The quality of college teachers- A critical factor in the higher education reform process
According
to a report by ASSOCHAM, Indian students going abroad for higher studies cost a
foreign exchange outflow of $10 billion annually, an amount sufficient to open
20 engineering and management colleges
in India.
Over US$ 13 billion is spent every year by about 450,000 Indian students
enrolled in higher education abroad. Why do they go? It is not only for jobs abroad,
but also mainly for international environment, better research amenities,
flexibility in choice of subjects and wider choice of courses, practical
oriented learning methods, high quality of faculty and the state of the art
facilities. These are missing in many colleges in India.’ Almost two-third of our
universities and 90% of our colleges are rated as below average on quality
parameters,” Prime Minister Singh once revealed.
A vital
indicator to ascertain the global standard of the universities in any country
is the number of foreign students enrolled in them and their position in the
international ranking. China
has emerged as the number-one choice for students who want to study in Asia.. Beijing
University has emerged as
one of the top 20 universities in the world. It is a sad commentary on our higher
education sector that the recent evaluation of universities and
research institutes all over the world, conducted by a Shanghai university, has
not a single Indian University is in the
world's top 300 . However, China
has six.
The HRD ministry is worried about
the dissatisfactory quality of our colleges and hence has introduced series of reforms with the guidance of the
Knowledge Commission in recent times. The introduction of all the sophisticated western tools
of higher education, the
establishment of additional regulatory bodies and higher the flow of fund to this sector have
not yielded the expected results. The employers say 65% of the graduates are
unemployable, because, there is huge gap between what is expected from the
employees and what they are capable of contributing
A critical factor in the reform process is the quality of the
faculty. The government is not blind to the
need to improve the quality of the college teachers and taken many
measures, such as increasing the salary of the teachers through the 6th pay commission , so that teaching becomes
attractive to brilliant minds . Strict provisions for recruitment, orientation and refresher courses, academic
freedom in restructuring of the syllabi, academic auditing, Performance Based
Assessment System (PBAS) and the pass in the eligibility tests etc., have been introduced to improve faculty
quality. . UGC has sent the PBAS
proforma to all varsities which will also be free to devise their own PBAS
based on it. Teachers will be able to offer themselves for assessment for
promotion once they fulfill minimum API scores. They will also be able to get
increments to the tune of 3 per cent of the Academic Grade Pay (AGP) -- as
outlined under the Sixth Pay Commission. State governments have also been asked
to amend their relevant Acts within six months to enable implementation of
these regulations. Lot of changes has come into
the recruitment process too. Yet the result is not as per the expectations .
The expectations
of the students and the administrators regarding teacher’s performance are very
high. The teachers are expected to be the
reservoir of knowledge in there respective subjects by constantly
upgrading their knowledge through various sources, use latest pedagogic method than relying on
uninspiring rhetoric, show interest in molding the personality of the
students through encouragement for co curricular and extra curricular
activities, create a vibrant class room atmosphere through participative learning
method than teacher centric method, encourage original contribution by students
and thereby kindle logical reasoning, analytical skills, and enquiring mind and inculcate reading habit among them .. The
students feel such teachers only will make their college education productive
and prepare them for the competitive job market.
However, the ground
realty is very different. Higher percentage of the college teachers does not
possess these skills or the interest to engage themselves with these roles. .
The orientation and refresher courses, the eligibility test like NET and SLET,
PhD degree, and participation in seminars do not guarantee high quality of
teaching . How many of the teachers have chosen teaching
due to aptitude for it and relish the idea
of accountability? Is not window dressing adopted on a large scale for better
grade in self-appraisal and accreditation procedures? How many of the teachers are
using the treasure of knowledge
available in the internet to provide latest information to the students, do extra
reference for lectures, present original
and high quality papers to the journals and seminars? Do thay
give practical orientation to their
theoretical presentation? What care is given to test the communication skill,
aptitude for innovative teaching methods while recruiting teachers? It would be
disastrous if we appointed anyone who just came along and if corruption plays a
role in the recruitment of teachers.
“A bad
teacher is like a time bomb, because they would only continue to generate
sub-standard students for decades”. No responsible administration should
tolerate this situation. Teachers are the main link in the educational reform
process. They are the field workers and have direct contact with students. Nobility
is still attached to their profession and they are in charge of molding the character
and knowledge level of the youthful population. There is no use of having major
share of youthful population if they are not of high quality.
The teachers should remember that
the born teacher concept is outdated. An ordinary teacher can become an excellent
teacher and then turn into an out standing teacher with dedication towards
their profession. Teachers forever should be learners and impart that knowledge
gained to the students with clarity and thought provoking manner. Original
contribution by students should be recognized and encouraged. More concentration
is needed on participative learning process. . The teachers should talk to the
students about the changing world scenario in economic, political, and social matters.
The following measures might help in improving
the quality of the teachers.
·
The introduction of some mechanism through which
teachers performance appraisal done efficiently and accountability established.
·
The syllabus, which is not industry-friendly
currently, should be modified. The teachers and industry associations like CII,
FICCI should interact and find out what is missing in the syllabus. Nomination
of industry representatives in the board of studies should not
be a window dressing exercise.
·
Many supervisory bodies like AICTE unwisely
assume that once a teacher completes Ph D, he / she automatically becomes an
expert teacher. In reality, there is no direct correlation between research and
teaching ability. This point should be
noted while further reforms are introduced.
·
Even the refreshers courses and orientation
courses cannot achieve their purpose unless the concentration is on the latest pedagogic
methods than on monotonous guest lectures.
·
The government should rethink on the utility of
the eligibility tests in assessing efficiency of the teachers. The best thing
to do is to assess the teacher’s quality at periodic intervals. If the
assessment reveals poor quality, performance counseling should be given, grace
period for betterment allotted and suitable action taken after the next
assessment if the same position continues.
·
The teacher student ratio also should be
regularised .
The
teachers would say that with autonomy, their work burden has multiplied due to
the need to create and maintain
innumerable records to please the regulatory and inspecting bodies, which have
multiplied, and their energy is spent more on non-academic matters. Even the recent
performance assessment system is going to result in creation and maintenance of
innumerable records and that will further cut down their concentration on classroom
activities, where the students are waiting with altogether different type of
expectations. The teachers form the
final link in the hierarchy of the higher education and they are the field workers.
They feel that sweeping reforms are introduced
after consulting only the education
ministers and vice chancellors and without listening to the ground realities
faced by the teachers.They are not involved in the decision making process of the higher education sector .Unless the
grievances of the teachers and the students are
rectified , the goal of attaining global competency cannot be achieved .