28 June 2024 Education >> Miscellaneous  

The landscape of higher education in India is undergoing scrutiny in light of recent legal challenges questioning the applicability of accreditation norms to skill-focused universities. At the centre of this debate are the Symbiosis Open Education Society (SOES) and Symbiosis Skills and Professional University (SSPU), which have raised constitutional concerns regarding the criteria set forth by the University Grants Commission (UGC) for accrediting open and distance learning (ODL) programmes.

Under the UGC's regulations, universities offering ODL and online programmes are required to achieve a minimum score of 3.01 on a 4-point scale in the National Assessment and Accreditation Council (NAAC) accreditation or feature among the top 100 in the National Institutional Ranking Framework (NIRF). These standards, designed primarily for traditional universities, are being contested by SOES and SSPU on grounds that they do not appropriately assess the unique educational objectives and outcomes of skill universities.

Skill universities, unlike traditional academic institutions, emphasize practical, industry-oriented education aimed at preparing students for immediate employment. They argue that metrics such as attracting faculty with industrial experience and delivering job-specific skills should weigh more significantly in accreditation assessments compared to academic research credentials.

The legal proceedings have highlighted several pivotal developments. A significant move came with an October 2022 order from the Ministry of Skill Development & Entrepreneurship, which acknowledged the need for a specialized regulatory framework tailored to skill universities. This directive led to the formation of working groups, including SSPU, tasked with proposing differentiated norms for eligibility, faculty qualifications, and operational standards specific to skill-based institutions.

Furthermore, SOES and SSPU have actively engaged with regulatory bodies like the UGC and the NAAC, advocating for adjustments in accreditation parameters. Their efforts underscore the necessity for a more nuanced approach that recognizes the diversity within India's higher education ecosystem.

In response to these concerns, the judiciary has intervened to assess whether the current application of accreditation standards to skill universities violates constitutional principles, particularly the right to equality under Article 14 of the Constitution of India. Courts have acknowledged the legitimate concerns raised by skill universities and the inadequacy of current accreditation frameworks in addressing their distinct educational missions.

Recognizing the evolving nature of educational needs and institutional diversity, the UGC and NAAC have initiated steps to revise the accreditation framework. A new manual specifically tailored for skill universities is in development, aiming to provide a fair and objective assessment mechanism that aligns with their educational goals.

In the interim, pending the implementation of the revised framework, the judiciary has issued interim directives. SSPU has been permitted to proceed with offering certain ODL programmes without mandatory NAAC accreditation, provided they meet all other regulatory conditions. This interim relief reflects the judiciary's stance on balancing regulatory standards with the imperative to promote innovation and accessibility in higher education, particularly in skill development-focused institutions.

In conclusion, while affirming the general validity of accreditation standards, judicial interventions emphasize the need for adaptive regulatory frameworks that accommodate the diverse educational objectives of institutions across India. The ongoing legal proceedings and regulatory reforms are pivotal in shaping the future of accreditation policies, ensuring they uphold both quality standards and the unique missions of various categories of higher educational institutions in the country.

  University Grants Commission Act, 1956