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2020, The Wire
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17 pages
1 file
Panjab University Chandigarh is in turmoil these days. The four-year term of its highest governing body The Senate is coming to an end on 31 st October 2020. The last Senate was notified by former Vice President Hamid Ansari in the capacity of Chancellor of Panjab University. It was notified by 25 th October to come into existence from 1 st November 2016, after making 36 Chancellor nominations. Out of 90-member Senate, six are ex office members like Chief Minister of Punjab, Chief Justice of Punjab and Haryana High Court and officials of finance and education dept of Punjab and Chandigarh. 49 members of the Senate are elected from different constituencies like Professors, Associate Professors, Assistant Professors, Principals of Colleges and Graduates of the University. The larges number of Senators are elected from Graduate constituency numbering 15. The process of election of Senators from different constituencies is complete normally by September end. Its election schedule was announced as well, but taking excuse of Covid19, the elections were first postponed on 15 th August by the Vice Chancellor for two months and again postponed indefinitely with the excuse of non-permission from Chandigarh administration on 17 th October. In between UGC Secretary under directions from Ministry of education sent a letter on 20 th October to initiate process of Governance reform under the New Education Policy, which practically means to disband the present governing bodies like the Senate and the Syndicate and replace it by Chancellor nominated Board of Governors. University circles and local print media is agog with the news of complete demolition of democratic governance structure of the University, which include the highest governing body Senate and the executive body of 15 elected plus five ex office members of the Syndicate. The present Syndicate elected by present Senate will also complete its term on 31 st December. The present Senate and Syndicate were not in tune with present central Government and RSS, as well as its appointed Vice Chancellor, so the University teachers and other concerned Senators like Chandigarh ex MP and former Minister Pawan Kumar Bansal think that it is the end of the road for the last surviving democratic structure of the heritage University and it will meet the fate of central universities of JNU, Jamia and AMU coming directly under the control of ministry and RSS moused
The present paper is an attempt to present the overview of governance of Indian universities along with the structural reforms recommended by different committees appointed by Government of India from time to time based on secondary data collected from various secondary sources including journals, articles, books newspaper and various research based websites. The goal of democratization of human welfare through democratization of higher education cannot be achieved without democratizing the governance structures of educational establishments for which a practical dynamic governance mechanism having openness, participation, accountability, effectiveness, uniformity and coherence is must. Political Considerations in governance matter of universities are the root cause for keeping the best academic talents aloof who are capable of facing challenges for getting the university global recognition. A proper democratic set up of progressive and supportive governance at the highest level can help an organization to reach its goal in the national spirit. No central government could effectively implement all recommendations of committees appointed by government even once since independence. If the universities have to perform their functions properly, it is imperative that the governance structure of the university should be framed in the light of recommendations made by government appointed committees from time to time because those recommendations are meant for implementation and not for formal paper work.
It can be said with a certain amount of certitude that in modern times, we have been rather too fond of imitating the West-in policies as well as in practices. In public policy area, we come under the influence of the west mostly through the officials who were exposed to the contemporary reform ideas during their studies/training associated with their jobs, or through particular government bodies which have specialized reform units whose job is to scan for the best practices and innovation overseas for adoption. These are mindful imitations, as they necessitate independent investigation and conscious judgement on the part of the decision makers. But sometimes, particularly in religious affairs, we are told to follow commandments without demanding any explanation. In society, dominant ideology often takes a religious form; then servitude to it is seen as a way of guaranteeing a better life and its ideologue is venerated as a prophet. By the end of the twentieth century, Neoliberalism assumed the status of a similar dominant philosophy and the West once again became the source of this newlyfound enlightenment. These days, when the entire West-under the 'sinking' impact of 'Freefall'-is reinventing the virtues of Welfare State, this ideology has taken a new avatar in the field of Higher Education of Bihar through a Public Bill. Recently, the State Government of Bihar has put Draft of the Bihar State Universities Act, 2014 (referred hereinafter as Bill) on its website and invited suggestions/objections from the general public. The different regulations framed by the UGC are, as stated in its cover letter, said to be the rationale behind drafting an altogether new Bill to replace the existing Acts. If UGC regulations actually necessitate such a replacement, then the acts governing central universities like BHU (which is governed by the Act of 1915), or AMU (being governed by the Act of 1920), or Delhi University (which is still governed by the Act of 1922) need to be replaced first! This clearly shows that the stated reason
Of all the modern universities in the Indian subcontinent, Panjab University has had a somewhat exceptional history and development. Originally founded at Lahore in 1882 as the fourth Indian university, it grew both as a teaching and examining body. After the partition in 1947, the university was constrained to function for almost a decade without having a campus of its own. The administrative office was located at Solan and the teaching departments functioned from Hoshiarpur, Jalandhar, Delhi and Amritsar. Finally, in 1956, the Panjab University was relocated at Chandigarh. Its red sandstone campus, designed by renowned French architect Pierre Jeanerette under the overall guidance of legendary Le Carbusier, was ready by early 1960s. At present, 188 colleges from Punjab and Chandigarh are affiliated to the Panjab University which has its regional centres and extension libraries at Muktsar and Ludhiana, and Visveshvaranand Vishva Bandhu Institute of Sanskrit and Indological Studies and Swami Sarnanand Giri Regional Centre at Hoshiarpur, Klauni. The university is maintained jointly by the central and state governments in the ratio of 60:40 respectively
As India is a nation of full of diversions socially, economically and educationally where education keeps importance to remove such diversions ethically and morally. In view, this paper is made an attempt to explore the contributions of central government for imparting the education among whole parts of all states, and an attempt to put an end to the urban and rural divide through RUSA. Rashtriya Uchchatar Shiksha Abhiyan (RUSA) is a centrally sponsored scheme proposed by the ministry of human resources development. Which will be functioning under UGC to ensure holistic planning at the state level and enhancement of allocation for the state institutions, which will focus on state higher educational institutions? There are 16 RUSA objectives listed. The foremost important is 'Facilitate the creation of State Higher Education Councils (SHECs)'. The intent of RUSA is that SHECs are to play a Central role in the delivery of the RUSA vision to attain higher levels of access, equity and excellence in the state higher education system with greater efficiency, transparency, accountability and responsiveness. The task of developing State Higher Education Plans demands expertise in assessing national and regional needs, setting targets, in assessing existing progress, in resource allocation and in challenging assumptions about the adequacy of implementation arrangements. To have the confidence of state governmental officials and agencies, state councils must have the staff expertise and competence to carry out funding responsibilities. Ensuring objectivity and validity in funding methodologies is a critical responsibility of most state councils. None of the SHECs fully meets good international practice regarding an " arms-length " relationship with state political leadership and state government administrative entities. This paper will focus on the Approach, Planning and Appraisal. Moreover, this will attempt to find out challenges and short out problems through making comparative studies from other nation's higher education status and policies.
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