Rashtriya Uchhtar Shiksha Abhiyan (Rusa) and Its Significance On Inclusive Growth of Higher Education: A Case Study of Jharkhand

KIJECBM/OCT-DEC16/VOL-3/ISS-4/A3 ISSN:2348-4969
IMPACT FACTOR (2016) – 6.9071
KAAV INTERNATIONAL JOURNAL OF ECONOMICS,COMMERCE
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RASHTRIYA UCHHTAR SHIKSHA ABHIYAN (RUSA) AND ITS

SIGNIFICANCE ON INCLUSIVE GROWTH OF HIGHER
EDUCATION: A CASE STUDY OF JHARKHAND
Dr. NITESH RAJ

OSD-cum State Nodal Officer
RUSA Jharkhand
ABSTRACT
This paper aims at identifying and specifying the significance of Rashtriya Uchhtar Shiksha Abhiyan
(RUSA) in Jharkhand. Statistical analysis of historical and current data has done in respect to the
level of higher education in Jharkhand. Considering that, access, equity and excellence are the
backbone of educational reforms supported by teacher bodies have to be parallel remedied by
governments. The bodies also have to pragmatically approach this reform scheme and provide
collective wisdom for further quality refinement. Resistance to change is born out of inadequate
understanding. The concern is whether we want higher education manpower to acquire
international-level expertise with high employability or dwindle in mediocrity? While RUSA is not a
direct response to the rankings of economic growth rate, it does aim to “attain higher levels of
access, equity and excellence in the State higher education system with greater efficiency,
transparency, accountability and responsiveness”. Hence, RUSA is an excellent opportunity to the
State Universities to upgrade educational and research ambience of infrastructure, knowledge
resources and skill development expertise to produce international quality manpower.
Key words: University Grant commission, Project Approval Board, Access, Equity,
Excellence etc.
Introduction
Rashtriya Uchchattar Shiksha Abhiyan (RUSA) (Hindi for "National Higher Education Mission") is
a holistic scheme of development for higher education in India initiated in 2013 by the Ministry of
Human Resource Development, Government of India. The centrally sponsored scheme aims at
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36
providing strategic funding to higher educational institutions throughout the country. Funding is
provided by the central ministry through the state governments and union territories (UT), which in
coordination with the central Project Appraisal Board will monitor the academic, administrative and
financial advancements taken under the scheme.[1] A total of 316 state public universities and 13,024
colleges will be covered under it.[2]
Objectives of the study:
 To identify the rationale of the RUSA mission

 To identify the growth trend of the higher education after implementation of RUSA
 To find out the obstacles on the proper implementation of RUSA
 To find out the measure to rectify these obstacles
 To generalize mission objective to improve the quality of education in State
Research Methodology:
This study is mainly based upon the secondary sources of Data. Books, Magazines, Research
Journals, Published Articles, MHRD Documents, and RUSA Documents are used to get the
appropriate relevant information.
Tools & Techniques
Data is arranged in tabular form and comparative analysis technique is adopted for data analysis.
RUSA as a New Education policies
Innovative educational policies in India have been a huge success. Sarva Shiksha Abhiyan (SSA)
launched in 2001 for elementary education and Rashtriya Madhyamik Shiksha Abhiyan (RMSA)
launched in 2009 for secondary education produced great results in the educational developments.
For higher education, University Grants Commission (UGC) has a provision for routine innovation
and development funding. UGC funds are quite adequate for centrally funded universities and
colleges, which are recognized under sections 12B and 2(f) of UGC Act. However, as of 31 March
2012 statistics, the higher education sector in India consisted of 574 Universities and 35,539
Colleges, out of which 214 Universities are not covered under 12B of UGC Act, and only 6,787
Colleges are registered under 12B and 2(f). Thus a larger number of higher institutes run by state
governments, which are limited in their own management, are not provided with sufficient financial
support to enhance their facilities for educational reforms. Therefore a separate scheme for state/UT-
managed universities and colleges was proposed by the National Development Council (NDC) as
part of the 12th Five-Year Plan in 2012.[3] The Cabinet Committee on Economic Affairs approved it
in October 2013.[4] From that time to now the RUSA Resource Centre of MHRD, New Delhi has
held the total of 10 Project Approval Board (PAB) meetings to approve the State Higher Education
Plan (SHEC) of States and give the new instructions to follow the guidelines of RUSA.
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Objectives
RUSA aims to provide equal development to all higher institutions and rectify weaknesses in the
higher education system. Its target achievement is to raise the gross enrolment ratio to 32% by the
end of next Plan in 2017. The major objectives are to:[5][6]
1. improve the overall quality of existing state institutions by ensuring that all institutions
conform to prescribed norms and standards and adopt accreditation as a mandatory quality
assurance framework.
2. usher transformative reforms in the state higher education system by creating a facilitating
institutional structure for planning and monitoring at the state level, promoting autonomy in
state universities and improving governance in institutions.
3. ensure academic and examination reforms in the higher educational institutions.
4. enable conversion of some of the universities into research universities at par with the best in
the world.
5. create opportunities for states to undertake reforms in the affiliation system in order to ensure
that the reforms and resource requirements of affiliated colleges are adequately met.
6. ensure adequate availability of quality faculty in all higher educational institutions and ensure
capacity building at all levels of employment.
7. create an enabling atmosphere in the higher educational institutions to devote themselves to
research and innovations.
8. expand the institutional base by creating additional capacity in existing institutions and
establishing new institutions, in order to achieve enrolment targets.
9. correct regional imbalances in access to higher education by facilitating access to high
quality institutions in urban and semi-urban areas, creating opportunities for students from
rural areas to get access to better quality institutions and setting up institutions in un-served
and underserved areas.
10. improve equity in higher education by providing adequate opportunities of higher education
to SC/STs and socially and educationally backward classes; promote inclusion of women,
minorities, and differently abled persons.
Funding process
RUSA is provided by the central Ministry of Human Resource Development directly to the state and
UT governments. From the state/UT budget the funds are disbursed to individual institutions. The
funding to states would be made on the basis of critical appraisal of state plans for higher education
plans. The amount of funding from central government will be 65% of the total grants, and 35% will
be contributed by the state/UT as matching share. For northeastern states, Sikkim, Jammu and
Kashmir, and Uttarakand the matching share is waived to 10%.[5] During the 12th Five-Year Plan
period between 2012–2017, RUSA is allotted a financial outlay of INR 228.55 billion, of which INR
162.27 billion will be contributed by the central government. During the first phase, 80 new
universities would be created by converting autonomous colleges/colleges in a cluster to state
universities. 100 new colleges would be set up and 54 existing colleges would be converted into
model degree colleges. Infrastructure grants would be given to 150 universities and 3,500 colleges to
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upgrade and fill critical gaps in infrastructure especially libraries, laboratories, etc. Further additional
5,000 faculty positions would be supported.[7] Then the scheme will extend into the 13th Five-Year
Plan.[4]
As far as planning in India is concerned, this is the most favorite quote. In the next five year plan i.e.
12th Five Year Plan, MHRD is going to launch its one of the ambitious project, called as, Rashtriya
Uchhtar Shiksha Abhiyan (RUSA) – National Higher Education Mission. Like Sarva Shiksha
Abhiyan and Rashtriya Madhyamik Shiksha Abhiyan (RMSA), RUSA is being developed to boost
Higher Education Sector in India. Every once and while when the news related to International
Ranking of Higher Education Institutes are popping, the policy-makers in Higher Education is found
busy in searching for the best suitable excuses. This time, hopefully, rather engaging their energy in
finding the ways and means for escaping, an approach towards the damage control and then
development of Higher Education Sector is coming up. This study is exploring the anatomy of
RUSA as well as tries to reveal the possible benefits.
History and Developments in the scheme of RUSA.
November 2012Central Advisory Board of Education (CABE) had approved the draft of RUSA in its
60th Meeting held on 8th November, 2012.February2013The President of India announced the Scheme
in his address to the joint sitting of Parliament on 21st February 2013 and Prime Minister also
announced the Scheme in the Governors’ conference on 12th February2013 June2013 Approved by
Cabinet on 20th June 2013 as the only Centrally Sponsored Scheme (CSS) from department of
Education. September 2013Expenditure Finance Committee (EFC) of planning commission has
cleared Scheme on 11th September 2013 and subsequently Hon’ble Finance Minister cleared
Scheme on 23rd September 2013October 2013Cabinet Committee for Economic Affair (CCEA)
approved RUSA on3rd October, 2013
Financial Outlay for RUSA

In 11th Plan, Higher Education Sector (UGC) had been disbursed Rs. 19800 cr. Out of sanctioned Rs.
46600 cr. for Expansion and Development while in 10th plan Rs. 9600cr. had been disbursed. RUSA
is considered to be of Rs. 99000 cr. in total. While Rs.22, 855 cr. is planned to be spent in12th FYP.
RUSA has basically two types of Center-State Fund Sharing. For the states ranging in Special
Category, i.e. North-East States, Sikkim, J&K, HP and Uttarakhand, will receive in 90:10 manners
while rest of the states and UTs will receive in 65:35 manners. It is being expected that States
should mobilize 50% of its fund from PPP. Rs. 16227 cr. is being spent by Center while states will
contribute Rs. 6628 cr. in RUSA in 12th FYP.
Disbursement of Fund
Allocation of Grants will be based on certain perquisites as mentioned in the RUSA document. Here
the proposed disbursement of the fund is explained in the brief in broader categories for easiness of
understanding.
A. Grants to Create New Universities
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(1) 45 Autonomous Colleges will be converted into a University with grant support of Rs. 55 cr.
each requires Rs. 2475 cr. outlay.
(2) 35 Universities will be created by Conversion of colleges in to a Cluster University by grant
support of Rs. 55 cr. each requires Rs. 1925 cr. outlay.
B. Grants to Create New Colleges

(1) 60 new Model Colleges with the grant of Rs. 12 cr. each will be created with outlay of Rs.
720 cr.
(2) 54 existing colleges will be converted into Model Colleges with grant support of Rs. 4 cr.
each, which requires Rs.216 cr. outlay.
(3) 40 new colleges for Professional and Technical Education will be created with grant support
of Rs. 26 cr. each, which requires Rs. 1040 cr. Outlay.
C. Infrastructure Grants to University / College

(1) 150 Universities will be provided Infrastructural Grants of Rs. 20 cr. each, which will require
Rs. 3000 cr.
(2) 3500 colleges will be supported by Rs. 2 cr. Each for Infrastructure Grants which requires
Rs. 7000 cr. outlay.
D. Grants for Faculty Recruitment and Improvement
1. 5000 new faculty positions will be created with grant support of Rs. 58lacks each which will
require Rs. 2900 cr. outlay.
2. 20 States will be provided grant support of Rs. 10 cr. each for Faculty Improvement
Programmes which will require Rs. 200 cr. Outlay. This amount will be provided to create
Infrastructural Facilities at UGC Academic Staff Colleges
3. 20 states will be provided grant support of Rs. 5 cr. each for Leadership Development for
Educational Administrators Programme which will require Rs. 100 cr. outlay.
E. Research, Quality, Equity, MIS, Vocationalization of Higher Education and Institutional

Restructure the states and UTs will receive in 65:35 manners. It is being expected that States should
mobilize 50% of its fund from PPP. Rs. 16227 cr. is being spent by Center while states will
contribute Rs. 6628 cr. in RUSA in 12th FYP.
1. 20 states will be provided grant support of Rs. 60 cr. each for Research, Innovation and
Quality Improvement. This will require Rs. 1200 cr. Outlay.
2. 20 states will be provided grant support of Rs. 5 cr. each for Equity Initiatives, which will
require Rs. 100 cr. outlay.
3. 20 states will be provided Institutional Restructuring and Reform grants of Rs. 20 cr., each
that will require Rs. 400 cr. outlay.
4. 20 states will be provided Rs. 10 cr. each grant support for Development of MIS for Higher
Education as well as data collection and data base management. This will require Rs. 200 cr.
Outlay
5. 20 states will be provided grant support of Rs. 10 cr. each for Capability Enhancement
Programmes which will require Rs. 200 cr. outlay.
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6. 20 states will be provided grant support of Rs. 15 cr. each for Vocationalization of Higher
Education in the state. This will require Rs.300 cr. outlay. In order to implement RUSA, it is
being proposed to utilize 4% of total plan cost, i.e. 879 cr. for Management, Monitoring,
Evaluation and Research purpose.
18 Components of RUSA
1. Creation of Universities by way of up-gradation of existing Autonomous

Colleges
2. Creation of Universities by conversion of colleges in a cluster
3. Infrastructure Grants to Universities
4. New Model Colleges (General)
5. Up-gradation of existing Degree Colleges to Model Degree Colleges
6. New Colleges (Professional)
7. Infrastructure Grants to Colleges
8. Research, Innovation and quality improvement
9. Equity Initiatives
10. Faculty Recruitment Support
11. Faculty Improvement
12. Vocationalization of Higher Education
13. Leadership Development of Educational Administrators
14. Institutional Restructuring and Reforms
15. Capacity Building and Preparation, Data Collection and Planning
16. Management Information System
17. Support to Polytechnics
18. Management Monitoring Evaluation and Research (MMER)
RUSA Implementation
To participate in RUSA, each state must create a State Higher Education Council (SHEC), which
will be approaching RUSA authorities with the State Plan. RUSA will
Create New Universities 20% Create New Colleges 9% Infrastructure Grants to University / College
46% Faculty Recruitment and Improvement15%Research, Quality, Equity, MIS
andInstitutionalRestructure10% disburse Grants to State Government, which will transfer these
grants to SHEC. SHEC will allocate grants to the Universities / Colleges / Institutes and in return, all
the grantee Universities / Colleges / Institutions will be required to submit Resource Utilization
Certificated and Financial Accounts to SHEC. SHEC will create an MIS for the same. RUSA
authorities will also collect information from both State Govt. and SHEC. As mentioned above, to
participate in RUSA, states will be asked to complete certain perquisites.
They are as follow; States Institutions Higher Education Council reforms administrative reforms –
share and timelines governance reforms improvement and innovation efforts
Jharkhand RUSA
Jharkhand was given status of State in November 2000 with geographical boundary defined under
Constitution. At present, it has 24 districts with population around 300 lakhs. The State is richest in
Mineral and Natural resources in the Country but lacks in basic Amenities. A number of national,
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international and state agencies have studied the status of higher education and the outcomes were
prescribed with recommendation. Universities at Jharkhand are spreding their motto of “education
to all” in the naxalite infected, economically and educationally backward and tribal area of
Jharkhand particularly in Chhotanagpur, Palamau, Dumka, Kolhan Divisions of Jharkhand. The
Universities have the responsibility for the development of power of mind and promotion of moral,
intellectual and social values in the simple people of the region irrespective of age of the learner.
These Universities are Vibrant Centers for promoting rational outlook and nurturing scientific
temper among youth. The basic objective of these Universities like any University is to “Create a
Vibrant Knowledge Society”. The Universities with their meager human and economic resources at
hand are striving hard in their commitment to expand the frontiers of knowledge for the
advancement of society.
The Over view of Jharkhand Higher Education is as Follows.
In Higher Education Student Enrolment Ratio, Student teacher ratio and other indicators are far
below the national average.
 The population is regularly increasing by the average rate of 2.20 % as such the number of
students in the age-group 18-23 years is also increasing over time however, the infrastructure
and human resource did not enhanced accordingly.
 The Higher Education Institutions with proper teacher student ratio and proper infrastructure
was maintained any-how up to 1975.
 The College’s were capable of accommodating around 45000 students in 30 Colleges spread
over geographical jurisdiction of Jharkhand in 1975.
 Now in 2015 Jharkhand has 5 State University and one Agriculture University and a Central
University accommodating approximately 381457 students in different institution with
marginal increase in number of faculty.
Hence, the today Infrastructure at these institutions are not enhancing many folds to bear the load of
enrolment.
Mission:-
Mission of RUSA Jharkhand is to create conducive academic environment of high standard and
impart Higher Education with a State of the art infrastructure and high moral climate. The broad
mission is to provide higher education to all who need, with equal opportunity and excellence by
developing trained human resources as per Global standard of expertise, Socially Inclusive
Perspective, Cross-Cultural Competencies and Ethical Charter meeting employee-employment and
knowledge aspirations locally.
Vision:-
 To attain higher levels of access, equity and excellence in the State higher education system
with greater efficiency, transparency, accountability and responsiveness.
 To make Jharkhand a State with GER and CPI higher than national average and meet RUSA
target by end of 13th plan, with better Employability, Equity, Quality research yields, along
with holistic development of its students with prevailing high cultural values of
Jharkhand.
42
Goals
 Improve the overall quality of existing State higher educational institutions by ensuring their
conformity to prescribed norms and standards.
 To achieve the Gross Enrolment Ratio (GER) target of 15.0 % by the end of 12th Plan and
32% by the end of next plan.
 Adoption of accreditation as a mandatory quality assurance framework.
 Ensure governance, academic and examination (and evaluation) reforms and establish
backward and forward linkages between school education and the job market.
 Expand the institutional base by creating additional capacity in existing institutions and
establishing new institutions in un‐served and underserved areas by way of up gradation and
consolidation.
 Ensure adequate availability of quality faculty in all higher educational institutions and
ensure capacity building at all levels.
The above goals point to some key focus areas, which are as follows
Focus Area
 Enrolment enhancement: The enhancement of enrolment capacity needed to be enhanced to

meet GER 32 in 2022. New Means of enrolment Enhancement need to be explored.
 Research and Development: To make strategic interventions that give scope for genuine
exploration and the spirit of inquiry thereby producing high-end research, the subtext of
which is to stem brain drain and as a result ensure investment of knowledge in the state.
 Skill Development: To achieve a just representation of vocational skills in Higher Education

while endeavoring to simultaneously nurture indigenous skills and knowledge. The goal is a
modernity that is not warped by cultural cringe/notions of ‘white collar’ respectability.
 Faculty Development: To develop the faculty of colleges and universities with regard to
teaching methodology, up gradation of knowledge and demonstrating exemplary leadership
qualities, consequentially creating a progressive society which is marked by open-
mindedness, humaneness and rational thinking.
 Global Standards: There is only one standard and that ‘one’ may exist in any part of the
globe. The aspiration is to make Tamilnadu ‘knowledge capital’ and ‘innovation hub’ by
foregrounding high-end research and fostering holistic education.
 Human Resource Development: To make a long-term social investment, (that is by

widening the reach of higher education) and witnessing the ensuing social transformation
through the steep rise in the CPI and HDI.
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 Innovation: To expand the frontiers of knowledge by tapping the enormous inventive
potential of the youth by encouraging entrepreneurial ventures and ingenious futuristic
projects, thereby paving the way for sustaining diversified professional excellence.
 Art and Culture: To explore, encourage and support and give equal impetus for the
promotion of art and culture in accordance with the rich cultural heritage of the Jharkhand
and nation, eventually nurturing a balanced, healthy and progressive society.
 Meaningful and Self-Enriching Employability: To evolve a skill based knowledge system

with diversification in order to break the hegemony of market-driven education by promoting
and popularizing neglected courses (i.e., democratization of Higher Education).
 Industry Institution Symbiosis: To achieve a synergy between the burgeoning industry
requirements and the demands of the educational sector so as to equip the students with
knowledge which is relevant, for when an individual’s inherent talents and interests find a
meeting point with the needs of the society, one may say that s/he has found her/his life’s
vocation.
Higher Education Profile

Jharkhand is still lagging behind the other Indian States in terms of spread and intake capacity and
quality. Higher educational streams are areas that need improvement in access. The Gross Enrolment
Ratio for Higher Education in Jharkhand is just 13.7%, far below the low average of 19.7% for
India. The College - Population Index is 3.53, Institutional Density is 1.37 and Teacher - Student
Ratio is 1:83.80. The status of higher education in the state is presented in Table below. The five
universities in Jharkhand are Ranchi University at Ranchi, Vinoba Bhave University in Hazaribagh,
S.K.M. University in Dumka, Nilambar Pitambar University in Palamau and Kolhan University in
Chaibasa.
Table-1 :- Status of Higher education in Jharkhand
Number of
Category Colleges/Institutions
1. Universities 5
2. Constituent Colleges 65
3. Minority and Aided Colleges 8
4. Permanently Affiliated
Colleges 55
5. Private Universities 4
6. IIM 1
7. Central University 1
8. National Law University 1
9. Government B.Ed. Colleges 4
10. Private B.Ed. Colleges 102
Source: Dept of HRD, submission to 14th Finance Commission.
In the 11th plan period Technical Education, gain its momentum due to a drive, which was launched
to bring about a substantive improvement in the access to technical education in Jharkhand. This
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drive also focused on the enhancement in the quality and standards of the technical education
imparted.
According to official estimates by the Department of Science and Technology, Govt. of Jharkhand,
nearly 14 thousand students were receiving technical education in various disciplines of engineering,
management, computers, hotel management, pharmacy, etc. in the year 2011-12 (Table 2). There has
been a steady growth in the intake of students over the 11th Plan period.
Table 2 :- Growth in intake for Technical Education during Eleventh Five Year Plan
Polytechnics Engineering Colleges Management
Year Government Private State Govt. Private CFI Total
2007-
08 2080 1190 900 1960 1464 570 8164
2008-
09 2080 1370 900 3220 1464 570 9604
2009-
10 2110 1460 900 3520 1464 645 10099
2010-
11 2890 1970 900 4000 1464 1005 12229
2011-
12 2890 2000 900 6640 1464 1005 13959
Total 12050 7990 4500 12840 7320 3855 48555
Sources: Dept. of S & T, submission to 14th Finance Commission.

There is constant growth in GER, CPI and other indicators of Jharkhand though it less then national
level.
Table 3
2009-10 2010-11 2011-12 2012-13 2013-14
GER 8.4 9.4 9.9 10.1 13.1
GPI 0.51 0.84 0.95 0.97
Sources: AISHE Survey 2009-10, 10-11, 11-12, 12-13, 2013-14.
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However, the institutions of higher education are well below the national status. The situation is
more alarming with the fact that most of the educational institutions are concentrated in few pockets
of state such as Ranchi, Purbi-Singbhun (Jamshedpur), Hazaribag and Dhanbad.
The distribution of access is distributed very unevenly across State of Jharkhand.
The GER of Pakur and Godda is below 5 where Purbi-Singhbhum is more than 21. The CPI of
Pakur (1.07), Kodarma (1.32), Latehar (1.35), is very low compare to Jamtara whereas (4.80),
Ranchi (5.06), Sahibganj (5.18) and Gumla (5.73).
SWOT Analysis
(1) Methodology Adopted for SWOT analysis
Meeting with Vice-Chancellors, Registrars and Nodal Officers RUSA from 5 State
Universities were organized for preparation of IDP and State Higher Education Plan,
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Jharkhand. The data for SWOT has been collected from all Universities on various academic
and non academic aspects. The collected data has been classified into different category such
as faculty, students, staff, infrastructure etc. A number of ratio’s i.e. vacant position to
sanctioned strength, temporary to permanent faculty etc has been worked out to identify
strength and weakness of Jharkhand. Various identified indicators have been used to assess
the strength of the State of Jharkhand. SWOT analysis also used the reports of different
committees at Universities for the purpose. The discussion with Deans, H.O.D. and
individual faculty helped the planning team to understand the SWOT. However, the Planning
team has used available data from Universities its analysis and interpretation. The interface
are drawn based on data analysis and discussion, Simple statistical tools were used to draw
interferences.
(II) Inference Derived from SWOT analysis –
Strength
(a) Government Support – Jharkhand Government has always been supporting the Universities.
Political interference in University matters is minimal.
(b) Qualified Academic Staff – The Universities in Jharkhand have highly qualified faculty
members majority of them have Ph.D.
(c) Research Potential of the faculty – Number of faculty has high quality publications. Good
numbers of faculty have minor and major research projects in the State of Jharkhand.
(d) Experienced Staff – Though number of staff is not as per requirement but experienced Staff
handle Administrative and financial matters efficiently.
(e) Library and learning Recourses – Ranchi and BVU University has spacious library with
good collection of resources, Libraries have good holding of books and subscribe number of
reputed National and International Journals, Other Universities are coming up as they are at
formation stage.
(f) Jharkhand has abundance of Natural and Mineral resources, tourist spots and state of art and
culture. The strong mineral base has attracted large number of Mega projects in the State.
Tata, Reliance, Adani, Mittal, Coal India etc. are source potential agencies for employment
of skilled youths having requisite degrees.
(g) Large number of students in the different institutions.
Weakness –
(a) Inadequate Infrastructures- Almost all institutions are suffering with lack of infrastructures.
The majority of them have no addition since decades. Inadequate infrastructure in
Institutions is unable to sustain load of increasing enrolment overtime.
(b) Inadequate Faculty – More than 90% of required position as per UGC guidelines and
enrollment in institutions are vacant. The faculty positions in these institutions at Jharkhand
were not sanctioned after 1975 as such the institutions are running with strength of
sanctioned position even after 40 years.
(c) Drastic Increase in number of Enrollment – Due to limited number of institutions and rapidly
growing population majority of institutions in Universities of Jharkhand are over populated
as such the T:S ratio varies between 1:100 to 1:300 in different institutions.
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(d) Administrative Bottle necks Delay in processing of files, delay in decision making due to
one or the other reason. Drastic curtailment of autonomy at Universities through Acts/
Statutes/ Ordinances has aggravated the situation in terms of implementation of decisions
taken by statutory Authorities.
(e) The Industry – University inter action is limited in Jharkhand. As such Campus placement in
minimum Institutions of Jharkhand.
(f) Minimal Sports Infrastructure- The sports infrastructure is minimal at Universities of
Jharkhand.
(g) Lack of funds for Research – The provision of startup grants for faculty to kick start his/her
research is not available in Jharkhand. Institutional Mechanism, Infrastructure and facilities
for quality Research is not available in Jharkhand.
(h) Large Scale migration of students to other states for higher education. More than 1, 00,000
students migrate to other states for professional and conventional degrees due to limited
number of seats in the State.
(i) Majority of districts are extremist activities ingested resulting reluctance for addition of good
institution.
Opportunity
(a) Employment Opportunity – Since Jharkhand has strong mines and Natural resource base
along with dominant tourism sector amble scope for self and regular employment exists.
Opportunity for Science, Technical education, Commerce, Management and Computer
based Post Graduates is increasing.
(b) Female students – The female student’s enrolment is increasing and growing opportunity
through face lift of institution may come in Jharkhand.
(c) Opportunity to Attract Good faculty – If the State develops as per SHEP good number of
quality faculty will be attracted to Jharkhand
Threats
(a) Now slows down of Jharkhand Economy due to stoppage of mining in major threat.
(b) If it persists, it may reduce state funding to universities for higher education.
(c) Delayed Government policies on Industry, Investment etc affects employability of qualified
youths.
(d) Failure to attract scholars for full time Research – Universities is unable to attract full time
Research Scholars due to paucity of funds.
(e) Low placement- Placement is minimal of Jharkhand.
Sl. Proposals Link with SWOT Analysis

No.
1. Infrastructural Development One of the major weaknesses of Universities of Jharkhand as per the
SWOT analysis is the infrastructure constraints in terms of class room
space, lab space, central instrumentation space facility, library space,
common room space, recreational space, equipments, computers, etc.
Jharkhand has enormous strength to increase the access, equity and
excellence in higher education provided adequate infrastructure is made
available.
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2. Faculty Support Another major weakness of the Jharkhand is that majority faculty
positions are not filled. The faculty positions has been sanctioned up-to
1975 except exceptions of 132 posts each at the time of formation of
Nilamber Pitamber University and Kolhan University. The sanctioned
posts were for the student strength of 1975. As per sanctioned vacant
post the Universities in Jharkhand need immediate appointment of more
than 1600 faculty position. It is very unlikely that Universities will be
able to fill all the vacant positions soon. Faculty support in terms of new
recruitment could go a long way in enhancing the teaching and research
output of the Universities. Besides, support to existing faculty is also
proposed in the plan to extract full potential from them. As per present
UGC guideline Teacher Student ratio is 1:20 and Teacher Staff ratio is
1:1 in XIIth Plan. As per enrolment in universities in Jharkhand the state
needs more than 12500 faculty and more than 12000 staff in addition to
sanctioned post available in the state.
3. New Courses and Major weakness of Jharkhand is the high student teacher ratio. Along
Programmes with plans for expanding existing programmes and courses, new
programmes and courses have been proposed in the plan to provide more
access and equity. University plans for a 25% increase in student’s
intake by the end of the 12th plan and 50% increase by 2022. It needs
overall change in the existing pattern of sanction and appointment in
Universities.
4. Research, Development and Major strength of the University is the highly qualified faculty members
Innovation with research potential. The Plan contains proposals on innovative and
research centric programmes, which would utilize this potential.
Academic Information
Type Number Of University
Central University 1
State University 5
Private University 4
Other degree awarding institution declared by University 0
Deemed University 3
Other
IIM 1
National Law University 1
PUSA 1
CIMFER 1
Total 15
49
Sources: Dept of HRD.
Type Number Of College
Government funded(BEd) 4
Government aided(Minority and Aided Colleges )

) 8
Private unaided(Private BEd ) 103
Autonomous 4
Other
Total 119
Type Number Of College
Autonomous colleges 4
Aﬃliated colleges 54
Constituent colleges 65
Other 4
Total 127
RUSA (Rashtriya Uchathar Shiksha Abhiyan), National Mission on Higher Education foresee a
great transformation in higher education for India as a nation by effective measures taken at the
grassroots level and touching the lives of people and the nation at large through the institutes of
Higher Education. The objectives of drawing more people into colleges and universities, enrolling
them in courses that develop their potential by providing them an environment needed for quality
education. This is summed up in the RUSA guidelines as “Equity, Access and Excellence”.
There is certain area that creates the hindrance to archive “Equity, Access and Excellence”.
Area of Concern is as follows

(a) Inadequate Infrastructures
(b) Inadequate Faculty
50
(c) Administrative Bottle necks Delay in processing of files, delay in decision making
due to one or the other reason
(d) The Industry – University inter action is limited in Jharkhand and thus low placement.
(e) Minimal Sports Infrastructure
(f) Low Focus on Research
(g) Large Scale migration of students to other states for higher education
(h) Majority of districts are extremist activities ingested resulting reluctance for addition
of good institution.
(i) Absenteeism.
(j) In adequate fund and no long term gole specific planning.
The review of measures taken in relation to ‘equity’ will be in relation to government colleges and
will exclude ‘Aided’ and ‘Self Financing’ colleges. The same applies to the question of ‘accesses to
Higher Education. Jharkhand has undertaken the following measures over the past decade that come
under the specific goals to achieve Access and equity. They are as follows.
Performance against Specific Goals in Jharkhand
Access- At institutional Level.
5 state Universities, 65 Constituent Colleges 8 Minority Aided Colleges and 4 Private Universities.
This is relatively small number of institution catering large number of enrolled students. Most of the
universities is run by state Government. There are few but nationally reputed private institutions
such as XLRI and BIT Mesra and other situated in Jharkhand.
It had already been discussed in last chapter that, In the area of technical college many efforts had
been taken in last decade and resulted in significant growth accesses and quality.
Equity –at College level

Jharkhand is an economically backward state with very low capita income. Providing higher
Education to all needful people dose not any mean to providing access opportunity but also
affordable to the masses. The highly subsidized higher education is the solution.
Free Education in Government and Aided Colleges

In the interest and welfare of students, who come from the weaker sections of the society and to
encourage more number of students to pursue higher education, all Government Arts and Science
Colleges and Technical College provide very low cost Education up to PG level. All Government
Aided Arts and Science Colleges provide Free Education up to UG level to All SC, ST and Women.
Stipends are also provided to OBCs students. In Technical Education, five percent seats have no fee
for meritorious students.
51
Hostel:
Hostels for SC/ST and women’s are running in most of majors colleges as they provide free or very
low cost accommodation.
Reservation Policy
The Quota earmarked in the Reservation Policy for the differently abled candidates is strictly
adopted in admission. Special care in teaching to the differently abled students is provided. The
students admitted under this reservation are properly educated to avail the financial assistance
provided by the Government and other statutory bodies. The scheme of total fee concession to the
differently abled candidates has been implemented as per the direction of the Government.
All State Universities execute the following equity measures as per State policy Tuition Fee
Concession Fee Concession to Differently abled.
New strategies adopted for improving equity, access and excellence

Based on SWOT analysis the “Strategic Plan” developed for Institutional Development at Jharkhand
rests on access, equity and excellence.
Strategic plan towards Enhanced Access to Higher Education-

A plan strategy based on certain targets will be meaningful and fruitful. A target-based approach
can yield better results. The Jharkhand state keeps the target of GER 22% at the end of 12th plan and
32% at the end of 13th plan for the state. The strategy of the State is to accommodate and introduce
new courses and programs by expanding existing programs through large-scale investment in
Infrastructural facilities along with requisite H.R support to Universities and Colleges.
The Strategic plan on higher education lays emphasis on –

a. Running Multi-shift Classes
b. Expanding class-room and lab space.
c. Opening New Department at Colleges
d. Increasing admission in colleges.
e. Expanding Hostel facilities
f. Recruitment of required number of faculty and staff as per T-S and F-S ratio of UGC
guideline.
g. Expanding library facilities
h. Expanding Computer facilities, provision of teaching aids.
i. Transport facilities for students at institutions.
j. Research Fellowship for full time, student’s liberal incentives in the form of research
fellowship at par with UGC.
Strategic Plan towards more equity –

A well researched strategy to bring down disparity across geographical region, gender and Socio-
economic and Socio-religious groups of utmost significance in overall development of higher
52
education. The ideal strategy is to provide required facilities in terms of infrastructure, financial
support and special caring opportunities. In order to ensure equity the Jharkhand State plan on
higher education lays emphasis on.
(i) Constructing hostels for SCs, STs and OBCs
(ii) Attractive scholarship Schemes for SCs, STs and OBCs and other minority economically
poor section of society.
(iii) Girls Hostel with enhanced capacity
(iv) Common rooms and other facilities for girls
(v) New academic courses on gender related issues like MA in Gender and Development,
Women’s studies etc.
(vi) Design new learning process
(vii) Special Coaching for NET/SET exam for SC/ST/OBC
Strategic Plan towards enhancing Excellence in Higher Education –

In long run excellence can be made possible through enrichment of competent faculty leading to
excellent students and yield overall academic excellence. The strategy is to incentivize the existing
the proposed faculty and students for quality research.
Following steps are aimed -
(i) Provision of seed money/ Research grant for faculty to undertake research.
(ii) Provision of funds for presentation of Research Papers in National/ International
Conferences/ Workshops.
(iii)Grants for publication of books, submission of papers in Journals etc.
(iv) Expansion of visiting Professorship Scheme like GIAN proposal.
Linkage of key activities in IDP with result of SWOT Analysis –

Activities IDP are categorized into five types
 Infrastructural Development.
 Faculty support and Development
 New courses and Programs
 Research, Development and Innovation
 Skill Development.
(a) Action Plan of SHEP for improving Employability of Graduates.

State Higher Education Plan (SHEP) Jharkhand proposes to introduce new job oriented
courses in Universities to enhance the employability ratio of the graduates. Universities
have proposed a number of new programmes to improve workable/marketable skill
among graduates.
53
(b) Increased Learning Outcomes of the Students
The SHEP is aimed at improving the learning outcomes of the graduates. Many Science
Departments have proposed to increase lab space and the purchase of new
equipments/instruments. This is going to provide the graduates more practical knowledge
based on experimentation and better learning outcomes. The new courses proposed in the
IDP are mostly applied courses that have industrial application and are expected to
improve the learning outcomes.
(c) Obtaining Autonomous Institution Status within 2 years –

Submitted by Universities and included in SHEP Proposals.
(d) Improving Interaction with Industry.

The SHEP contains proposals on programmes which require direct interaction with the
industry. The proposals will improve the academia – Industry interaction. Sophisticated
equipments/ state-of the-art laboratory facility/ quality driven faculty proposed under this
is likely to attract industry personnel into the campus for various types of technical
assistance. Campus development programmes like rainwater harvesting will enhance the
scope for consultancy from the industry to start similar projects.
(e) Academic and Non Academic Reforms

Jharkhand government has decentralized its administrative responsibilities in order to
initiate reforms and delegated administrative powers/authority to the Universities. The
Universities have delegated it to the level of Faculty Deans and the Heads of the
Departments. The Departmental Council at the Department level is a basic decision
making unit and most of the academic decisions pertaining to day to day functions are
taken at this level. Heads of Departments are also entrusted with limited financial powers
to enable them to take timely decisions/fulfill departmental requirements. Universities are
empowered to run the institutions as per provisions with intimation to the government.
(f) Enhancement of Research and Consultancy Services.

In general, the proposals are aimed at up gradation of lab, equipments, student and
faculty resource etc, and consequently, these facilities/steps are going to bring more
research projects and consultancy services. Majority Faculty members from science
disciplines already have good record of accomplishment of undertaking research projects
and consultancy assignments. The SHEP once implemented will make rapid progress in
research and consultancy services in Universities of Jharkhand.
(g) Action plan for organizing a finishing school and for improving the academic
performance of SC/ST/OBC and academically weak students.
We have a plan to organize finishing school for job oriented Post Graduate Courses like
MBA, MCA, etc. at least once in a year in all Universities of Jharkhand. In order to
improve the performance of academically weak SC/ST/OBC students, remedial classes
will be organized.
(h) Special Coaching for NET/SET Examination: Qualifying in NET/SET examination
has become a difficult task for the students. Employability of SC/ST/OBC students in the
academic institutions depends on whether they pass NET or SET Examination. There are
54
many teaching positions in the colleges and in the University remaining vacant at various
levels for want of qualified candidates from the reserved category. We plan for special
NET/SET coaching for SC/ST/OBC/Physically Handicapped students twice in a year.
Enhancing Quality of education and its way through accreditation.

Apart of the above the specific objectives of the Plan also included increasing employability of
graduates, increased learning outcomes of the students, improving interaction with industry,
enhancement of research and consultancy services, etc.
Action plan for faculty development/training

Action visualized by the Universities for enhancement of pedagogic competence are (i) A week-long
on- campus initiation programmes for new entrants in teaching (ii) UGC Orientation programme
within a year of joining (iii) Impart Model-training to new entrants in teaching.
Specific action visualized by the Universities for enhancement of Pedagogic competence, domain
knowledge enhancement, faculty qualifications, research capabilities, etc, are :
(i) A Compulsory Refresher Course within 2 years of joining
(ii) Summer Classes of three Week’s duration
(iii) Short Term Advance Training Courses (subject specific)

(iv) Short Term Need-based courses in new/developing areas
(v) Incentivizing Quality publications
(vi) Encouraging Faculty-conducted programmes/ conferences/workshops
(vii) Encourage comfort-level with the use of ICT
(viii) Provide on-line pedagogical competence to the willing faculty
(ix) Enhancing grants for purchase of books/subscription of periodicals

(x) Speedy processing of Faculty Improvement Programme (FIP) proposals
(xi) Extending the Study-Leave facility to a larger percentage of the faculty
(xii) Granting fellowships for short-terms visits/research proportionately across Faculties
(xiii) Encourage faculty to undertake Post-doctoral research
(xiv) Encouraging inter-institutional collaborative research ventures
(xv) Motivating faculty to undertake research projects from funding agencies.
55
Action Plan for Technical and other Staff in Functional Areas.
1. Training of Teaching Faculty/Research Staff in advanced/state-of-the-art areas:
(a) Training in instrumentation and expertise for use of state-of-the-art equipment.
(b)Training in instrument applications for biological/physical/chemical science.
2. Training/Refresher Course/Workshops for Administrative/Non-teaching Staff. Training for

enhancing efficiency and output, public relations/interaction, work code and ethics, aiming at
developing overall professionalism.
Four Issues That RUSA's Plans for Research Universities Ought To Address
The Rashtriya Uchchatar Shiksha Abhiyan (RUSA), or National Higher Education Mission, is the
key implementing initiative of the Indian government's 12th Five Year Plan for higher education.
RUSA was established in 2013 with approximately Rs. 100,000 crore (about $16.3 billion) in
funding through 2017. It promotes three policy priorities in higher education — equity, expansion,
and excellence. Its action plans are centered on two objectives: equity-based growth and
improvements in teaching learning and research. It proposes improving teaching learning and
research by creating several excellent universities and academic clusters (groups of autonomous
institutions that collaborate to expand student access across institutions), enabling mergers,
expanding cross-disciplinary offerings within institutions, and establishing research universities.
With regard to the initiative to establish research universities, RUSA specifies a target of at least one
such institution per state over the five-year-plan period. Noting that only a minority of a nation's
institutions can become capable of producing great research, RUSA's strategy document argues that
India's research universities are still worthy of state support. Specifically, research universities
appear to have strong 'trickle-down' effects: They train specialists who can go on to play leading
roles in industry, they develop the research and new knowledge needed for science-based economic
growth, and they may support national innovation by fostering engagement between the research and
industrial communities and the development of new products and services. RUSA's policy priority in
establishing these institutions is to develop a high-quality faculty that is committed to 'disinterested
research' or 'knowledge for its own sake.' This will attract and develop an excellent student body and
additional funding; it will also help build the desired collaborations with industry and promote other
desirable outcomes such as publications and intellectual property. To achieve the outcomes it
proposes providing academic freedom, modest teaching loads for faculty, adequate state funding and
academic inclusion in institutional governance RUSA presents these action plans in detail, including
processes for identifying existing universities that are ideal candidates for government support to
grow them into research universities.
The goal is to establish least one-research university by the end of the 12th Five Year Plan. While
much of the proposal for research universities is unexceptional and makes good sense, four unusual
aspects would benefit from further exploration.
56
1. Converting existing institution into a research University
The first is the process of converting an existing university into a research university. Such a
university would be chosen by virtue of its “well-functioning number of departments, and enrolment
of research scholars and research output.” According to RUSA, “The University should have
demonstrated an aptitude for research and innovation in more than one department. Such work
should have been acknowledged globally. The University should have demonstrated its research bent
by having existing collaborations with industries.
There should be a significant percentage of students engaged in research.” Given that no Indian
university would currently fulfill the above criteria (not a single Indian university is on the
Academic Ranking of World Universities Top 200 list), it is not clear how selecting any institution
can be justified according to the plan's terms. One or two may come close: the Indian Institute of
Science (IISc) in Bangalore and Jawaharlal Nehru University (JNU) in Delhi (but the latter would be
disqualified for other reasons, as explained later). Even for these institutions, the standard for
excellence on criteria such as multi-department research output would likely be regional, not global.
Further, if qualifying institutions exist, they are likely to be successful because they already receive
the support that RUSA recommends — as is the case for IISc — and may not need further support.
2. Developing faculty committed to disinterested research
A second challenging aspect of the proposal concerns RUSA's interest in developing a faculty that is
committed to disinterested research or creating knowledge for its own sake. This is a laudable value
but nearly impossible to measure. It is also undesirable as a universal value. Suppose that an
engineering faculty member discovers and profitably exploits a commercial application, either
through the university or on his or her own time. Although this is not the creation of knowledge for
its own sake, it should be welcomed for several reasons and with only a few caveats. Such work can
help engage students in real-world problems and make them more employable. The returns on the
intellectual property created can help the university's finances and promote its reputation as a place
to engage with industry. In fact, the university should support such a process by allowing its faculty
to retain some of the commercial benefits of inventions using university infrastructure. There ought
to be some caveats, however. Specifically, a faculty member's academic progress should be based on
academic factors, such as publishing record and student evaluations, not on the commercial value of
his or her work.
3. Funding outstanding faculty working only in acclaimed research Universities
A third challenge centers on the very concept of a research university versus a narrower
conceptualization of research excellence at the level of academic departments and individual faculty.
If globally outstanding faculty work in departments that are not exceptional (remember that RUSA is
more stringent, requiring that multiple departments be excellent), or if they work in teaching oriented
departments, their chances of procuring research support under RUSA are slim. This may incentivize
faculty to move to an identified research university. This could have adverse implications, such as
narrowing the pool of thinkers on a topic to a single location making it insular over time. RUSA,
therefore, needs to propose solutions for such researchers to get the support they need.
57
An approach that may address the difficulty with pre-identifying research universities and the need
to support excellent faculty working in average institutions is to do what many other countries have
done: support individual, not institutional or even departmental efforts. For example, RUSA can
issue challenge grants that require researchers to collaborate on large projects. If multiple
departments are capable of putting together a good proposal from researchers located entirely within
a single institution, they should be allowed to do so.
4. Making industry collaboration a must even for social science
A final concern is that non-commercial academic departments appear to be completely outside of

RUSA's ambit. RUSA's language unambiguously requires collaboration with industry — a criterion
that otherwise excellent social science and humanities-oriented universities like JNU would not
fulfill. RUSA needs to propose ways to support such departments and their researchers.
Conclusion
RUSA is considered as one of the affirmative step, which aims to change the Indian higher education
landscape radically. The Total outlay of RUSA, which is to be implemented in next three FYP, is
aimed at Rs. 99000 cr. out of which, Rs. 22855 cr. is being spent during the 12th FYP. At the end of
RUSA, it is being expected that 108 New Universities from Autonomous Colleges, 100 New Cluster
Universities, 288 New Model Colleges and 266 Upgraded Model Colleges, 100 Professional
Colleges, 20000 Faculty Position in 306 Universities will be created.
RUSA objectives include a target of 32% Gross Enrolment Ratio (GER) by 2020; adequate
opportunities for deprived communities and the promotion of inclusion of women and minority
groups; the improvement of state higher education quality by setting standards that need to be
conformed to; stronger links between education and the job market; adequate availability of quality
faculty members, and the promotion of research and innovation. While RUSA is not a direct
response to the rankings of economic growth rate, it does aim to “attain higher levels of access,
equity and excellence in the State higher education system with greater efficiency, transparency,
accountability and responsiveness”. Hence, RUSA is an excellent opportunity to the State
Universities to upgrade educational and research ambience of infrastructure, knowledge resources
and skill development expertise to produce international quality manpower. It should also be
underscored that the upgraded colleges and universities would be mentored for high-quality research
outputs with fund-associated expertise through RUSA.
References
1. "CCEA approves Rashtriya Uchchatar Shiksha Abhiyan (RUSA)". General Knowledge

Today. 5 October 2013. Retrieved 20 September 2015.
2. "Govt launches Rashtriya Uchchatar Shiksha Abhiyan for bouldering Higher Education".
Retrieved 20 September 2015.
3. Ministry of Human Resource Development (2013), Rashtriya Uchh Shiksha Mission
National Higher Education Mission (2012), retrieved
fromwww.ugc.ac.in/ugc.notices.aspx?id=224. 2.
58
4. Ministry of Human Resource Development. "Rashtriya Uchchatar Shiksha Abhiyan:
National Higher Education Mission" (PDF). National Informatics Centre. Retrieved 20
September 2015
5. Nitin (13 November 2013). "What is Rashtriya Uchchatar Shiksha Abhiyaan (RUSA)?". One
India Education. Retrieved 20 September 2015.
6. N. Premananda Singh (25 October 2013). "National Higher Education Mission :: RUSA, a
boon for state higher education". E-Pao!. Retrieved 20 September 2015.
7. Press Information Bureau (3 October 2013). "Rashtriya Uchchatar Shiksha Abhiyan for
reforming state higher education system". National Informatics Centre. 20 September 2015
8. Rashtriya Uchchatar Shiksha Abhiyan (RUSA), Draft Guidelines for Consultation,
Department of Higher Education Ministry of Human Resource Development Government of
India, December, 2013
9. Rafiq Dossani (2014) “Higher education, technology policy, and globalization and
innovation in services supply-chains” RAND Corporation, Stanford University Center for
South Asia, p.56.
10. "Rashtriya Uchchatar Shiksha Abhiyan". Year-wise. 23 October 2013. Retrieved 20
September 2015.
11. State Higher Education Plan, Jharkhand (2015).
12. See more at: h/ttp://www.erewise.com/current-affairs/rashtriya-uchchatar-shiksha-
abhiyan_art5267c66a978f2.html#.Vf4-QG6lRdh
13. University Grants Commission (2013), Inclusive and Qualitative Expansion of Higher
Education: Approach paper for 12th FYP (2012) retrieved
fromwww.ugc.ac.in/ugcpdf/740315_12FYP.pdf.
------------------------------------------------
59

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KIJECBM/OCT-DEC16/VOL-3/ISS-4/A3 ISSN:2348-4969

IMPACT FACTOR (2016) – 6.9071

KAAV INTERNATIONAL JOURNAL OF ECONOMICS,COMMERCE

& BUSINESS MANAGEMENT

RASHTRIYA UCHHTAR SHIKSHA ABHIYAN (RUSA) AND ITS

Dr. NITESH RAJ

Objectives of the study:

 To identify the rationale of the RUSA mission

Tools & Techniques

RUSA as a New Education policies

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History and Developments in the scheme of RUSA.

Financial Outlay for RUSA

A. Grants to Create New Universities

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B. Grants to Create New Colleges

C. Infrastructure Grants to University / College

D. Grants for Faculty Recruitment and Improvement

E. Research, Quality, Equity, MIS, Vocationalization of Higher Education and Institutional

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1. Creation of Universities by way of up-gradation of existing Autonomous

The Over view of Jharkhand Higher Education is as Follows.

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 Enrolment enhancement: The enhancement of enrolment capacity needed to be enhanced to

 Skill Development: To achieve a just representation of vocational skills in Higher Education

 Human Resource Development: To make a long-term social investment, (that is by

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 Meaningful and Self-Enriching Employability: To evolve a skill based knowledge system

Higher Education Profile

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Polytechnics Engineering Colleges Management

Year Government Private State Govt. Private CFI Total

Total 12050 7990 4500 12840 7320 3855 48555

Sources: Dept. of S & T, submission to 14th Finance Commission.

2009-10 2010-11 2011-12 2012-13 2013-14

GER 8.4 9.4 9.9 10.1 13.1

GPI 0.51 0.84 0.95 0.97

Sources: AISHE Survey 2009-10, 10-11, 11-12, 12-13, 2013-14.

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Sl. Proposals Link with SWOT Analysis

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Other degree awarding institution declared by University 0

National Law University 1

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Type Number Of College

Government aided(Minority and Aided Colleges )

Private unaided(Private BEd ) 103

Sources: Dept of HRD.

Type Number Of College

Sources: Dept of HRD.

Area of Concern is as follows

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Performance against Specific Goals in Jharkhand

Access- At institutional Level.

Equity –at College level

Free Education in Government and Aided Colleges

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New strategies adopted for improving equity, access and excellence

Strategic plan towards Enhanced Access to Higher Education-

The Strategic plan on higher education lays emphasis on –

Strategic Plan towards more equity –

Strategic Plan towards enhancing Excellence in Higher Education –