Abstract

R. Ravi Kumar

The University Education Report had set goals for development of higher education in the country. While articulating these goals Ramakrishnan Commission on University Education, 1948-49 put it in the following words: “The most important and urgent reform needed in education is to transform it, to endeavor to relate it to the life, needs and aspirations of the people and thereby make it the powerful instrument of social, economic and cultural transformation necessary for the realization of the national goals. In the present context, education policies and strategies have to reckon with emerging challenges and opportunities that come from increasing globalization. The task of nation building has to take into account increasing demand for certain professional skills and knowledge that is linked to the labour market. The definition of quality teaching depends on the meaning of “quality”, a multi-layered and complex word. Quality can be defined as an outcome, a property, or a process. Therefore it is hardly surprising that the phrase “quality teaching” has been given several definitions because definitions of quality are “stakeholder relative”. The National Policy on higher education of 1986 translate this vision of Radhakrishnan and Kothari Commission in five principles goals for higher education which include Greater Access, Equal access (or equity), Quality and excellence, Relevance and Promotion of social Values . The policy directions and actions covered in the 1992 “Program of Action “have been developed in a manner such that it translates these goals in to practice, giving the importance of the first three goals, namely Access, Equal Access and quality.