HIGHER EDUCATION SYSTEM IN INDIA

 HIGHER EDUCATION SYSTEM IN INDIA

 India boasts one of the largest higher education systems globally, ranking second in terms of its extensive network. In India, "higher education" refers to tertiary education pursued after completing 12 years of schooling, which includes 10 years of primary education and 2 years of secondary education. The country’s higher education landscape includes over 1,100+ universities and more than 45,000+ colleges offering exceptional academic opportunities. All these institutions are governed by the Ministry of Education.

Indian institutions are equipped with state-of-the-art infrastructure, including modern libraries, classrooms with advanced technology (such as smart boards, computers, and Wi-Fi), all of which support interactive and comprehensive learning experiences. Due to these outstanding resources, several Indian institutes, such as the Indian Institutes of Technology (IITs), Indian Institute of Information Technology (IIITs), the Indian Institute of Science (IISc), the National Institutes of Technology (NITs), Indian Institutes of Science Education and Research (IISERs), and Indian Institutes of Management (IIMs), are consistently ranked among the top global institutions. This reinforces India's position as an emerging hub for higher education, attracting both national and international students

YUKTI (Young India Combating COVID with Knowledge, Technology and Innovation) is a unique portal and dashboard to monitor and record the efforts and initiatives of the Ministry of Education. It was launched on 12 April 2020 by the Hon’ble Minister of Education, Dr. Ramesh Pokhriyal “Nishank”.

Initially it was envisioned for CoVID-19 related initiatives, efforts and research work. In the due course it will also be used as a two communication medium on various policy decisions, initiatives and collaborations so that the ministry can provide the necessary support system to the institutions.

All India Council for Technical Education (AICTE)

The All India Council for Technical Education (AICTE) was set up in 1945 as an advisory body and later on in 1987 given the statutory status by an Act of Parliament. The AICTE grants approval for starting new technical institutions, for introduction of new courses and for variation in intake capacity in technical institutions. The AICTE has delegated to the concerned state governments powers to process and grant approval of new institutions, starting new courses and variations in the intake capacity for diploma level technical institutions. It also lays down norms and standards for such institutions. It also ensures quality development of technical education through accreditation of technical institutions or programmes. In additional to its regulatory role, the AICTE also has a promotional role which it implements through schemes for promoting technical education for women, handicapped and weaker section of the society promoting innovations, faculty, research and development, giving grants to technical institutions.

The technical institutions under the AICTE include post-graduate, under-graduate and diploma in the whole spectrum of technical education covering engineering/technology, pharmacy, architecture, hotel management and catering technology, management studies computer applications and applied arts and crafts.

A new scheme called the ‘Scheme for Transformational and Advanced Research in Sciences (STARS)’ was launched by MHRD in February, 2019. The objective is to provide extra mural funding to faculty of higher education institutions for research projects in basic sciences which are inter-disciplinary and translational in outcomes. The projects also need to be India-centric and focused on socially relevant research. The basic thrust domains of the Scheme include Physics, Chemistry, Biological Sciences, Nano-sciences, Data Sciences & Mathematics and Earth Sciences. The scheme also has a provision to encourage projects from talented researchers from eligible institutions in Tier-II cities and below.

Uchhatar Avishkar Yojana (UAY): UAY was announced in 2015 with a view to promoting innovation of a higher order that directly impacts the needs of the Industry and thereby improves the competitive edge of Indian manufacturing. The project envisages collaboration between the academia and industry – within or outside India. The funding pattern of the projects selected would be 25% by Industry; 25% by participating Department/Ministry; and 50% by MOE.

ASEAN Fellowship Scheme: The scheme was approved for grant of upto 1000 fellowships to students of ASEAN countries to pursue integrated Ph.D programmes in the IITs, for 7 years (3 batches). For the students admitted, fellowships will be provided at the same rate as Indian students, along with the yearly research grant, as applicable. The IITs will make provision to cover living expenses of the selected students from their own resources. IIT Delhi is the National Coordinator of this scheme.

Ministry of Education’s Innovation Cell (MIC) - 

Introduction

Ministry of Education, Govt. of India has established an ‘Innovation cell’ with the purpose of systematically fostering the culture of Innovation in all Higher Education Institutions (HEIs) across the country in 2018. Since then the Ministry of Education’s Innovation Cell (MIC) has taken multiple policy and program initiatives to systemically establish the world’s biggest open innovation model at global stage.

MIC has brought the Tectonic shift in Innovation & entrepreneurship ecosystem of our Higher Educational Institutions and School Education through outcome and output-oriented policy and program efforts. The Innovation Cell works on its four pillars of excellence i.e. Policy Intervention; Handholding of HEIs and schools, Faculty & Students; Impact Assessment; and Facilitating National & International platforms for Indian and global students. Website- https://mic.gov.in.

The National Education Policy (NEP) 2020 seeks to address these challenges, aiming for a 50% Gross Enrolment Ratio (GER) by 2035 while promoting inclusivity, multidisciplinary learning, and technology integration. Initiatives like Rashtriya Uchchatar Shiksha Abhiyan (RUSA) and the Study in India program further strengthen accessibility and global competitiveness. Drawing from sources like the All India Survey on Higher Education (AISHE), this page provides detailed AISHE data, trends, and policy updates, serving as a valuable resource for students, educators, and policymakers shaping India’s educational future.

India boasts one of the world’s largest higher education systems, with over 900 universities and 40,000 colleges enrolling more than 36 million students. This comprehensive guide delves into the vibrant and diverse landscape of Indian higher education, offering insights into its current state, key challenges, and transformative reforms. Explore a wide range of academic programs spanning STEM, humanities, and vocational studies, from undergraduate to doctoral levels. Despite its scale, the system grapples with issues like inadequate infrastructure, faculty shortages, and disparities in access between rural and urban areas.

Post-secondary education stages

The new National Education Policy 2020 (NEP 2020) introduced by the central government is expected to bring profound changes to education in India. The policy approved by the Union Cabinet of India on 29 July 2020, outlines the vision of India's new education system. The new policy replaces the 1986 National Policy on Education. The policy is a comprehensive framework for elementary education to higher education as well as vocational training in both rural and urban India. The policy aims to transform India's education system by 2021.

Shortly after the release of the policy, the government clarified that no one will be forced to study any particular language and that the medium of instruction will not be shifted from English to any regional language. The language policy in NEP is a broad guideline and advisory in nature; and it is up to the states, institutions, and schools to decide on the implementation. Education in India is a Concurrent List subject.

NEP's higher education policy proposes a 4-year multi-disciplinary bachelor's degree in an undergraduate programme with multiple exit options. These will include professional and vocational areas and will be implemented.

A certificate after completing 1 year of study (vocational)

A diploma after completing 2 years of study (vocational)

A Bachelor's degree after completion of a 3-year program (preferred bachelor's degree)

A 4-year multidisciplinary bachelor's degree (professional bachelor's degree)

The National Institute of Technology (NITs) and Indian Institutes of Technology (IITs) are among the most prestigious institutions within the technology sciences. The Indian Agricultural Research Institute is one of the best in the country for agricultural education. Indian Institute of Science (IISc) and Indian Institute of Science Education and Research[19](IISERs) are the premier research institutes in the field of science education and research. There are several thousand colleges (affiliated to different universities) that provide undergraduate science, agriculture, commerce and humanities courses in India. Amongst these, the best also offer post graduate courses while some also offer facilities for research and PhD studies.

The British control of the Indian education system continued until the Government of India Act 1935 that transferred more power to provincial politicians and began the "Indianisation" of education. This period witnessed a rise in the importance of physical and vocational education as well as the introduction of basic education schemes. When India gained independence in 1947, the nation had a total of 241,369 students registered across 20 universities and 496 colleges. In 1948, the Indian Government established the University Education Commission to oversee the growth and improvement of higher education. In the 1960s and 1970s, the government increased its efforts to support higher education by not only setting up state-funded universities and colleges, but also providing financial assistance to private institutions, resulting in the creation of private aided/ grant-in-aid institutions.

As of 2025, India has over 1000 universities, with a break up of 54 central universities, 416 state universities, 146 deemed universities, 361 state private universities and 159 Institutes of National Importance which include AIIMS, IIMs, IIITs, IISERs, IITs and NITs among others. Other institutions include 52,627 colleges as government degree colleges, private colleges, standalone institutes and post-graduate research institutions, functioning under these universities as reported by the MHRD in 2025. Apart from these institutions, there are several parallel, state, and nationally accredited bodies that provide professional and vocational educational programs like the National Skill Development Corporation, Garmin Skill Development Mission, the Centre for Development of Advanced Computing, etc. Distance learning and open education of the Indian higher education system are overseen by the Distance Education Council. Colleges may be autonomous, i.e. empowered to examine their own degrees, up to PhD level in some cases, or non-autonomous, in which case their examinations are under the supervision of the university to which they are affiliated; in either case, however, degrees are awarded in the name of the university rather than the college. Indira Gandhi National Open University (IGNOU) is the oldest distance education university in the country, transitioning from correspondence to online delivery of education, and has the largest number of student enrollments.

The private sector is strong in Indian higher education. This has been partly as a result of the decision by the Government to divert spending to the goal of universalisation of elementary education. Within a decade different state assemblies have passed bills for privately funded institutions, including Birla Institute of Technology and Science, Manipal Academy of Higher Education, Shiv Nadar University, Xavier Labour Relations Institute, O. P. Jindal Global University, Ashoka University and many more.

India is a leading source of international students around the world. More than 200,000 Indian students are studying abroad. They are likely to be enrolled in master's programs that provide them opportunities to enhance their career potential.

Challenges:-

1.High proportion of seats reserved in central universities

In Indian central universities, 49.5% of seats are reserved for historically underprivileged communities. The majority of central institutions, however, are unable to fill every seat. While it is critical to provide quality education to all students, regardless of their backgrounds, reserved seats that are vacant should be made available to all students.

2.Focus on quantity over quality

Notwithstanding the fact that the number of HEIs in India has more than doubled since independence, 600 (out of 1,043) universities and 25K (out of 40K+) colleges are not accredited.

3.High student-teacher ratio in Indian higher education

In Indian universities and colleges, the current student-teacher ratio is 28:11. In other major economies, like China and South Korea, have a higher student-teacher ratio of 18:22.

4.Lack of professional development opportunities

Soft-skill development is lacking in both public and private HEIs. Due to a lack of industry collaboration, there is a scarcity of industry expertise and understanding of industry requirements.

5.Limited supply of skilled faculty

As of 2020, central universities in states such as Haryana, Gujarat, Orissa, Rajasthan, Tamil Nadu, Jammu & Kashmir, and Bihar were operating with only 52% of the faculty strength that had been sanctioned.

6.Limited international student inflow and students moving abroad for higher education

While just 49K foreign students came to India in 2020, more than 500K Indian students travelled overseas to pursue higher education. The majority of overseas students in India come from nations like Bangladesh, Afghanistan, Sri Lanka, Tanzania, and Sudan.