A

SEMINAR PAPER
ON
STSTUS OF HIGHER EDUCATION IN ODISHA
PRESENTED BY :-
OMSHREE UPADHYAY
Scholar of +3 3rd year Arts
Education Honours
Exam Roll No:-2201010560310048
INTRUDUCTION
The Countries Future Depends on a Massive Expansion
Particularly At Higher Education Level . It Contributes to
National Development Through Dissemination Of
Specialised Knowledge And Skill. Higher Education
Stands For Quality And University is Considered As The
Centre For Excellence. University’s Are The Power Of
Knowledge. The Advancement Of Knowledge And The
Creation Of New Knowledge Are Some Of The Basic
Missions Of The Country.
The Growth Of Any Nations Depends On The Holistic
Development Of Its Various Sectors. The Socio-
economic Scientifics On The Quality Of Its Population.
The Quality Of Papulation Depends Upon. The Type Of
Educational System Prevailing In The Country. There
Fore Each Country Attempts To Impart Quality
Education To Its Papulation. Higher Education
Institutions As The Centre’s For Higher Learning Are
Being Confronted With New Issues Challenges Threats
And Opportunities . Higher Education Is The One Of The
Most Important Areas Of Education Which Is The One of
The Focus Of The Programme.
Now-a-days It Is Observed That
The Standard Of Higher Education Has Been Questioned
On Many Grounds From All Corners People Have Lost
Faith And Confidence On The System. People With High
Ambition And Exceptions. Send Their Children To Get
Higher Education For Batter Future In Many Cases. Their
Hopes And Aspiration Have Been Shattered Due To
Deterioration In The Standard Of Higher Education.
 PRESENT POITION OF HIGHER EDUCATION IN
INDIA
Higher education deals with the tertiary level of
education.Under-graduate colleges, post-graduate
colleges, Universities and centres of advanced
studies are coming under scope of higher
education. As on 31.02.05, there were 342
Universities including 18 central Universities, 211
state Universities, 95 deemed Universities and 5
institutions established under state legislation and
13 Institutes of National Importance. There were
17625 colleges, of which 5286 have been
recognized by UGC. In 2004-05, an estimated
104.81 lakh students were enrolled in the
institutions of Higher Education and the faculty
strength was 4.71 lakh.
Higher education has special
value in the emerging knowledge society. It
contributes directly as well as indirectly to the
wealth of a nation. Therefore, the country's future
depends on a massive expansion of education
particularly at higher education level.
OBJECTIVES OF HIGHER EDUCATION :-
The University Education Commission 1948-49
have made a number of significant
recommendations on various aspects of higher
education. The objectives of higher education are
As follows:
➢ Wisdom And Knowledge :
Since education is both a training of
minds and training of souls, it should give both
knowledge and wisdom. No amount of factual
information would take ordinarily into
educated men unless something is awakened
in them. Therefore, there should be inculcation
of wisdom and knowledge.
➢ Aims Of The Social Order:-
Our education system must find
its guiding principle in the aims of the social
order for which it prepares. Unless we
preserve the value of democracy, justice,
liberty, equality and fraternity, we can not
preserve our freedom.
 ➢ Love For Higher Values Of Life :-
The greatness of a country does
not depend on the extent of its territory, the
length of its communication or the amount of
its wealth, but on the love for higher values of
life. We must develop thought for the poor and
sufferings, regards and respect for women,
faith in brotherhood regardless of race,
colour, religion etc..
➢ Traning For Leadership :-
One of the important aims of higher education is
the training for leadership in the profession and
public life. It is the function of Universities to train
men and women for wise leadership.the Indian
education commission ( 1964-66 ) has made the
following recommendations.
1. To seek and cultivate new knowledge, to engage
vigorously and fearlessly in the spirit of truth and
to interpret old knowledge and beliefs in the light
of new needs and discoveries.

2. To provide the right kind of leadership in all

walks of life, to identify gifted youth and help them
develop their potential to the full by cultivating
physical fitness, right interest, attitudes and moral
and intellectual values.

3. To provide society with competent men and

women train in agriculture, arts, medicine, science
and technology and various other professions, who
will also be cultivated citizen individuals imbued
with a sense of social justice.

4. To strive to promote equality and social justice

and to reduce social and cultural differences
through diffusion of knowledge.

5. To foster in the teachers and students and

through them in society generally the attitudes and
values needed for developing the good life.

The National Policy on Education - 1986 viewed

higher education as follows:
"Higher education provides people with an
opportunity to reflect on the critical, social,
economic, cultural, moral and spiritual issues
facing humanity. It contributes to national
development through disseminaton of specialized
knowledge and skill. Being at the apex of the
educational pyramid, it has also a key role in
producing teachers for the education system."
PRESENT POSITION OF HIFGER EDUCATION IN
ODISHA:-
Historically, Odisha has been at the forefront of
education and research. The ruins of a major
ancient university, Puspagiri, were recently
discovered in Odisha. Scholars from far away lands,
such as Greece, Persia and China used to study
philosophy, astronomy, mathematics and science
at this famed university.Along
with Takshashila and Nalanda universities,
Puspagiri was among the oldest universities in the
world. All three universities were mentioned by
the Chinese traveler Huien Tsang (Xuanzang), who
visited India in the 7th century, but unlike the
others, the whereabouts of Puspagiri university
were unknown until recently. As of 2007, the ruins
of this university have not been fully excavated
yet. Odisha's education prospered under Hindu
and Buddhist rule. However, it went into a period
of decline under the Sun dynasty, after 1568. The
Muslims and the Marathas, who occupied Odisha
before the British, did little to spread
education. Before the creation of modern Odisha,
the mainstay of the education system were the
Sanskrit Pathsalas, and the Maktabs, which
existed
in Cuttack, Balasore, Puri, Angul and Sambalpur,
local Chatasalis to cater to grassroot level
education, as well as advanced centers of Oriental
learning.
HISTORY OF HIGHER EDUCATION
During the ancient period, there were some
important centres of learning in India. Takshasila
was one of the earliest centres of learning during
the seventh century B.C. During Budhist period,
number of such centres or institutions were
developed in different parts of the country. From
among those centres, Nalanda in Bihar, Vallabi in
Saurastra, Parushpur in Peshawar, Kanchi in
Madras and Vikramsila in Bengal had name and
fame. Even scholars from various parts of the
world were attracted towards those centres, the
system of learning and the contents of learning.
Opportunities were available for the learners or
scholars to study the Vedas, Vedanta, Scriptures,
Sanskrit, Astrology, Religion, Grammar. Medicine,
Mathematics, Spirituality, Astronomy, Logic, Art,
Culture and Philosophy. During that time there was
no such institution of higher learning in Odisha. But
in the 8th century, Prajna, a monk came to Odisha
to study the Yoga Philosophy. At that time he had
already spent eighteen years at Nalanda. He was a
monk, philosopher and scholar who settled down
in a monastery of Odisha. Different scholars also
visited Lalita Giri and Ratna Giri of Odisha.
DURING BRITISH PERIOD :-
The Wood's Despatch (1854) was the one man
evaluation report of Dr. Charles Wood about the
progress of Indian Education. It was treated as the
'Magna Charta of
English Education in India". It was a land mark in
the history of education. It was as good as a
scheme of the entire education system. Thats why
Dr. S.N. Mukherjee said, "The deocument though
written over a century ago, appears quite modern
even now can present". Regarding higher
education it was recommenced that universitites
to be established which shall test and encourage a
literal course of education by conferring academic
degree in arts and science and adding marks of
honour for those who may desire to complete for
honorary distinction". The Despatch
recommended the establishment of universities by
following the model of London University. In
pursuance of the recommendations, universities
were established in Calcutta, Bombay, Madras and
started functioning from 1857. But Odisha was
neglected in this respect due to two reasons i.e. (1)
Odisha was tagged with Bengal and it had no
independent identity (ii) The number of high
school examination passed candidates were not
sufficient to open a college. At that time, many
colleges were established in Bengal but not a single
college was available in Odisha. Some educated
people of Odisha encouraged the members of the
Cuttack Zilla School Committee to demand at least
for a collegiate class to be opened at Zilla School.
The then school committee submitted its proposal
to the Inspector of Schools Mr. H.L. Harrison for
opening of collegiate class in Zilla school. The
Inspector of Schools examined the proposal and
stated, "I have inspected the division. That while I
fully admit the hardship under which educated
persons labour in Orissa and regret that the career
beyond the entrance examination is practically
closed to them, I do not think that the time has yet
arrived for the institution of a college there, that is
to say, the number of students would be too
limited to justify the expenditure which it would
involve. An experiment on a low scale might be
made but cheap experiments are nearly always
failures". The Committee again requested the next
Inspector of Schools by producing the remarkable
results of the Cuttack Zilla School. The then
Inspector of Schools was convinced and remarked
that it was a good sign that number of students of
Cuttack Zilla School appeared entrance
examination. To him, of course in comparison to
Bengal, it was not so significant but the attempts
made by the students, teachers and public in all
adverse situations was praise worthy. So he said,
"The time has arrived for the promotion of
collegiate education in Odisha". So ultimately
Collegiage class started in the Zilla School.
PROBLEMS AND ISSUS RELATING TO HIGHER
EDUCATION :-
The system of education of any country is not being
built in a day or within some months. It is not a
matter which can be settled all at once. It is a
practical activity. It needs rethinking, research and
re-application of findings. Correction is always
there to rebuild the system at par with other
advanced system of the world. That's why different
commissions and committee are appointed,
education policies are prepared and reseach
findings are analysed. Similar is also the case of the
Indian Higher Education System. It has many
problems and issues. Let us discuss
those/problems and issues.
STUDENTS PREFER COACHING CENTER INSTEAD
OF COLLEGE CLASS ROOM TEACHING:-
Generally, it is observed that at under-
graduate stage, students are more interested is
attend classes in coaching centre instead of class
room teaching of the college. Even it is also
observed that where same teacher teaches a
particular topic in both the places, students prefer
his teaching in the coaching centre. in the coaching
centre both tha teacher. and students are serious
because, here students deposit more dues and
teacher gets the extra money other than his salary.
LACK OF INTELLECTUAL CURIOSITY IN PROJECT
WORK :-
For experiential learning, practicals are included in
the syllabus of science subjects. Similarly to
develop the intellectual curiosity, project works
are included in the syllabus of subjects come under
social science. But it is observed that in most of the
colleges, project work is treated as a formality. The
students do not develop questionnaire, draw the
sample, collect the data, analyse the data and
interpret the result. A format already developed
ten to twelve years back is available in the
department. The students collect the same,
change the date, place, sample size and place of
data collection and ultimately retype it and submit
the same. Even in some cases, the operator of the
computer unit (which has been opened by private
party adjacent to college campus) is competent
enough to prepare the project report, if the
required information is supplied to him.
LACK OF OPPORTUNITY FOR INTER-DISCIPLINARY
RESEARCH :-
It is stipulated in NPE, 1986 that "To fulfill the need
for the synthesis of knowledge, inter-disciplinary
research will be encouraged". But unfortunately it
can be said that this opportunity is not available in
Odisha. In some universities, research committee
of inter- disciplinary research has not been
constituted till today. For example advertisement
is made by the central government to fill up the
post of lecturers in science education (Physics
Education, Chemistry Education, Mathematics
Education). But there is no scope for the students
to conduct research in physics education or even in
science education. Even if a similar proposal is
submitted, the registrar allows to conduct research
either in physics or in education. Again if a student
submits the exact research proposal for conducting
research in education, it is accepted and ultimately
he will get certificate to the effect that, he has
done his Ph.D in Education. But if the same
proposal is submitted in the university of culture it
is accepted under the subject "culture studies". But
after completion of Ph.D, it will not be counted
towards professional development in case of a
lecturer either in Education or in Physics although
the subject is related to both Physics and
Education. So it can be interpreted that here inter-
disciplinary research is discouraged and it goes
against the recommendations of the NPE, 1986.
RIGID SEPARATION OF DISCIPLINES
It is observed in our system that there exists a rigid
separation of disciplines, with too much early
specialisation and streaming of students into
narrow areas of study. We need a holistic and
multi-disciplinary education which aims at
developing all capacities of human beings -
intellectual, aesthetic, social, physical, emotional
and moral - in an integrated manner. It will develop
individuals who posseess critical capacities in the
fields across the arts, humanities, languages,
science, social sciences and professional, technical
and vocational fields. Integration of all subjects is
needed for a multi-disciplinary, stimulating
Indian education.
LACK OF INSTITUTIONAL AUTONOMY TO
INNVOATE AND EXCEL :-
There are colleges where we find very good
principals and teaching and non- teaching staff.
They are young and energetic. The principals are
very much dynamic and innovative also. But due to
lack of institutional autonomy, it is not possible on
their part to implement all those innovative ideas.
If institutional autonomy will be granted, they can
excel many established higher educational
institutions. This was a mind set under the British
rule. Even after 74 years of independence, still we
are in darkness. We have not changed our mind
set. In our state, there are some autonomous
colleges. But autonomy has been granted only to
revise the curriculum, prepare the questions,
conduct exeminations and publish the result.
Other things are being controlled by the
Government. There is little scope to
explore and innovate.
LACK OF A REGULATORY SYSTEM TO CLOSEDOWN
FAKE UNIVERSITIES AND COLLEGES :-
It is seen that sometimes students face problems
and are not allowed to appear examinations as
their admission is not valid. Their admission is not
valid because the institution is not valid. That
means those institutions are not affiliated. It
means, the managements of those fake
institutions open educational institutions, hang a
sign board, make advertisement for admission and
admit students with an attractive amount of
course fees without obtaining affiliation and other
documents required to make the students eligible
to appear at the examination. When the students
do not get scope to appear examination, they start
hartal, block the road, as a result of which it comes
to media and then the Government is acted upon
it. But there must be a mechanism of the
Government to check all those things from the very
beginning so that such thing would not happen.
LACK OF ENGAGING AND SUPPORTIVE LEARNING
ENVIRONMENT :-
Engaging and supportive learning environment is
not available in many colleges and universities of
our country. That's why quality learning or
education is not possible. Curriculum, pedagogy,
continuous assessment and students' support
services are the corner stones for quality learning.
Along with adequate resources and infrastructure
like quality libraries, classrooms, laboratories,
technology, sports areas etc. to support these
ingredients, initiatives will be required to make the
learning environment engaging, experiential and
supportive. But in most of the cases the
environment is not students' friendly, formative
assessment is not done continuously and focus is
given to the syllabus transaction only. Other than
syllabus transaction whatever is done that is to
meet the guidelines or requisites.
 BIBLOGRAPHY
Aggarwal, J.c (1999)- Landmarks in the History of Modern
Indian education, New Delhi Vikash publishing house Pvt Ltd.
Aggarawal, J.C (1999)- Development and planning of modern
education New Delhi, Vikash Publishing Housa Pvt Ltd.
Archami, M (2002)- Private Initiatives and quality imperatives
in higher education University News 40 (8) Feb 25-mar 3, P
104.
Benal, B.I (1987)- Development of Higher Education in the
state of Karnataka during six Five year plans (1950-85)
withspecial reference to Karnataka University in M. B Buch(Ed)
Fourth Survey of Research in Education, VOI-1, New Delhi.
NCERT
Behar, S. C (2004) -Inter nationalisation of Education Two
perspectives University News, 42 (04), Jan 26-Feb 01 p,6-17.
Best, J.W and Khan, J.V (1998)- Research in Education New
Delhi Prentice Hall of India Pvt. Ltd.
Chalam, K.S (2003) -The changing scenario of Higher
education coping with the challenges in the twenty-first
century University News, 41 (28) July 14-20, p 1-3.
Chauhan, CPS (2002) -Higher Education in India Challenges of
Global trends University News 40 (17) April-29-may 5, P4-9.
Frenkel J R & Wallen NE (1995)- How to Design and Evaluate
Research in Education New York MC Graw Hill.Gay, L R (1996)
-Educational Research Competencies for Analysis and
Application New Jersy Merrill and imprint of Prentice Hall.