Indian Higher Education System and Quality Teaching

The Indian higher education system is very complex. The regulators associated with governance are overlapping and entangled cross different ministries and regulatory bodies. With a gross enrolment ratio. India is still below the world average the world average .With relatively stagnate growth of public sector ,private sector now accounts for 62 percent of the total higher education institutions and 52 percent of the total enrolments in Indian higher education. Despite various intervention measures to address equity objectives ,disparity still exists in terms of gender ,ethnic groups ,and economic criteria and by location. Quality and efficiency policy responses and their endeavors have been insufficient accompanied by poor regulations and its subsequent implementation .Multiple regulation and measures have been envisaged by different commissions and committees to enhance the access ,quality and equity to face the challenges of opening -up this sector globally. The review of the literature is organized in three main parts as to address three major questions: A) “What is the meaning of Quality Teaching and why is it important at higher education level?” B) “How can we improved teaching concretely?” .C) “How can we the one make sure Quality Teaching initiatives are helpful?”. Quality teaching has become an issue of importance as the landscape of higher education has been facing continuous changes: increased international competition, increasing social and geographical diversity of the student body, increasing demands of value for money, introduction of information technologies, etc. But quality teaching lacks a clear definition, because quality can be stakeholder relative. The impact of research, of the “scholarship of teaching” and of learning communities on teaching quality is discussed here. Quality teaching initiatives are very diverse both in nature and in function. The role of the professors, of the department, of the central university and of the state is analysed, as well as the goals and the scope of this initiatives. Choosing reliable and quantifiable indicators to assess the quality of one’s teaching and the efficiency of teaching initiatives remains challenging. different methods and their effectiveness are discussed here. The factors that determine whether appropriate use is made of the feedback provided are also brought into conversation.