ABSTRACT

1.1 INTRODUCTION
Higher education occupies an important position in shaping the way in which future generations learn to cope with complexities of sustainable development. It contributes to national development through dissemination of specialized knowledge and skills. It has made a substantial contribution to the development of modern technology leading to increased food production, industrial development, revolution in communication technology and advent of life saving medical techniques. Education is not schooling as is widely known, but it is learning to learn as spelt out by International Commission of Education for 21st century chaired by Ms. Jacques Delors. The Delors report prescribes four main pillars of education: learning to know, learning to be, learning to do and learning to live together. There are four global movements in this context which make it imperative for education and more particularly higher education: education for all, health for all, work for all and food for all. Thus higher education for a few is as important as the basic education for all in a large country like India. The former provides necessary leadership in all areas of activity while the later creates an enlightened and literate society, capable of taking advantage of development in the field of science and technology. It is said that knowledge is expanding so fast that it doubles itself every three years. The institutions of higher education have to redesign their programmes, so as to make them flexible, cost effective and relevant to the market economy.

1.2 NEED OF THE STUDY

It is widely accepted that the state of higher education decides the future progress and prosperity of a country . Higher education has the power to produce change agents for making the country along the development continuum . Unlike the preindependence period , the benefit of higher education are now reaped by a sizeable number of youth even from underprivileged sections of the society .At present we have one college for every 4.7 lakhs of persons in the relevant age group (18-23 years), but in real terms , only about 6-7% of eligible age group are getting the benefit of higher education . A birds eye view on the state of Orissa gives a clear picture that a large number of people are living below the poverty line . They are deprived of even basic amenities on which the survival of human being depends . The situation is worse in the old districts of Kalahandi, Bolangir and Koraput (KBK districts) where the inhabitants are mostly tribal.Under these circumstances, the state has no other alternatives except reducing the percentage of its planned expenditure on education , particularly higher education .Changed economic policy of the state has shifted the focus to primary and secondary education thus enfeebling its involvement in higher education . Now a days both central and state Govt. are allocating special grants for the people living in these districts to improve health , agriculture , education etc. The minimum facilities have been provided for running schools and colleges in these areas to increase enrolment but the flow of resource into these institutions has been inconsistent , inadequate and intermittent. In addition , inflation has eroded the value of grants and compelled the institutions to reduce and to defer essential expenditure . As a result physical plant , staff development and support facilities for teaching and research have been adversely affected.

Keeping in view the above facts , the researcher had undertaken a research project entitled Development of Higher Education in Orissa with special reference to Kalahandi, Bolangir and Koraput districts since independence .

1.3 STATEMENT OF THE PROBLEM:

The present problem was intended to study the DEVELOPMENT OF HIGHER EDUCATION IN ORISSA WITH SPECIAL REFERENCE TO KALAHANDI , BOLANGIR AND KORAPUT DISTRICTS SINCE INDEPENDENCE .

1.4 OBJECTIVES OF THE STUDY

The following were the objectives of the present study: i. To study development of higher education in Orissa with special reference to Kalahandi , Bolangir and Koraput districts. ii. To study the enrolment position in colleges in relation to sex and social categories. iii. To study the status of colleges with respect to provision of facilities. iv. To study the system of administration and funding to the colleges . v. To identify the problems of higher education in these districts. vi. To suggest measures for improvement

1.5 DELIMITATIONS OF THE STUDY

The study is confined to Govt and Aided colleges offering general education from +3 level to P.G. level in old Kalahandi , Bolangir and Koraput(KBK) districts. The study was confined to the period from 1947 to 2010-11.

2 DESIGN OF THE STUDY 2.1 METHOD:

For the present study the investigator followed Descriptive Survey Method.

2.2 POPULATION
There were 24 colleges (Govt. and Aided) in old Kalahandi, 35 colleges (Govt. and Aided) in old Bolangir and 31 colleges(Govt. and Aided) in old Koraput district of Orissa. All these 90 colleges their Principals and Faculty members constituted the population for the present study.

2.3 SAMPLE AND SAMPLING TECHNIQUE

The investigator randomly selected 30% colleges from each district namely Kalahandi, Bolangir and Koraput. Inthis way she selected 7 colleges from Kalahandi, 11 colleges from Bolangir and 9 colleges from Koraput district. Thus altogether she selected 27 colleges and their Principals for the purpose of investigation. She also randomly selected 5 Faculty members from each of the above 27 colleges to collect relevant data. Thus she selected 5x7=35 Faculty members from Kalahandi, 5x11=55 Faculty members from Bolangir and 5x9=45 Faculty members from Koraput district following the technique of simple random sampling procedure. Thus altogether she selected 135 Faculty members for the present study.

2.4 TOOLS AND TECHNIQUES USED

The researcher developed the following three tools to collect necessary data for her research work. i. An Information Blank to collect data from the college offices. ii. An Interview schedule for the Principals. iii. A self-made questionnaire for the Faculty members.

2.5 PROCEDURE FOR COLLECTION OF DATA

The researcher personally met the Principals, Head clerks and Faculty members of the 27 sampled colleges to collect relevant data by means of the tools developed by her.

2.6 PROCEDURE OF DATA ANALYSIS

Statistical techniques like percentage was used for analysis and interpretation of data.

3 MAJOR FINDINGS OF THE STUDY

1. At the time of independence, there were only nine colleges and one University i.e. Utkal University in Orissa to provide higher education. The names of the colleges were Ravenshaw College, Cuttack; G.M. College, Sambalpur; S.C.S. College. Puri; Sailabala College, Cuttack; Vikram Dev College, Koraput; Rajendra College, Bolangir; Maharaja College, Parlakhemundi; Khalikot College, Berhampur and F.M. College, Balasore. These were Govt. colleges. 2. By 2010, Orissa had 11 Universities,96 Govt. Colleges, 608 Aided Colleges, 1008 Un-Aided Colleges, 165 Block Grant Colleges, 253 Self- financed Colleges and 15 colleges functioning by other departments. 3. The total expenditure in higher education increased from 438.68 crore during 2006-07 to 1305.38 crore during 2010-11 in the State. 4. The total number of Govt. and Aided general colleges in Kalahandi was 25 by 2012. But in case of Bolangir and Koraput, it was 36 each. 5. The total number of college teachers working in Kalahandi, Bolangir and Koraput districts by 2010-11 were 1137, 1492 and 1105 respectively.

6. The enrolment of students of higher education in KBK districts during 2010-11 at +3 level were 18,360, 23,400 and 16,920 respectively. 7. Out of the total students enrolled at +3 level in KBK districts in the sampled colleges, 70% were tribes and 45% were girls. 8. The percentage of enrolment at P.G.level in Kalahandi, Bolangir and Koraput was 82.14, 81.94 and 78.97 respectively. 9. More than 33% post of the teachers were lying vacant in the sampled colleges of KBK districts during 2010-11. 10. 22.22% sampled colleges of Koraput, 14.28% colleges of Kalahandi and 9.09% colleges of Bolangir had more than 20,000 books in their libraries. 11. 42.85% sampled colleges of Kalahandi, 54.54% colleges of Bolangir and 44.45% colleges of Koraput had laboratory facilities in science subjects. 12. It was found that Koraput topped the list by providing hostel facilities to the boys. Here 44.44% sampled colleges had Boys hostels.Similarly Bolangir topped the list by providing hostel facilities to the ladies. Here 33.36% sampled colleges had Ladies hostels. 13. So far as payment of salary to the staff was concerned, 71.43% colleges of Kalahandi, 72.72% colleges of Bolangir and 66.66% colleges of Koraput were partially paid by the Govt. towards payment of salary to their staff. 14. The sampled colleges of KBK districts had various sources of financial assistance such as Govt. U.G.C. and local community. While cent percent colleges of all the three districts were getting financial assistance from the Govt., 57.14% colleges of Kalahandi, 36.36% colleges of Bolangir and 44.44% colleges of Koraput were getting U.G.C. grant for the betterment of the colleges.42.85% colleges of Kalahandi, 45.45% colleges of Bolangir and 66.66%

colleges of Koraput were getting financial assistance from the local community. 15. Around 30% sampled colleges of Kalahandi and Bolangir districts had accommodation facilities for teaching and nonteaching staff and the position was little better in case of Koraput. 16. 31.81% teachers of Kalahandi, 34.14% teachers of Bolangir and 51.72% teachers of Koraput had attended only one refresher course to update their knowledge as well as for their career advancement. 17. 91.42% teachers of Kalahandi, 78.18% teachers of Bolangir said that their colleges had problems of classrooms to conduct various classes. 18. More than 85% teachers of KBK districts said that they did not have required number of staff to teach different subjects. 19. 78.12% teachers of Kalahandi, 60% teachers of Bolangir and 55% teachers of Koraput pointed out that they did not have well furnished library. 20. 61.81% teachers of Bolangir, 51.14% teachers of Kalahandi and 44.44% teachers of Koraput district said that their colleges did not have well furnished laboratory to conduct practical classes. 21. 84.45% teachers of Bolangir, 77.77% teachers of Koraput and 68.14% teachers of Kalahandi district said that their students had poor academic background to catch up different subjects as most of them were coming from lower socio economic strata of the society. 22. More than 85% teachers of all the three districts said that their students were not regular in attending classes. This might be due to lack of interest towards classroom instruction or lack of teachers or their attendance in private coaching centre.

23. 68 to 80% teachers of sampled colleges emphasized on more allocation of funds, 64 to 76% teachers on appointment of regular staff, 76 to 78% teachers on learner friendly approach of teachers, 48 to 85% teachers on proper supervision, 69 to82% teachers on research and innovation, 84 to 91% teachers on change in the examination system and 60 to 76% teachers on conduct of tutorial classes for better functioning of Higher Education in KBK districts. 24. 52 to 78% Principals of sampled colleges of KBK districts reported that contractual lecturers lacked teaching experience to teach effectively. 25. 51 to 89% Principals reported that contractual lecturers did not have sense of responsibility as they were coming for a specific period. 26. Cent percent Principals of Kalahandi, 77.77% Principals of Bolangir and 66.66% Principals of Koraput reported that they did not have required number of teaching staff to manage classes. 27. 33.33% Principals of Koraput, 28.50% Principals of Kalahandi and 27.27% Principals of Bolangir reported that they were encountering pressures of students regarding shifting of examinations. 28. 28.51% Principals of sampled colleges of Kalahandi, 22.23% Principals of Koraput and 18.18% Principals of Bolangir reported that they had received special packages from agencies like Western Orissa Development Council or KBK Grants and grants under KBK scheme. 29. 57 to 64% Principals of KBK districts emphasized on monitoring and supervision by higher authorities, 71 to 82% on allocation of more funds, 44 to 57% Principals on more assistance to research and innovation, 57 to 73% of them insisted on fixed dates for University examinations, 71 to 78% of them suggested

for fixed rules regarding transfer of staff for betterment of higher education in the KBK districts as well as in the state

4 EDUCATIONAL IMPLICATIONS
The study reveals a wide range of pragmatic and useful micro level implications as stated below which highlight a scientific base for qualitative improvement of higher education. 1. Provisions should be made for appointment of required number of regular teaching and non-teaching staff to create proper learning environment and better functioning of the colleges in the KBK districts. 2. Many colleges did not have regular Principals. Hence regular Principals Should be appointed to look after college affairs. 3. Provision should be made for regular payment of salary to the staff of the Aided colleges to motivate them towards work. 4. Financial assistance should be provided for improvement of infrastructure especially for the construction and maintenance of college buildings, improvement of library and laboratory. 5. Tutorial classes should be introduced to focus the difficult areas of subject matter as well as clarification of learning difficulties of students. 6. There should be fixed dates for different examinations of the University. Students should be acquainted with these dates at the time of admission to avoid dislocation and shifting of examinations. 7. Internal Assessment should be introduced to motivate students to keep constant touch with subjects. 8. More emphasis should be given on regular classes and regular attendance of students. 9. More residential hostels should be established to attract SC and ST students towards higher education.

10. Refresher course in each subject should be organized at regular intervals by the Academic Staff Colleges to update the knowledge of teaching staff and they should be compelled to attend these courses. 11. There should be proper monitoring and supervision by higher authorities for better functioning of higher education. 12. It was observed that teachers serving in KBK districts were not usually getting the chance to be transferred to other districts as there are no fixed rules for transfer. Hence there should be fixed rules for transfer and teachers serving in KBK districts should be given incentives to motivate them to work in these districts. 13. More assistance should be given to teachers for research and innovation in their subjects. 14. Post graduate courses in different subjects should be opened in the lead colleges of KBK districts to provide scope for Post graduate education.

5 CONCLUSION
Since independence there has been quantitative expansion of higher education in the state of Orissa as well as in the country. In spite of quantitative expansion only 6-7% of population between the age group 17 to 26 have come under the umbrella of higher education. Similarly there has been deterioration in the standard and quality of higher education. The condition is particularly worse in KBK districts of Orissa where most of the people are tribals and remain below the poverty line. Most of the colleges of these regions were under staffed and had poor resource crunch so far as material resources were concerned. Around 70% colleges were partially paid by Govt. so far as payment of salary and other aspects were concerned. Many departments were managed by contractual lecturers who lacked experience to take up any responsibility except taking classes. Similarly most of the teachers were frustrated as they remained in these areas long since without getting a chance to be transferred to other districts. Many teachers did not attend refresher courses to update their knowledge and skills. Similarly in the area of research and innovation, marked changes had not been noticed. Many colleges lacked adequate library and laboratory facilities, hostel facilities, provision of staff quarters and above all adequate infrastructure. The Grant received from the Govt. or through other agencies were megre to bring any significant change. To do away with the present situation, Govt. should appoint regular staff, provide special grant, establish residential hostels to accommodate the students coming from lower strata of the society, adopt strategy to ensure regular attendance, provide assistance for improved library and laboratory facilities, make provision for proper monitoring and supervision bu higher authorities at regular intervals to bring improvement of higher education in KBK districts.