Most major changes have roots in some crisis. It required a huge financial crisis in mid-1991 to deregulate imports and exports and dismantle the licence raj, thereby ushering in an era of economic reforms. In 2006 we again have a crisis of sorts. There was nation-wide agitation mainly against, but also for the numerical-based quotas in central higher education institutions. The crisis almost went out of control; it required the Supreme Court’s intervention.

An oversight committee has been appointed to draw up a plan for implementation of the quotas. Three out of the five groups tasked to provide inputs have submitted their reports. Huge investments are recommended. The groups on IITs and IIMs have suggested phased implementation. Some genuine concerns have been raised.

This exercise is restricted to the central higher education institutions. These institutions enrol less than two per cent of the student population. The bulk of the higher education is with the state governments. The base of private higher education is also large and expanding. It would be sad if this exercise is restricted to merely increasing seats in a handful of institutions, overlooking the weaknesses in the system as a whole.

The systemic problems of higher education in India have been analysed in a recent study (ICRIER WP No. 180). Some of these problems, such as the unwieldy affiliating system, inflexible academic structure, uneven capacity across various subjects, eroding autonomy of academia, and low level of public funding are well-known. Many other concerns such as dysfunctional regulation, the inconsequentila accreditation system, absence of performance incentives and unjust funding policies are little known.

... contd.