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nerated from institutional assets, students b.
sector, revenue may e ge . . . ··b .
. r: .l. . d donations from third party conh I utors. .
and their ,amt 1es, an ld Bank directed the govcn1ments of these countties.
Therefore, the Wor · .
. enabling firamework that encourages tertiary .
to ''put m p1ace an · · . . education institutions to be more innovattve and more responsive to f a global.ly competitive knowledge economy and to the .
the needs o · 1 " .
changing labor market requirements for advanced human captta . .
The World Bank proposed to play a central rol~ by facilitating policy dialogue and knowledge sharing, supportmg refo.rms through .
programme and project/ending, an~promoting a~1 enablmgframework .
for theproduction of the global pubhc goods cructal to the development .
of tertiary education6 .
Having crippled the higher education system in India and other developing and transition countries, the World Bank evolved a 'new role' for itself in the higher education sector. But the prescriptions for the refonns in the higher education system were the same that the World Bank has been giving since 1986. .
The Model Act for AU Universites .
The World Bank basically directed the governments of developing and transition countries to respond to the necessities of the globalisation, emerging new trends in the higher education sector mentioned above, and make an enabling framework common to the entire education system. In return, it promised to bring about consensus among the stakeholders so ~hat new market-oriented policies are implemented and not opposed by anyone. .
It is actually this background in which the then BJP led NDA Government responded to World Bank pressure through the University Grants Commission (UGC) which issued a Concept Paper7 in October 2903 entitled "Towards Formulation of Model Act for Universities of the 21Sl Century in India" with a view "to prepare the Indian University .
system for thefuture. " .
The Concep.t Paper noted, "Indian Universities, like their counterparts elsewhere m the world, have been performing many additional .
4 .
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functions now a days, e.g., undertaking sponsored R&D and continuing education , providing knowledge-based advice and consultancy, preparation I publication of educational material like books I study reports I research papers and extending services to society. Oflate, the worldwide advances, parti cularl y in new Information and Communication Technologies (ICT), are greatly influencing the University system in the country. However, major issues like size, access, equity, relevance, quality and resource constraints continue to dominate the working of Indian Universities." Since the "Universities are becoming complex institutions", an appropriate .
strategy needs to be adopted "for their governance, organization and management., .
Therefore, the Acts ofIndian Universities should be changtu ..to bring in some uniformity in the working of Universities" through a Model Act framework, so that the Universities accept "the challenges of globalization to offer high quality education and other services i11 a competitive manner". The new Acts ofUniversities would be "flexible and responsive to rapid changes taking place in the society (Read: market)." According to the Paper, the new common Act for all ~he universities would help the universities to benefit from lCTrevolut10n and to "become competitive nationally and internationally" and help "India to become a Knowledge Super Power by the year 2020." .
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The UGC expected that "early adoption of this Model Act by Universities in the country·will enable them to meet the X-Plan Vision and Strategy o( UGC and to keep pace with the worldwi~e changes taking place so rapidly in higher education and n:sear~~·"Th1s Vision and Strategy of the UGC was to prepare the Umver~t~es ~nd institutions ofhigher education for privatization and cmnm~rciahzatiOn, .
d to make them financially self-sufficient and respond to the market. ~is X-Plan document8 clearly stated, "In a way, India has partia.lly privatized the higher education by initiating 1101.1-granta~le te~chmg pr~grammes and dual fees structure for professiOnal subjects. .
By ·the exercise of formulating the Model Act, common for. all the . · ·t·es the Central Government wanted to completely wtthdraw .
um verst 1, . . · · h.
from the funding of the tmiversities, colleges and mstttutwns ofhtg er .
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