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PM USHA & India’s Higher Education Landscape
PM USHA
This article provides an overview of the impact of the Pradhan Mantri Uchchatar Shiksha Abhiyan (PM-USHA) on India’s higher education landscape.
We begin by introducing the Rashtriya Uchchatar Shiksha Abhiyan (RUSA) and its role in facilitating the transition to PM-USHA.
The key objectives of this initiative are then discussed, followed by an exploration of the importance of quality reforms in higher education.
| PM-USHA and India’s Higher Education Landscape | |
|---|---|
| Higher Education Landscape in India | |
| Overview |
Massive expansion post-independence Persistent quality issues Low GER, disparities in access Accreditation gaps NEP 2020 provides vision for reforms |
| RUSA | |
| Details |
Launched in 2013 to fund state institutions Focus on access, equity, new colleges Upgradation & accreditation Issues: delays, centralized, quality gaps |
| PM-USHA | |
| Features |
Evolution from RUSA in line with NEP 2020 Objectives: governance, academic, evaluation reforms Funding structure: 60:40 center-state Priority districts focus |
Introduction
The Pradhan Mantri Uchchatar Shiksha Abhiyan (PM-USHA) scheme in India’s higher education landscape aims to address challenges related to governance, academics, evaluation, and infrastructure while promoting the principles outlined in the National Education Policy 2020.
This scheme is part of the government’s efforts to improve quality and transform higher education institutions through funding support. However, implementation challenges remain, particularly in certain states.
| Overview of Pradhan Mantri Uchchatar Shiksha Abhiyan (PM-USHA) | |
|---|---|
| Parameter | Details |
| Background Scheme | Rashtriya Uchchatar Shiksha Abhiyan (RUSA) |
| Vision | Higher levels of access, equity, excellence in State higher education with better transparency, accountability, and efficiency. |
| Launch Date (RUSA Phase 1) | 2013 |
| Launch Date (RUSA Phase 2) | 2018 |
| Relaunched As | Pradhan Mantri Uchchatar Shiksha Abhiyan (PM-USHA) |
| Administering Ministry | Ministry of Education |
| Scheme Nature | Centrally Sponsored |
| Institutions Covered | Over 300 HEIs, including state universities and affiliated colleges |
Statistics on Higher Education Institutions (HEIs) in India (As per AISHE report 2020-21)
| Parameter | Number/Detail |
|---|---|
| Total Universities | 1,113 |
| Total Colleges | 43,796 |
| Stand Alone Institutions | 11,296 |
| State Public Universities | 422 |
| Affiliated colleges of State Public Universities | 41,836 |
| Privately Managed Universities | 446 |
| Universities in Rural Areas | 475 |
| Women-centric Universities | 17 |
| Total Enrollment in Higher Education | 4.13 crores |
| Total Male Students | 2.12 crores |
| Total Female Students | 2.01 crores |
| Percentage of Female Enrollment | 48.7% |
| Students in Integrated Ph.D. | 2,255 |
| Students in Ph.D. Level | 2.11 lakh |
Rashtriya Uchchatar Shiksha Abhiyan (RUSA)
Rashtriya Uchchatar Shiksha Abhiyan (RUSA) was initiated in 2013 as a Centrally Sponsored Scheme, aiming to provide strategic funding for state higher educational institutions in India.
In its Phase 1, RUSA focused on improving access, equity, and excellence in higher education by supporting infrastructure development and faculty recruitment.
In Phase 2 (2018), RUSA expanded its objectives to include enhancing research and innovation capacity, fostering international collaborations, and promoting skill development among students.
Phase 1 (2013)
Phase 1 of the Rashtriya Uchchatar Shiksha Abhiyan (RUSA) in 2013 focused on various initiatives to enhance higher education institutions. These initiatives included the establishment of new model degree colleges and upgrading existing institutions. The main goals of this phase were to address issues such as infrastructure augmentation, faculty recruitment, skill development courses, and adoption of educational reforms.
As a result of Phase 1, over 1000 projects were approved, leading to an increase in student capacity by 15 lakh seats. This initiative played a significant role in improving the Gross Enrollment Ratio from 20.8% to 27.1%. These achievements were seen as important steps towards making higher education more accessible and inclusive.
However, despite these positive outcomes, challenges related to delayed fund disbursement and inadequate governance were identified. These challenges highlighted the need for better coordination and oversight to ensure the effective implementation of RUSA initiatives.
Phase 2 (2018)
With a focus on quality enhancements and research excellence, the second phase of RUSA in 2018 aimed to address gaps in the higher education ecosystem. Initiatives such as graded autonomy to colleges, mentoring by reputed institutions, twinning programs with foreign universities, and establishment of Centers for Excellence in Research were implemented.
Although over 95% of funds were utilized under RUSA 2.0 and 60% of universities were accredited by NAAC, there remained uneven quality enhancements across the diverse higher education landscape.
Major Problems Faced by HEIs in India (Identified by NEP 2020)
| Problems Identified |
|---|
| Severely fragmented higher educational ecosystem |
| Less emphasis on cognitive skills and learning outcomes |
| Rigid separation of disciplines and early specialization |
| Limited access in socio-economically disadvantaged areas |
| Few HEIs teaching in local languages |
| Limited teacher and institutional autonomy |
| Inadequate mechanisms for merit-based career management |
| Lesser emphasis on research at universities and colleges |
| Lack of competitive peer-reviewed research funding |
| Suboptimal governance and leadership of HEIs |
| Ineffective regulatory system |
| Large affiliating universities leading to low undergraduate standards |
Transition to PM-USHA
The transition from RUSA to PM-USHA signifies a shift towards addressing the identified issues and implementing the principles of the National Education Policy 2020 in higher education institutions in India.
This revamp aims to address over-centralization, delays in fund disbursement, and lack of quality reforms.
By aligning with NEP, PM-USHA strives to transform higher education by improving access, enhancing quality, and fostering innovation.
Key objectives
One of the key objectives of the program is to implement governance, academic, and evaluation reforms in order to enhance employability and correct regional disparities in access to higher education.
This initiative aims to promote multidisciplinary education and address priority districts with low Gross Enrollment Ratio (GER), gender/social gaps, and aspirational districts.
With a total outlay proposed at ₹12,929 crores for 3 years, PM-USHA seeks to contribute 60% from the center and 40% from the state for this purpose.
Importance of Quality Reforms
Accreditation, autonomy, and accountability reforms are essential for improving the quality of higher education institutions in order to meet the objectives of the PM-USHA scheme.
Accreditation – The scheme emphasizes the need for mandatory accreditation with NAAC to ensure improved quality benchmarking. Currently, only around 63% of universities are accredited, highlighting the importance of this reform.
Autonomy – Additionally, enhancing autonomy based on academic, administrative, and financial parameters will further contribute to improving the overall quality of higher education institutions.
Accountability – Strengthening accountability through transparent e-governance systems and regular audits will also play a crucial role in ensuring quality reforms are implemented effectively.
Implementation of NEP 2020 Reforms
Implementation of NEP 2020 reforms is aimed at reorienting the structure and delivery of higher education to promote flexibility, integration, and employability.
Academic bank of credits – Key initiatives include the establishment of an Academic Bank of Credits to digitally store academic credits earned from recognized institutes, allowing for greater flexibility.
Entry/exit flexibility – Reforms in entry/exit to degree courses have also been introduced, enabling multiple entries and exits to ensure seamless integration.
Multidisciplinary education – Furthermore, the incentivization of multidisciplinary courses blending vocational and academic streams will enhance students’ employability prospects.
Focus Areas
Enhancing access and equity, improving quality, boosting research and innovation, and promoting skill development and employability are the identified focus areas aligned to NEP 2020 priorities.
Enhancing access and equity – These focus areas aim to address various challenges in India’s higher education landscape. By targeting low Gross Enrollment Ratio (GER) areas and disadvantaged groups, access to education can be widened.
Improving quality – Improving curriculum, pedagogy, faculty training, and integrating education with skills will enhance the overall quality of higher education.
Boosting research and innovation – Additionally, establishing Centers for Excellence, research parks, and knowledge clusters will foster research and innovation.
Promoting skill development and employability – Promoting skill development through vocational exposure, internships, career counseling, and community connect initiatives will enhance employability prospects for students.
Progress So Far
In the initial phase of the scheme, priority districts are being identified and supported with infrastructure and reform measures.
As of August 2022, 22 States/UTs have signed MoUs to implement the scheme guidelines and National Education Policy reforms.
Some opposition ruled states have expressed concerns regarding additional funds required for NEP implementation.
Fund disbursement is ongoing, with Jammu Kashmir, Maharashtra, Gujarat, and Haryana among the states that have had their proposals approved in the first round.
Over 1000 institutions are estimated to benefit in the first tranche.
Challenges
The PM-USHA scheme encounters two significant challenges. The first challenge is the limited budget allocation per institution annually. The budget outlay of around ₹13,000 crores for over 2500 institutions across 3 years results in limited funds per institution annually. This limitation may hinder investments in infrastructure, faculty, training, and R&D.
The second challenge is the need to overcome resistance from stakeholders accustomed to legacy systems. Change management requires proactive engagement with universities and colleges to align them with the new vision of NEP reforms and address governance issues in state institutions.
To overcome these challenges, it is crucial to prioritize the allocation of funds and ensure that they are utilized effectively. Additionally, stakeholders need to be involved in the decision-making process and provided with appropriate training and support to adapt to the new systems and reforms. This will help in overcoming resistance and ensuring the successful implementation of the PM-USHA scheme.
Way Forward
The implementation of reforms should be gradual and phased, focusing on districts/institutions ready for change. Autonomy and accountability measures need to be introduced progressively.
Monitoring mechanisms such as audits, self-disclosure systems, and social audits should be established. Feedback from key stakeholders should be collected through impact assessment surveys.
Adopting global best practices like outcome-based funding models and public-private partnerships can further drive reforms under PM-USHA.
