| From the independence of India in 1947 to the early 90's, Indian government paid greatattention to the development of higher education, giving its support in the aspect of outlay,and many committees were founded to guide the higher education. Indian higher educationachieved great success, and was in the leading place in the developing countries. Thedevelopment of Indian higher education in this period has one important characteristic, whichis the great conflict between quantity and quality. The period from 1947 to the 50's is the firststage of Indian higher education development after independence. The government supportedthe higher education from the policy view. The University Education Commission, UniversityGrants Commission came into being. Indian higher education began to develop quickly. Theperiod from 1960 to the middle 70's is the second period, in which Indian higher educationdeveloped quickest, the government had the National Policy on Education (1968), increasedthe education outlay. The period from the late 70's to the early 90's is the third period, inwhich Indian higher education made adjustments and improvement. Facing the qualityproblem caused by the quantity development, Indian government took a lot of measures fromthe late 70's. In the 80's, Indian higher education regained the quick development. Having thelessons of the past time, Indian government tried hard to balance the relationship betweenquantity and quality, making Indian higher education develop in a right direction. Thisdissertation aims at researching the development of the higher education in India afterindependence from the aspects of quantity and quality, and trying to offer inspiration to thehigher education development in China. |
