| Introduction: Describe the NIRF rankings framework. Body: Factors highlighting disparities in education and suggestion to improve them Conclusion: Conclude with SDG. |
The National Institutional Ranking Framework (NIRF) was established in 2016 by the Ministry of Education to determine the indicators on which higher education institutions (HEI) performance could be measured. NIRF rankings are based on 5 important factors namely; Teaching, Learning & Resources, Research and Professional Practice, Graduation Outcomes, Outreach, and Inclusivity and Perception. Out of the top 100 medical colleges in the country Tamil Nadu has the largest share (35). Delhi (32), followed by Kerala (14) and West Bengal (8). The performance of large states like Uttar Pradesh, Bihar, Madhya Pradesh, Rajasthan, Odisha Karnataka, Telangana, and Andhra Pradesh is abysmally poor.
Factors highlighting regional disparities in Higher Education
- Colonial Influence: South India and Bengal witnessed early contact with colonial powers and this led to the establishment of modern educational institutions, and infrastructure.
- Political Will: South India had visionary leaders who were focused on making education an important tool to attain social justice in comparison to leaders of other states who mobilized people on caste, and communal lines.
- Language: Due to Dravidian politics, Tamil Nadu had focussed on developing Tamil language not just medium of communication but rather enriching the language and making opportunities available for Tamil speakers.
- Infrastructure: Due to the high urban population in Southern states relative to North India which is predominantly rural they have wide access to transportation, connectivity, and accommodation facilities.
- Quality of Education: The top-ranked states attract the best talent, and provide the best academic research & opportunities to students which makes them attractive to students pursuing higher education.
Strategies to improve the quality and inclusivity of higher education in other states
- Dispersed Education Institutes: Other states should focus on the dispersal of educational institutes across the state and not just concentrated within the capital area. It invariably puts pressure on the city’s resources and increases the cost of living for migrants. Dispersed institutes will also cater to the needs of rural and under-served areas, and provide an opportunity for quality education for students from poor and disadvantaged social groups.
- Bridge language barriers: This is necessary to address the needs of students from diverse linguistic backgrounds. Training programs and multilingual education can create an inclusive learning environment.
- Social and Economic welfare architecture: Proper implementation of reservation policy in the recruitment of teachers and students and economic welfare programs in the form of scholarships, and grants for economically disadvantaged students can help in improving the quality and inclusion of educational institutions in India.
Conclusion:
The above policy measures could help in achieving the SDG 4 of “Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all”.
