Measuring Access, Quality and Relevance in Higher Education

Gross enrolment ratio is a widely accepted indicator to measure the level of participation in education. It is proposed that the eligible enrolment ratio could be a better indicator instead. A study of five-year data of 10 different countries highlights its significance. In addition, it is also critical to reimagine higher education as beyond general university degrees, and develop a complementary vertical of equal status of skill and vocational education and enhance employment opportunities.

Views expressed in this article are exclusively of the authors and do not represent those of their affi liated organisations. The authors are thankful to Medha Deshpande, Shivali Tukdeo, Shailaja Chandra and Philip Altbach for reviewing the drafts and offering constructive suggestions.

Universities as centres for creation and transmission of knowledge play a key role in building a symbiotic relationship between the nation state and society. Over the last two decades, the interest of first-generation learners in higher education in India has led to redefining the teaching–learning process, making it more inclusive for the disadvantaged population that is entering the portals of higher education. Therefore, we need a strategy that respects equity in higher education while expanding the vocational education vertical and realigning employment opportunities being created by the new knowledge economy. Higher education in a country provides the much-needed impetus for growth and development, thereby benefiting both the individual and society (Haas and Hadjar 2019).

The rapid expansion of higher education across the world has led to an increased number of universities and colleges, thereby providing greater access to post-secondary education to a large number of students (Declercq and Verboven 2018). As enrolment trends in higher education showed a steep rise, competing countries focused on increasing student enrolment in an attempt to catch up with the developed countries. However, real growth and development are possible only when the quality and relevance of higher education is assured. While expanding the facilities for higher education, sufficient attention must be paid to the basic purpose of higher education.