no talented person shall be denied access to higher education opportunities on the grounds of economic and social backwardness. This fund may provide financial assistance to weaker sections. Industries may be encouraged to be partners with educational institutions directly for the development of human resources dedicated to their interests. Industries and individuals may be encouraged to channel a percentage of their profits to the higher education sector.

Pace setting roles of central institutes:

Central institutes, central universities and institutes of national importance must be role models for Higher Education in India. They should focus on contemporary problems like industrial, technical, socio-economic and cultural problems. They have to engage in collaborative educational activities. Proper utilization of resources and intake capacity for enhancing gross enrolment ration are needed. They should engage in problem solving activities through research and innovation. Credible solutions must be provided by them.  More than 85% of students possess their tertiary education in state universities only. Old state universities play vital role in spreading quality of Higher Education. The state university acts are needed to be periodically reviewed for ensuring quality.

Wisdom and Knowledge

It is necessary to give importance for technology enabled, cross-cultural, interdisciplinary learning for creation of knowledge. Knowledge should be inclusive, and value based without ignoring required skills. This is the high time to have wisdom in connection with new knowledge which is constructed by the leaner through intuition, insightfulness, reflection and criticality.

Integration of values and skill development in Higher Education and integration of cultures through language:

Value inculcation is highly needed to promote social equity, social justice, tolerance and national integration. Truth (Satya), Righteous Conduct (Dharma), Peace (Shanti), Love (Prem) and Non-Violence (Ahimsa) are the core universal values that provide base for value education. Value education has to be made an integral part of education at all levels. Teachers, parents and community leaders have to play a major role in instilling good values among students. The process of education should inculcate a spirit of hard work, entrepreneurship, a respect for human rights and compassion for weaker sections of society. Qualities like regularity, punctuality, sincerity, cleanliness, good conduct, respect for women, honesty, and consideration for the elderly people should be cultivated through schooling. Every student should be made aware not only of his/her fundamental rights, but also of fundamental duties, laid down by the Constitution. The National Policy on Education (NPE, 2016) should enable students to become responsible citizens of India in a globalized world. Integrating cultures through language is very essential in India.

Teacher preparation, Teaching, Research and Innovation:

There is poor quality of research and innovation in universities and higher level institutions. It is surprising fact that some universities are providing Ph.D. on a commercial basis. For improving quality at higher level, UGC has been conducting National Eligibility Test (NET) for prospective teachers. Some of the State Governments also have been conducting State Eligibility Tests (SET). But the success rate in NET or SET is low. This indicates that there is poor quality of teaching at higher level. In some states, most of the teachers do not prefer to work in smaller towns and they try to get transfers in cities through political influence. Some of the teachers may develop institutional detachment due to frequent transfers which affect quality of education. Thus, it is very essential to provide quality teaching and research at higher level.

Higher Order Thinking Abilities and Harmonious Development:

Through quality research and innovation in Higher Education, thinking skills can be cultivated. High Order Thinking Skills (HOTS) is currently taking vital role in the educational setting as well as technology driven society. HOTS can be considered as the skills required for performing intellectual and innovative tasks. It involves self-regulation of the thinking process and often yields multiple solutions to task.  Problem solving skills, inquiring Skills, reasoning skills, communication skills, conceptualizing skills, creative thinking skills and critical thinking skills are fundamental components in HOTS. Problem solving is an integral part of all human learning and it involves identifying obstacles, unexpected patterns, and justifying the solution for the problem. It involves the process of coordinating previous knowledge and experience. Inquiring involves constructing knowledge through questioning or testing a hypothesis. Observation, analysis, summarizing and verification are the essential elements in carrying out inquiring activities. Communication involves receiving and sharing ideas and can be expressed in the forms of symbols, models and simulations. Reasoning is drawing conclusions from evidence, grounds or assumptions. It is a habit of mind and consistent part of experience. Conceptualizing involves reorganizing of knowledge through perceiving and thinking about particular experiences in order to abstract and generalize from the particular experiences. Critical thinking skill combines creativity, reasoning, inquiry and problem solving abilities. Skill development is core concept in Higher Education of North East India.

Disparity destruction in terms of gender, region and social groups in Higher Education:

According to all India Survey of Higher Education (2013), the gross enrolment ratio for males is 20.8% where as the gross enrolment ratio of females is 17.9 as per gender-wise analysis. The rural gross enrolment ration is 11.1% and urban gross enrolment ratio is 30% as per location-wise. It is event that there are gender and area disparities. The polices and programmes of Higher Education are to be designed and implemented as per the needs of women, differently abled, socially, educationally, and economically backward groups. Supportive systems are to be developed for these learners on order to develop their competencies and compete with global world. Government has to take measures to ensure equitable inclusion of linguistic, religious, ethnic and other sorts of minorities in the wide spectrum of Indian Higher Education. Gender disparity must be eliminated through effective policies, capacity building and gender sensitization. There is need to focus on special needs of transgender community. Regional balance with regard to enrolment ratio, resource allocation, linguistic choice, reservation policy, and quality assurance are focused elements in our heterogeneous environment.

Open and Distance Learning in Higher Education:

Open and Distance Learning at national level is provided by Indira Gandhi National Open University (IGNOU) and some other State Open Universities have been carrying out courses successfully through open distance learning mode. Massive Open Online courses (MOOCs) have been introduced recently in some universities abroad to extend higher education globally. These universities don’t have uniform pattern to assess the performance of the learner. Initial step has been taken to introduce MOOC in India. It has become challenging task in India to assess and award credits for MOOCs through open distance learning mode.

Technology Enabled Learning:

It involves with e-leaning which is a learning programme that makes use of information such as internet, intranet(LAN)  or extranet(WAN) as whole or part for course delivery, interaction and facilitation. It also relates to blended learning which is learning model that combine face to face classroom practices with e-learning solutions. It promotes constructive learning, which is a paradigm of learning that assumes learners construct meaning or new knowledge based on their prior knowledge experience. It brings attention to knowledge, attitude and skills that learner gets through internet or computers. Tinio (2002) reflects certain pedagogic implications of ICT as: TEL as active learning mobilizes tools for examination, calculation and analysis of information in order to provide platform for inquiry, analysis and construction of new information. It increases learner engagement. It follows just in time learning.TEL as collaborative learning encourages interaction and cooperation among learners, teachers and experts regardless of their presence. It helps team working and communication skills. It provides opportunities to work with student of different cultures. TEL as creative learning, promotes manipulation of existing information. TEL as integrative learning promotes thematic integrative approach to teaching and learning. TEL as evaluative learning assesses learners for learning as well as of learning.

Student Support System:

Higher Education institutions shall provide performance based scholarships, fellowships, earn while you learn scheme, and easy educational loan for students. Learning through technology, proper skill development in specified discipline, sports and cultural facilities are necessary for holistic development among learners. Some credits are to be added to enhance value oriented behaviour. Students are encouraged to be multilingual in at least 2-3 languages and foreign languages other than English.

SWOC analysis:

Higher Education has strength in terms of size of institutions, demographic divident, democratic governance, English as an official language and traditional in respecting knowledge. Higher Education has some demerits in terms of poor quality, affiliating system, centralized regulating system (no autonomy with accountability), funding, and teacher preparation. Higher Education has opportunities in terms of RUSA (Rashtriya Uchchatar Shiksha Abhiyan) and NSDC (National Skill Development Council), manpower, scholarly minds, Make in India, Transforming India, Digital India and Clean India. Higher Education has subsequently challenges in terms of examination and evaluation pattern, Gross Enrolment Ratio, governance and autonomy (Nimse, 2016). Sadaphal and Bhusari (2015) listed challenges in Higher Education as: i) lack of research and development at Higher Education institutions, ii) Scarcity of funds and problems with optimal utilization of funds, iii) lack of infrastructure facilities and amenities, iv) paucity of innovation, v) apathy of management, vi) ineffective leadership, vii) emphasis on theoretical and practical aspects and viii) lack of motivation among staff.

FICCI (2012) listed six focus areas in Higher Education. They are: 1) Expansion: augmenting capacity in existing institutions. 2) Equity: creating targeted schemes for backward and minority communities. 3) Excellence: focusing on research, innovation, faculty development and internationalization. 4) Governance: enhancing institutional autonomy and transparency. 5) Funding: increasing public and private funding and linking to outcomes. 6) Implementing and monitoring: improving coordination across ministries and agencies.

Initiatives:

       I.            Global Initiative for Academic Network (GIAN): It was launched to attract best foreign academics to Indian Universities of excellence. It facilitates partnership between Higher Education institutions of India and other foreign Universities. Under this initiation, 352 courses are being offered by foreign faculty from 38 countries. These courses are being looked at long term research collaboration between Indian institutions and global institutions

    II.            Unnath Bharat Abhiyan (UBA): It was launched by MHRD, GOI. It is connecting Higher Education and society to enable technology and its use for development of rural areas. In this, technical and Higher Education institutions have been asked to adopt five villages each; identify technology gaps and prepare plans for innovations that could substantially increase income and growth in rural areas.

 III.            Study Web of Active-Learning for Young Aspiring Minds (SWAYAM): It is web portal where Massive Open-Online Courses (MOOCs) will be available on all kinds of subjects. It is Indian e-education platform which proposes to offer courses from SSC to PG level. It was operationalised by 31^st march, 2016 with a capacity to host nearly 2000 courses.

 IV.            Choice Based Credit System (CBCS): It allows students to take courses of their choice, learn at their own pace, undergo additional courses and adapt broad based and interdisciplinary approach to learning.

    V.            Know Your College (KYC): It provides informed decision making opportunities for students along with complete availability of all e-leaning resources. It will work as one stop shop for all educational resources. More than 40,000 Higher Education institutions are already mapped under KYC.

 VI.            Uchchatar Avishkar Abhiyan (UAA): For promoting innovation, all IITs have been encouraged to work with the industry to identify areas where innovation is required and come up with solutions for better commercialization.

VII.            IMPRINT (IMPacting Research Innovation and Technology): It provides road map for research to solve major engineering and technology challenges in ten technology domains relevant to India. 

Conclusion:

In Higher Education, students are not achieving the expected levels of learning and India has no any representation in the top 200 universities of the world. Teacher vacancies, teacher absenteeism, lack of professional ethics, lack of competency and commitment, ineffective curriculum, corruption in appointments, recognition and approval to educational institutions, malpractices in examinations and evaluation patterns, proliferation of high-cost coaching classes and degree shops etc are serious threats to education at all levels. No skilful behaviours among individuals in their relevant field. Generally, Teacher is a key driver of change and has major role in the transformation of the education system. The teacher has to act as a guide and a facilitator in virtual education. It is indispensable to rethink of improving the quality of teacher education and training, and attract better intellectuals to the teaching profession. Thus, there is need to focus on new National Policy on Education(NPE) in order to improve  the quality of education and restore credibility of the education. The new NPE has to provide conditions for better teaching, learning and assessment and has to enhance transparency in the management of education. It has to establish social attitudes and skills for becoming a good human being, responsible citizen and contributor to the nation development. Besides imparting quality education this policy needs to focus on respect for all religions and acceptance for the diversity, fosters an interest in India’s history, culture and traditions, recognizes the immense opportunities for using tools of modern communication and technology in technology-driven environment, and tries to promote social cohesion and national integration.

References:

1.      FICCI. (2013). Higher Education in India: Vision 2030, Higher Education Summit 3013.

2.      Ghanchi, D. A.  (2016). Let’s Turn the Indian University into a Knowledge Smithy to Transform India, University News, Vol. 54(05), pp.63-64.

3.      GOI. (2009). Report of the Committee on Renovation a Rejuvenation of Higher Education in India, New Delhi: GOI.

4.      Mariamma Varghese. (2016). Transforming of Higher Education. University News, 54(05), pp.52-53.

5.      National Knowledge Commission (2006). Report to the Nation, New Delhi: GOI.

6.      Nimse, S. B. (2016). Invigorating Higher Education in India. University News, 54(05).

7.      Ranbir Singh. (2016). Internationalization of Higher Education: Past and Present. University News, 54(05).

8.       Reena Bala. (2016). Higher Education in North Eastern States of India. ELK Asia Pacific Journal of Social Sciences, Volume 2 Issue 2, ISSN 2394-9392 (Online).

9.      Sharma, H.N. (2004). Geographic perspectives on literacy and educational levels in North-East India. In A.B. Mukerji, (Ed.), Cultural Geography, Forms and Process (pp. 374-375). New Delhi: Concept Publishing Company.

10.  Singh, K.P. and S. Ahmad. (2012). Taking Stock of Higher Education in the North-East. Economic and Political Weekly, 47 (38), 24-27.

11.  Sandaphal, U. D. & Bhusari, C. V. (2015). Higher Education Work Force: Unleashing Potential for Achieving Excellence. University News 53(19), PP.11-17.

12.  Tinio, V. L. (2002). ICT in education: UN development programme. Retrieved from http:www.eprmers.org on December, 2012.

13.  World Bank (2012). Tertiary Education Governance: A Back Ground Paper for the SABER Tertiary Education Domain. Washington D.C: WB.

................................................................................................................................................