Draft report of

Table – 16
Enrolment by Levels and Major Disciplines

Year	Ph.D	PG	General Graduate (Art, Science & Commerce)	Technical Graduate (Engg., Medical, B Ed)	Total Higher Education (Degree (2+3+4+5)	Diploma	Total Higher Education (Degree, Diploma) (6+7)
1	2	3	4	5	6	7	8
1980-81	25417	291341	1886428	239267	2442453	430126	2872579
1990-91	32468	354216	3285776	416828	4089288	796686	4885974
2000-01	45004	647338	7244915	688625	8625882	987279	9613161
2001-02	53119	647016	7139497	790050	8629682	1104594	9734276
2002-03	65357	782590	7633125	1035701	9516773	1199785	10716558
2003-04	65525	806636	8026147	1110840	10009148	1191447	11200595

Source: Selected Educational Statistics, Different years

Table 2.8 sums up different percentages that present a glimpse of growth in different disciplines as well as the levels of higher education. The graduate enrolment as a proportion to total enrolment is increasing, the postgraduate enrolment as a proportion to total enrolment is decreasing in the past 25 years. The proportion of doctorate to postgraduate enrolment is almost constant at 8%. Science and technology graduate as a proportion to total graduate has declined from 32% in 1980 to 29% in 2003. Recent years have also shown a decline in the number of science graduates in relation to technical graduates. Still, the ratio of technical to total graduate is low at 8%. It is important to note that the demand for teachers is high, yet the proportion of B. Ed enrolment to total general graduate is declining and is currently at 2%. The fall in vocational enrolment to total higher education enrolment is yet another area of concern for higher educational planners.

Table – 17

Enrollment Ratios by Levels and Major Disciplines (%)

	Graduate/Total	PG/ Total	PhD/ PG	Science Graduate (BSE+BE+MBBS)/Total Graduate	B.Sc./ Total Science Graduate	Technical Graduate/Total Graduate	BEd/ (BA+B.Sc.+ B.Com)	Diploma Vocational/Total Higher
1980	87	13	8	32	75	8	4	18
1985	89	11	8	29	74	7	3	15
1990	91	9	8	29	70	9	3	19
1995	91	9	8	28	70	8	3	15
2000	92	8	7	25	71	7	2	11
2001	90	10	8	27	68	9	2	13
2002	91	9	8	28	63	11	2	13
2003	91	9	8	29	62	11	2	12

Note: Above percentages are calculated from the figures in SES, MHRD, Government of India

6.9 Issues relating to Access
Universities
6.9.1 During the 10th plan, there has been a rapid growth, almost doubling of deemed universities, which reflects the pressing demand for more institutions. But new state universities have not increased by same rate due to resource crunch. In this context of growing demand, state universities need to be supported in the 11^th plan in diversified disciplines. Also, there is significant inter state imbalances in the location of Central Universities. So, in the XI , at least one central university should be set up in each state and at least one state university in each state should be funded through UGC at a level of Central University.
6.9.2 The state universities have grown, over the years, across specific disciplines such as agriculture, language, technology, medical, law, animal husbandry and fishery. However, the diversification of deemed universities across specific subject areas is taking place at a much faster rate. This diversification among states as well as deemed universities needs to be further promoted. The private institutes and colleges that have achieved excellence may be granted deemed university status after careful scrutiny of proposals. During the 11^th plan, an appropriate balance in the number of state supported universities and privately managed deemed universities should be maintained. Selected Deemed Universities should be provided grants for infrastructure development.


6.9.3 Another important issue is the development of universities and colleges in backward and Minority concentrated regions of the state.

6.10 Colleges
6.10.1 It is a matter of concern that only 40% of the total number of colleges for general education is covered under Section 2(f) and 12 B of the UGC Act. UGC has

the responsibility to maintain standards of higher education. Hence maximum number of colleges needs to be brought under the purview of UGC.

6.10.2 There is an indication of decline in the growth of government and aided colleges under general education, given the resource constraint of the state governments. The decline in growth of government and aided colleges needs to be arrested to increase access of students in general education.
6.10.3 An inter state and inter district imbalance in the number of colleges needs to be reduced to the minimum. There is a need to focus on some of the states/regions that lag behind other states in the number of colleges per lakh population.
6.11 Teachers
The most important issue relating to teacher in higher education in recent years relates to the shortage of well-qualified permanent teachers. Resource constraint has forced the state governments not to fill up the position of vacant posts. This has resulted in the rise of low paid temporary teachers. Another issue relates to the qualification and training of teachers. The research facilities and the travel support to the teachers to attend conferences are important dimensions to develop their capacity as a good teacher. It needs to be recognised that, the education is too important a sector to be neglected due to limitation of resources..