Enhancing quality of Education in HEI
Shalini Bariar
Professor , VESIM
In today’s rapidly evolving environment of higher education in India, the foremost challenge lies in upholding and enhancing the quality of education while ensuring that it is complemented by practical application-based outcomes. This endeavor towards quality education is supported by three foundational pillars: access to proficient educators, utilization of effective learning tools coupled with continuous professional development, and the establishment of safe and supportive learning environments within each partnering institution.
Institutions across the educational spectrum may implement evaluation mechanisms aimed at identifying and promoting effective teaching practices. The environment within higher education institutions plays a pivotal role in enhancing the quality of teaching. For instance, national policies spearheaded by public authorities or recommendations issued by quality assurance agencies can facilitate university leaders in fostering a culture of excellence in teaching. The OECD Institutional Management in Higher Education (IMHE) study serves as a beacon, shedding light on effective quality initiatives and promoting reflection, thereby aiding other institutions in elevating the quality of their teaching and consequently the caliber of their graduates and postgraduates.
A specific concern plaguing institutions is the shortage of top-notch academics, particularly in specialized disciplines. Addressing this dearth becomes imperative as institutions strive to support quality teaching and ensure a high standard of educators for their programs. Institutional support for quality teaching emerges as a crucial determinant in confronting impending challenges concerning teaching. It is imperative to recognize that quality teaching not only contributes to the overall quality of the institution, alongside scientific reputation and the quality of the learning environment but also garners attention from students and employers, who prioritize learning outcomes, employability rates, and the acquisition of flexible skills.
To compensate for the dearth of instruments capable of objectively measuring learning outcomes, some institutions have embraced a multifaceted approach aimed at enhancing quality teaching. This includes a combination of professional development courses, pedagogy counseling, and program evaluation, all anchored in a robust conceptual framework. The amalgamation of these initiatives are perceived as a promising set of tools to enrich the teaching process. Moreover, a robust policy encouraging quality teaching is deemed likely to bolster learning outcomes, as exemplified by an international University’s initiative of hiring foreign accreditation companies to scrutinize program quality.
In the absence of institutional oversight, institutions would struggle to cater to the needs of educators and envision an education policy to benefit students. The advent of the three-degree structure reform, prompted by the Bologna Process, is better managed when institutions comprehend the dynamics at the program level and within educators’ realms. An institutional approach streamlines the myriad initiatives that often sprout within departments, ensuring coherence and efficacy. Establishing a quality teaching framework empowers institutions to monitor support systems, track teacher satisfaction, and gauge their impact on the learning process.
It’s imperative to recognize that the collective sum of individual initiatives taken by teachers isn’t sufficient for an overarching enhancement of quality teaching within an institution. Only the institution, both at the central and departmental levels, can discern benchmarks, foster good practices, and scale them across departments. Quality teaching is an ongoing journey through which educators continually learn and refine their pedagogical skills. It’s inseparable from and intrinsic to the overall quality of the institution, encompassing aspects like research and management. Learning from best practices of international partners is crucial to achieving globally recognized standards of teaching quality, aligning with Sustainable Development Goal 4 of Quality Education.
While higher education has played a pivotal role in India’s economic growth and national development, the predominant focus post-Independence has been on enhancing access and equity rather than on quality and relevance. While a few institutions such as the Indian Institutes of Technology (IITs) and the Indian Institutes of Management (IIMs) have emerged as symbols of excellence, the majority of higher education institutions grapple with issues like low quality, inadequate infrastructure, outdated teaching methods, and bureaucratic hurdles.
Traditionally, universities and centers of higher learning were tasked with nurturing a set of skills, attitudes, and values essential for effective participation in civil society. However, contemporary demands necessitate a shift towards building skill sets that are internationally marketable commodities. This shift is evident in the growing focus on employability as an integral facet of quality education. Employability now encompasses not only the ability to secure and sustain a job but also the capacity to adapt to the evolving demands of the workforce.
Earlier, employable skills were often overlooked within the curriculum, entrusted instead to employees or training institutes. However, prospective employers now scrutinize traits such as motivation, efficiency, leadership, adaptability, and technological competencies at the time of hiring. Employability has become synonymous with quality education, prompting governments and educational institutions worldwide to accord it paramount importance.
Moving forward, key areas of concern encompass the drivers and debates fueling the growing attention to quality teaching, the aims of institutions in fostering quality teaching, and the concrete application of quality teaching initiatives. Disseminating best practices, measuring and monitoring progress, and assessing the impacts of quality teaching on teaching, research, and institutional quality culture remain integral to enhancing teaching quality sustainably.
In alignment with Sustainable Development Goal 4 on quality education, India has made significant strides. However, prevailing gaps in educational outcomes underscore the need for adaptable, scalable, and innovative interventions tailored to local contexts. Addressing inequalities within and among countries, as underscored by Goal 10, is crucial for fostering inclusive growth and sustainable development. Additionally, fostering global partnerships, as emphasized by Goal 17, is essential for mobilizing resources and expertise to support the achievement of sustainable development goals worldwide.
In summation, the pursuit of quality higher education in India is a multifaceted endeavor that demands collaborative efforts, innovative solutions, and an unwavering commitment to excellence. By prioritizing quality teaching and embracing global partnerships, institutions can play a pivotal role in shaping the future of education and contributing to sustainable development on a global scale.
Shalini Bariar
Professor , VESIM
