THE SOCIAL SCIENCES, A SHELTER FOR THE 'EXCLUDED' STUDENT
Source: The Hindu
For Prelims: Demographic Dividend, Unemployment, Education and Skill Development, Viksit Bharat @ 2047
For Mains: GS 1 and GS 3 - Education, Human Capital and Economy
Highlights of the Article:
Higher education - Demand and Supply Mismatch
All India Survey on Higher Education (AISHE)
Employment in Social Sciences
Quality Enhancement and Policy shifts
Context
The months of May and June are important for the youth of India as the results of many admission examinations would be released. This year, a sizable division is clawing for college admissions and their contributions are phenomenal in realising the dream of Viksit Bharat@2047.
UPSC EXAM NOTES ANALYSIS
1. Higher Education and Demand Supply Mismatch
- The publication of examination results prompt a surge of applications for limited seats in higher education institutions, and also, sparking another round of examinations to gain entry.
- This transition to higher education holds significance as it shapes both the quantity and quality of human capital, crucial for economic advancement.
- In emerging economies like that of India, this transition is plagued by a mismatch between demand and supply.
- The extent of excess seats in some courses and institutions, and shortages in some others, determines the magnitude of exclusion in the system.
- This Persistence of exclusion leads to a situation where certain disciplines become the last mile option for higher education for a significant portion of students, resulting in the formation of a pool of marginalized individuals. Recent trends in the country indicate that the social sciences are increasingly becoming such a reservoir.
2. Why is there a mismatch?
The demand and supply mismatch in higher education result from a misalignment between the aspirations of students and parents and also, the availability of courses and seats. This incongruence is further shaped by market dynamics in private institutions and governmental regulations in public ones.
The disparities within the system lead to three distinct forms of exclusion:
1. Exclusion due excessive competition - evident in the case of premier institutions, which have multiple rounds of filtering mechanisms. Given their limited number and high societal prestige, coupled with their advantageous position in the job market, competition to gain entry is fierce, resulting in targeted elimination.
2. Exclusion due to financial factors - common in the case of private institutions as fee structures are not subject to statutory regulations and often resemble dynamic pricing seen in other service sectors. Reductions in government funding to public institutions have forced them to rely on self-financing through increased fees.
3. Exclusion based on subjects and courses of study - arises from systemic issues, as the distribution of courses and institutions becomes concentrated in specific regions, leaving others with only generic offerings with outdated topics and syllabi.
The prevelance of these three forms of exclusion undermines the long-term quality of human capital.
3. What do the statistics imply?
As per the 2021-22 All India Survey on Higher Education (AISHE) -
- There has been a 4.1% growth in undergraduate (UG) enrollment and a 5.9% increase at the postgraduate level from 2017-18 to 2021-22.
- Notably, the Bachelor of Arts (BA) program, with the highest enrollment at the UG level, experienced a significant uptick of approximately 15% since 2017-18.
- Enrollment in Master of Arts (MA) programs also saw a notable rise of 26.5% during the same period. In terms of enrollment distribution, BA programs constitute 51% of total enrollment in BA, BSc, and BCom courses in regular mode and 75% in distance mode.
- Conversely, MA programs account for 12% of total enrollment in regular mode and 42% in distance mode.
This disparity suggests that BA programs are increasingly becoming a catch-all option, accommodating a large number of students who may be excluded from other courses for various reasons.
4. Empirical Focus
- Differences in course preferences within the social sciences are stark, driven by three key factors.
- Firstly, there's a notable surge in the popularity of courses emphasizing empirical methods, as graduates from such programs are perceived to have higher employability. Economics courses are particularly chosen in this regard, overshadowing disciplines like anthropology or sociology.
- Secondly, there's an increasing emphasis on acquiring skills for policy intervention. The expectation for social science students to develop problem-solving abilities akin to those in engineering has led to a narrowing of specialization within the field.
- Thirdly, the rise of private universities offering global education in India has created demand primarily among the affluent. Interestingly, courses like anthropology, sociology, and political science, which are less sought after in public institutions, are in high demand in these private universities, which have become enclaves of higher quality for the wealthy.
5. Conclusion
A comprehensive revamp of higher education in the social sciences, serving as a lens for analyzing societal, economic, and political transformations, is imperative across all levels. While expansion in quantity to accommodate aspirants from other disciplines is essential, it must be complemented by a dedicated focus on improving quality.
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Mains Practice Questions
1. Analyze the challenges and opportunities in higher education for social sciences in developing countries. How can governments ensure equitable access and quality education in this domain?
2. Evaluate the relationship between higher education in social sciences and socio-economic development. How can educational institutions contribute to fostering inclusive growth and reducing inequality through human capital investment?
3. Critically assess the effectiveness of government policies and initiatives aimed at promoting higher education in social sciences. What measures can be implemented to address existing gaps and improve outcomes in human capital development?
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