University College at Ghudda ( Bathinda ) The Genesis & Development [ By Amarjit Singh Dhillon Dr ]

Red Mark Village Ghudda{ Bathinda ]

Ghudda, the birth-place of the writer of these lines, once almost a sleeping village of an erstwhile “Jungle Des”, suddenly woke up to be famous with the establishment of Central University of Punjab and after that there was a chain of educational & other institutions coming one after the other. Now there are four Banks, namely Cooperatve Bank, Union Bank of India, Oriental Bank of Commerce and State Bank of Patiala. Main road is also being converted into four-lanes Among the other educational institutions, with the active support of the Center, are “The Constituent College” and “The Model School”. The Government of India, under the direction of Dr. Manmohan Singh, Prime Minister of India, earnestly started revamping the educational fabric right from the year 2005 with the appointment of National Knowledge Commission & from 2007 with the XI Five Year Plan. Prime Minister Manmohan Singh, during his Independence Day speech in 2007, said: “We will ensure adequate numbers of colleges are set up across the country, especially in districts where enrolment levels are low.”

I. Educational Scenario in India

It is relevent to narrate brief description of the educational scenario in India. 1. Eleventh Five Year Plan (2007-2012) Planning Commission, Government of India

A little more than half a century has passed since the Government initiated a planned development of higher education in the country with the establishment of University Grants Commission in 1953.

The policy for the development of higher education has been mainly governed by the “National policy on Education” of 1986 (as modified in 1992) and its Program of Action 1992. The 1986 policy and Action Plan of 1992 were based on the two land mark reports namely, the “University Education Commission Report” of 1948-49 (popularly known as Radhakrishnan Commission), and the “Education Commission Report” of 1964-66, (popularly known as Kothari Commission ). These two reports, in fact, laid down the basic framework for the National Policy of 1986 for higher education in the country.

The Radhakrishnan Commission on University Education had set up goals for development of higher education. While articulating these goals, the Commission put it in following words:

“The most important and urgent reform needed in education is to transform it, to endeavour 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. For this purpose, education should be developed so as to increase productivity, achieve social and national integration, accelerate the process of modernization and cultivate social, moral and spiritual values.”

The National Policy on Higher Education (1986 ) translated the vision of Radhakrishnan Commission and Kothari Commission in five main goals for higher education, as enumerated below; which include Greater Access, Equal Access (or Equity), Quality and Excellence, Relevance and Value Based Education.

a) Greater Access requires an enhancement in the education institutional capacity to provide opportunities to all who deserve and desire higher education.

b) Equity involves fair access to the poor and the socially disadvantaged groups.

c) Quality and Excellence involve provision of education by accepted standard so that students receive available knowledge of the highest standard and help them to enhance their human resource capabilities.

d) Relevance involves promotion of education so as to develop human resources keeping pace with the changing economic, social and cultural development of the country; and

e) Value Based Education involves inculcating basic moral values among the youth.

The Action Plan of 1992 included schemes and programs which were directed towards expansion of intake capacity in general, and that of the disadvantaged groups such as the poor, SC, ST, minorities, girls, the physically challenged persons, and those in the educationally backward regions, in particular. Thw Schemes/Programmes were designed to improve the quality through strengthening academic and physical infrastructure, to promote excellence in those institutions which have exhibited potential for excellence, and to develop curriculum to inculcate right values among the youth.

The University Grants Commission came into existence in 1953 and the UGC Act came into force in 1956 with the objective of promotion and coordination of university education and for determination and maintenance of standards of teaching, examination and research in universities. As per its mandate UGC has been taking steps, through various schemes, to promote quality education having regard to the concerns of Access, Equity, Quality, Excellence, Relevance and Value based education.

The Indira Gandhi National Open University (IGNOU) established by an Act of Parliament in 1985 promotes Open University and Distance Education System in the country. It has widened the access to higher education by providing opportunities to larger segments of the population by adopting integrated multimedia instructions. The reach of IGNOU has increased substantially by the use of Gyan Darshan, an educational TV channel and Gyan Vani, FM radio Channels.

Significant contributions in the field of higher education have also been made by Research Councils like the Indian Council of Social Science Research (ICSSR), the Indian Council of Historical Research (ICHR), the Indian Institute of Advanced Studies (IIAS), the Indian Council of Philosophical Research (ICPR) and the National Council of Rural Institutes (NCRI). These Research Councils, which function outside the university system, promote research and creativity in

important areas like social sciences, history, philosophy and interdisciplinary areas.

2. THRUST AREAS OF HIGHER EDUCATION DURING

5TH to 10TH FIVE YEAR PLANS

Analysis of the past Five Year Plans indicates that, there have been continuous efforts to strengthen the base by developing infrastructure, improving the quality through several programs and schemes, introducing reforms in content and evaluation and encouraging generation of knowledge through research. The focus of fifth five-year plan was on infrastructure development, the sixth plan onwards the focus shifted to consolidation and quality improvement. The Seventh Plan laid emphasis on research and academic developments. It was from this plan onward that the development centers of excellence and area study programs got special attention. From the Eighth Plan onward, the need for differential funding was recognized. Under this plan, it was envisaged that the developing departments would be provided necessary funds to bring up their facilities and activities to an optimum level for their teaching and general research pregrammes. The Ninth Plan aimed at gearing the system of higher education to meet the challenges arising out of the major social, economic and technological changes. The focus of Tenth Plan was aimed at quality and relevance of higher education, research and development, management in financing and the use of the new information and communication technologies. The Tenth Plan provided the basis for higher education in the 21st century.

II. Parliamentary Standing Committee’s 172 Report [HRD] :

The Parliamentary Standing Committee on HRD in its 172nd Report has recommended that Central Universities may be set up in the remaining states of Northeastern region including Sikkim at the earliest.

There are, at present, 19+(4) Central Universities under the administrative purview of the Department of Higher Education. Each Central University, established by an individual Act of Parliament, exercises autonomy in its academic and administrative affairs in keeping with the provisions of the relevant Act, the Statutes and the Ordinances made there under. Their entire maintenance and development expenditure is met by the Central Government. All the Central Universities are required to function effectively at national level, to help removing regional imbalances, to contribute a corporate intellectual life in the country and to

further national integration. Their all-India character is reflected in admissions, appointments and the nature of the programs directed by them. The following measures are suggested: -

- At least one State University in each state should be funded through UGC to the level of Central Universities.

- The Central Universities would develop in such a manner that it will have national character in terms of faculty and students’ participation.

- All central universities must be upgraded as ‘centers of excellence’.

- The role for all Central Universities would be that of a nodal agency and would include generating research, teaching at postgraduate levels and providing academic support to state universities and institutions.

- There is need for provision of fully staffed, equipped, functional Academic Staff Colleges in all Central Universities. This provision should be made under the non-plan scheme to provide ‘permanence’ of character.

- 10 networking centres in Basic Sciences including Physical Sciences, Chemical Sciences, Life Sciences, Material Sciences and Mathematical Sciences need to be set up in leading departments of Central Universities.

- Interdisciplinary Schools or Centres be started in each Central University, such as Centre for Child Studies (none exists in the country), Centre for Educational Studies, Centre for Robotics, Centre for Social Exclusion and Inclusive Policy, Centre for Studies in Cooperation for Indian Literature and Language etc. These Centres will be primarily meant for research activities

A Central Tribal University needs to be established in order to promote educational avenues for tribal population.

- Faculty of Medical studies needs be established in all Central Universities of North Eastern Region.

- Faculty of Mass Communication and Faculty of Fine Art and Music need to be established in all Central Universities.

- All Central Universities to have hostels for women students.

During the 10th plan, there has been a rapid growth, almost doubling of deemed universities, which reflects the pressing demand for more institutions. But new state universities have not increased by same rate due to resource crunch. In this context of growing demand, state universities need to be supported in the 11th plan in diversified disciplines. Also, there is significant inter state imbalances in the location of Central Universities. So, in the XI , at least one central university should be set up in each state and at least one state university in each state should be funded through UGC at a level of Central University.

III. UGC’s Expert Committee

The UGC appointed an Expert Committee regarding setting up Colleges in educationally backward districts of India on 4th Oct. 2007 with Prof. S.P. Thyagarajan, Former V.C. Madras University, as Convener. It had six meetings and submitted its Report in March, 2008.

1. Recommendations of Expert Committee :

The Committee has recommended model detailed project report (DPR) for setting upof one college in each 374 educationally backward districts, Low Gross Enrolment Rate(GER) in various states of the country. It has been recommended to establish them as“Constituents Colleges” of the respective Universities in whose jurisdiction the collegesmight come under, and are to be maintained and nurtured by the respective universityacademically, administratively and financially facilitating flexibility and freedom for thecolleges in all their academic functions eventually evolve as “Autonomous Colleges of therespective university within a minimum period of 5 years time.The budgetary requirements for each of these 374 proposed model colleges across thecountry amounts to Rs.2, 992.00 crores as one time non-recurring budget and Rs.561.00crores per annum under the recurring budget, based on the projection of Rs.8.0 crores percollege as the non-recurring cost and Rs.1.5 crores per annum per college under the recurringexpenses required for salaries and hiring charges (Rs.1.0 crore/college) and college runningand maintenance requirement of Rs.50.0 lakh/college)

The Committee has recommended that 100% of the non-recurring cost of establishingthe Model Colleges may be met by the Central Government and the State Government maycommit that the required land for the colleges would be provided by the concerned StateGovernment. 100% of the annual recurring expenditure needs to be met by the concernedState Government to be channelised through the respective university. 

2. UGC Meeting dated 21st May, 2008

The Commission approved that the Report of UGC Expert Committee to prepare

Model DPR for 374 New Colleges to be set up in Educationally Backward

Districts (Low GER Districts) in the country may be recommended and forwarded

to the MHRD. The Commission further decided that the State Governments may

be asked to follow the Model for the governance of the College both as

constituent and autonomous or Government autonomous as the situation

warrants in the district/state concerned. Since State Governments have to take

care of the recurring expenditure of these colleges, the Commission desired that

a discussion with the State Governments may be convened by the MHRD before

it is implemented. The Commission further decided that Public – Private –

Partnership could be considered by the State Governments in establishing these

Colleges.

3. 374 Model Colleges in educationally backward districts:

. The list of 374 districts contains 18 districts from Orissa. They are:  Malkangiri, Baudh, Kandhamal, Nuapada, Nabrangpur, Gajapati, Koraput, Sonapur, Bargarh, Deogarh, Kalahandi, Balangir, Anugul, Rayagada, Kendujhar, Ganjam, Nayagarh, Dhenkanal. Of these, Malkangiri and Baudha are in Phase 1 with CPI (colleges per lakh population) below 4, Kandhamal and Nuapada in Phase 2 with CPI 4 to 8, and the rest in Phase 3 with CPI 8.1-12.4.

Following are some excerpts from that report:

The criteria for identification of location within the district may be the following:a. The college has to be located in an area of the district having no college in the vicinity of 10 km radius.b. Predominantly rural location where the proportion of rural population in area is higher than the State averagec. A new college as an additional one in the vicinity shall be permitted only if the existing college has more than 1000 students, or there is no separate college for women in the area of 10 km. radius.d. Accessibility : The location of the college should be such that it is accessible, i.e. reasonably well connected by transport facilities so that the college may serve a larger catchments area.e. Population density: The proposed college should be located subject to fulfillment of the above-mentioned criteria in locations having higher population density in comparison with other contending locations.

Non- recurring Budget requirements:

.1. Land : Since the Model colleges are to be established in rural, hilly, forest, tribal and other priority areas as per the criteria already described in chapter.2., a minimum of 10 acres of land need to be provided by the State Government concerned to each of the college in the identified low GER district.

2. Non recurring infrastructure requirements per college:

1. Academic & administrative buildings (3000 sq.mtrs) : 2.5 crores 2. Campus development : 2.0 crores 3. Hostels for 100 students : 1.0 crores* .4.Teachers’/Non teaching quarters – 20 each; : 2.5 crores. 5. Laboratories : 0.2 crore 6. Library : 0.2 crore 7. Computer Centre : 0.2 crore 8. Health centre : 0.1 crore 9. sports facilities : 0.1 crore 10 Miscellaneous : 0.2 crore Total per College Non-recurring :9.0 Crores.* the expenditure towards hostel could be sanctioned through the UGC special scheme for “ hostels”. The net Non-recurring requirements would thus be Rs.8.0. crores per college.

Recurring Budget requirement: It would involve the salary requirements for 25 teaching and 25 nonteaching personnel for each college and the college maintenance expenditure of Rs.50.0 lakhs per annum to be provided by the State government concerned.

. Model I: Fully Government supported Colleges:Non-Recurring : 100 % by Central Government, while the required land for the colleges has to be provided by the State Govt. (This pattern of financial support by Central Govt. is necessary to motivate the State Governments toestablish these model colleges in the Low GER districts adhering to the criteria suggested for actual location of these Colleges within the LOW GER districts) Recurring : 100% by the State Government;

4.Recommendations Approved

The Cabinet Committee on Economic Affairs on Jan. 21, 2010, approved the introduction of a new Scheme to provide central assistance for setting up of a model degree college in

each of the identified 374 educationally backward districts.

The districts the where Gross Enrolment Ratio (GER) for higher education is less than the national GER are marked as the educationally backward districts.

The CCEA decided to provide assistance to the extent of one third of the capital cost for establishment of each college, limited to Rs.2.67 crore, for Special Category States, the

Central share shall be 50 percent of the capital cost limited to Rs.4 crore for each college.

The land shall be provided free of cost by the State Governments. The balance amount of the capital cost, and the recurring cost of running these new colleges shall be met by the

concerned State Governments.

In his Independence speech in 2007, Prime Minister Manmohan Singh had announced, inter alia, that "We will also ensure that adequate numbers of colleges are set up across

the country, especially in districts where enrolment levels are low. We will help States set up colleges in 370 such districts".

The XI Five Year Plan document as approved by the National Development Council envisages, among other things, that 370 new Degree Colleges will be established in

Districts with low Gross Enrolment Ratio based on careful selection. (ANI)

5. Press Information Bureau

Thursday, January 21, 2010

SCHEME OF SETTING UP OF 374 MODEL COLLEGES IN DISTRICTS HAVING GROSS ENROLMENT RATIO FOR HIGHER EDUCATION LESS THAN THE NATIONAL GERc

CCEA Decision The Cabinet Committee on Economic Affairs today approved the introduction of a new

Scheme to provide central assistance for setting up of a model degree college in each of the identified 374 educationally backward districts where Gross Enrolment Ratio (GER) for higher education is less than the national GER. Point-wise details:

(a) The Central Government shall provide assistance to the extent of one third of the capital cost for establishment of each college, limited to Rs.2.67 crore. For Special Category States, the Central share shall be 50% of the capital cost limited to Rs.4 crore for each college.

(b) The land shall be provided free of cost by the State Governments. The balance amount of the capital cost, and the recurring cost of running these new colleges shall be met by the concerned State Governments.

(c) During the remaining period of the 11th Five Year Plan, assistance shall be provided for establishing 200 model colleges in identified districts, with priority being given to special category states and districts having concentration of weaker sections and minorities as well as other districts in Schedule V and Schedule VI areas.

(d) The Scheme will have prospective effect and will be applicable to those colleges where admissions commence after 21.01.2010.

(e) A clear Memorandum of Understanding (MOU) will be signed with each State Government before any release of funds is made.

(f) The Scheme shall be implemented both through the University Grants commission (which can release funds to the concerned affiliating university for establishment of the college as its constituent college) and also alternatively by way of direct release of funds by the Ministry of Human Resource Development to the concerned State Government, which may like to set up the college either as an affiliated or a constituent college.

The total funds requirements will be Rs.2992 crore (for 374 colleges @ Rs.8 crore per college), and the Central share shall be about Rs.1079 crore. During the remaining period by the XI Plan it is proposed to provide Central assistance for 200 colleges for which the financial requirement (central share) shall be limited to about Rs.615.13 crore.

Assuming that the average number of students in a college is 500, the total number of students who would be enrolled in the 374 colleges, shall be about 1.87 lakh.This is a new Scheme meant exclusively for students in educationally backward districts, aspiring for higher education

IV. The Colleges will be “Constituent Colleges”:

According to Prof. Thyagarajan, Covener of the Expert Committee of UGC, the new colleges will be ‘model colleges’ for the country in teaching-learning and evaluation processes. They will be set up as ‘constituent colleges’ and not as affiliated colleges. Prof. Thyagarajan said the model colleges would be under the jurisdiction of the respective university, which would maintain and nurture it academically and administratively. The university will have to facilitate flexibility and freedom for the colleges in all their academic functions. The constituent colleges are defined as colleges established, maintained and nurtured by universities themselves academically, administratively and financially.

The advantages of the constituent college system are autonomy, flexibility and freedom of introduction of innovation in curriculum development, teaching-learning process and in examination/evaluation methodology without significant time lag. The constituent colleges would also have the horizontal mobility of students and the teachers between the university departments and the colleges to have the benefit of best of infrastructure and teaching expertise.

Although the committee had explored the possibilities of establishing colleges in public-private partnership mode, it suggested complete government funding for the project. “In the current phase, there will be no PPP option. It will not be possible in a situation where low fees are collected from the students,” said Prof. Thyagarajan.

The colleges should be set up in a predominantly rural location . The location of the college should be reasonably connected by transport facilities .

The colleges should have hostels for at least 75 per cent of students in the ratio of 40:60 for boys and girls, and for 50 per cent of faculty and staff. The

committee has suggested a teacher-student ratio of 1:20

V. Colleges for Educationally Backward Districts of Punjab

UGC team approves Building Layout for

13 new Government Colleges in Punjab:

The Punjab Government was all set to establish 13 new Government Colleges in the state and thus finalized a uniform Building Layout plan for all these Colleges.

Chairing a meeting with the 6-member delegation of University Grants Commission (UGC) here on Feb. 3, 2010, the Punjab Chief Minister Parkash Singh Badal said that the design pattern of all the colleges had been approved to give a homogeneous look to these upcoming institutions. 

Badal also outlined the perspective of higher education in the state to the UGC team and said that the sole mission of the Punjab government was to spread quality education of global standards in every nook and corner of the state to enable our youth to be immensely benefited. The delegation also lauded Badal’s passion for quality education.

After going through a detailed discussion the members of the visiting team expressed satisfaction over the proposed design of the college buildings and suggested few alterations in the classroom and hostel plans, which were incorporated immediately by the State Chief Architect on the direction of the Chief Minister.

It may be recalled that these colleges are being set up at Sardulgarh (Distt. Mansa), Balachaur  (Disttt. Nawanshahar), Guru Harsahai (Distt. Ferozepur), Choong (Distt. Tarn Taran), Dhillwan (Distt. Barnala), Narot Jaimalsingh (Distt. Gurdaspur), Sikhwala (Distt. Mukatsar), Nihalsinghwala (Distt. Moga), Jaito (Distt. Faridkot), University College  Ghudda ( Distt. Bahtinda), University College, Chunni Kalan (Distt. Fatehgarh Sahib), Ghanaur (Distt. Patiala) and Mithra (Distt. Kapurthala) at a cost of about Rs.104 crore. In addition to these,   7 New Polytechnics at a cost of Rs. 84 crores  were also being established in the districts of Fatehgarh Sahib, Barnala, Nawan Shahar and Mansa. 

The members of UGC team included; Prof. (Dr.) James Thomas, Vice Chancellor of Dr. D.Y. Patil University, Navi Mumbai, Prof. Rajesh Anand, Joint Secretary UGC, Dr. Shalini Malhotra, Associate Prof. Physical Education, Motilal Nehru College, Delhi University South Campus, Dr. Mani Kumar, Director Distance Education, M.S. Univaristy, Tirunalveli, Dr. RR Azad, Principal J.V. Jain College, Saharanpur and Dr. Ramesh Verma of UGC.

VI. Foundation Stone of University College

At Ghudda on Feb. 21, 2010

The CM laid the foundation stone of a recently approved college that would be established jointly by the Centre and the state government at Ghudda, his ancestral village.It would be constructed at the cost of 8.50 Crore.

When asked about the fate of a large number of foundation stones of prestigious projects, the CM said, “We are committed to complete all projects.”

Harsimrat Kaur Badal, MP, Vice-Chancellor of the central university of Punjab, Dr Jairup Singh, senior SAD leaders Balwinder Singh Bhunder and Sikander Singh Maluka were among others who addressed the gathering.

Central University Vice Chancellor Dr Jai Rup Singh said four courses had al-ready been started at the temporary campus in Bathinda, and 13 more would be st-arted from July. -----------------------------------------------------------

[Sixteen activists of the Unemployed Linemen Union got arrested today, when they attempted to disrupt foundation stone-laying ceremony of a college, being established jointly by the Centre and the state government at Ghudda, the ancestral village of Chief Minister Parkash Singh Badal.]

Policemen whisk away unemployed linemen, who tried to distrupt the foundation stone-laying function of a college, at Ghudda village near Bathinda on Feb.21,2010

VII. Central Model School in Ghudda

a) Demand for Model School at Ghudda:

Chief Minister Parkash Singh Badal lays the foundation stone of a college at his native Ghudda village near Bathinda.

In a meeting at New Delhi on Aug. 27, 2009, Human Resources Minister Kapil Sibal informed the Punjab Chief Ministe Prakash Singh Badal, that the ministry had already approved the proposal for establishing 13 new degree colleges in educationally backward districts of the State as recommended by the Experts Committee of University Grants Commission. These would be set up in Amritsar, Bathinda, Faridkot, Fatehgarh Sahib, Ferozepur, Gurdaspur, Mansa, Moga, Muktsar, Nawanshahr, Patiala and Sangrur.

Sibal also assured the Chief Minster that the ministry would soon release Rs 63.42 crore for setting up 21 model schools in educationally backward blocks of Punjab as the case had already been sent to the expenditure finance committee (EFC) for its sanction. He informed Badal that the proposal sent by the state government to sanction one additional model school in Ghudda village of Sangat Block, Bathinda district, would also be got examined by the ministry.

The Minister told Badal that the Ministry had already sanctioned Rs 5.50 crore for the construction of women hostels in the seven colleges of the state as recommended by the UGC. He said the proposal sent by the government for releasing Rs 11.92 crore for 21 other such hostels was also under active consideration of the ministry.

b) Demand Acceeded:

To develop Bathinda as an educational hub, Human Resources Minister Kapil Sibal on Jan.23, 2010, gave approval to open a Central School at Ghudda in Bathinda District. A decision to this effect was taken by Mr Sibal in a meeting with Punjab Chief Minister Parkash Singh Badal, who called on him at his residence in Delhi today.

During the meeting with Mr Sibal, the Chief Minister urged him to accord approval for opening a Central School at Ghudda as the University Grants Commission had already allotted a degree college there. Mr Badal informed the Human Resources Minister that this Central School would act as a feeder for intake of quality students to the already sanctioned degree college as well as the Central University.

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Amarjit Singh Dhillon (Dr.)

Brief-Biodata Place of Birth : Village Ghudda, Dist. Bathinda(Pb.) (Now a seat of Central University of Punjab) Recorded Date of Birth : 15 December, 1935

(A) Education1. Education upto B.A. Balbir High School & Birjindra College, Farid Kot2. M.A. (Pol.Sc.) Mohindra College, Patiala (1958)3. M.A. (History) Mohindra College, Patiala (1960)4. M.A. (Pub.Admn.) Private(Pb.Univ.Chandigarh (1964)5. Gyani(Hons.in Punjabi) Private(Pb.Univ.Chandigarh (1953)6. Ph.D. (Pub.Admn.) Pbi.Univ. Patiala (1987)

(B) Academic Work1. Lecturer Guru Nanak College, Guru Tegbahadur Garh (1960-61)2. Lecturer Khalsa College, Patiala (1961-71)3. Principal Khalsa College,Patiala (1971-74)4. Director Pbi.Development Punjabi University, Patiala( 1974-93)5. Dean of Colleges Punjabi University,Patiala (1993-97)