All India Higher Education Survey (AIHES) & Status of Higher Education in India 2023
Background
Because of the limitations in higher education statistics in India, the Ministry of Education/HRD initiated the All India Higher Education Survey (AIHES) in 2011. Initially, the responsibility to develop Higher Education-MIS was entrusted to one of the premier educational planning institutions of the Country, namely The National Institute of Educational Planning and Administration (NIEPA). However, later, the same was shifted to the Ministry of Education.
Introduction
The Ministry of Education initiated the All India Higher Education Survey (AIHES), Government of India, to collect data and information on higher education in the Country. The survey is conducted periodically to gather reliable and comprehensive data on various aspects of higher education, such as enrollment, faculty, infrastructure, research, and financing.
The AIHES is conducted by the Department of Higher Education (DHE), Ministry of Education, in collaboration with various other agencies and organizations. The survey aimed to collect data from all the higher education institutions in the Country, including universities, colleges, and technical institutions. The data collected from the survey is used for planning, policy formulation, and decision-making in the field of higher education.
The AIHES covers a wide range of areas related to higher education. The AIHES collects data on the number of students enrolled in different courses and disciplines, their gender and social background, and the number of students from different states and regions. The survey also collects data on the number and qualifications of faculty members, their research output, and their training and development needs.
The AIHES also collects data on the infrastructure and facilities available in higher education institutions, including classrooms, laboratories, libraries, and sports facilities. The survey gathers information on the financial resources of the institutions, including their budgets, grants, and donations. It also collects data on the funding and support provided by the government and other agencies for research and development in higher education.
Is Technology Important for Higher Education in India?
The AIHES is a valuable tool for the Ministry of Education and other organizations in the higher education sector to plan and implement policies and programs to improve the quality and accessibility of higher education in the Country. The survey provides a comprehensive picture of the state of higher education in India and helps to identify areas that require special attention and intervention.
The AIHES is also useful for students, parents, and other stakeholders in the higher education sector to make informed decisions regarding higher education. The survey provides information on the quality of education, the availability of facilities, and the financial resources of different institutions, helping students and parents choose the right institution for their needs.
The All India Higher Education Survey (AIHES) is an important initiative by the Ministry of Education, Government of India, to collect data and information related to higher education in the Country. The survey provides valuable insights into various aspects of higher education, helping the government and other organizations to plan and implement policies and programs to improve the accessibility and quality of higher education in India. The AIHES is also useful for students, parents, and other stakeholders in the higher education sector to make informed decisions regarding higher education.
What is the process of AIHES data collection?
The All India Survey on Higher Education is conducted annually by the Ministry of Education, Government of India, to collect data on higher education in the Country. The data is collected through an online portal maintained by the Department of Higher Education (DHE), Ministry of Education and the process involves the following steps:
- Identification of Higher Education Institutions (HEIs): The DHE prepares a list of all HEIs in the Country, including universities, colleges, and standalone institutions, and assigns a unique identification number to each institution.
- Registration of HEIs: Each HEI must register on the AISHE portal and provide information on their basic details, such as name, address, type, affiliation, and courses offered.
- Collection of data: Once registered, each HEI must provide data on various parameters, such as enrolment, faculty, infrastructure, and finance, using a set of predefined formats and codes. The data is collected for the reference year; generally the academic year ending in June.
- Verification of data: The data provided by the HEIs is verified and validated by the DHE through cross-checking and scrutiny. HEIs may be asked to provide additional information or clarifications as required.
- Compilation and analysis of data: The validated data is compiled and analyzed by the DHE to produce statistical reports on various aspects of higher education in the Country. These reports are available in the public domain and are used by policymakers, researchers, and other stakeholders to monitor trends and formulate policies.
The AISHE data collection process is designed to be comprehensive and standardized, ensuring that the data collected is reliable and comparable across different types of institutions and regions. The online portal and predefined formats help to streamline the data collection process and reduce errors and inconsistencies in reporting.
The flow of Information: The survey collects data from all the Country’s universities, colleges, and other higher education institutions. The data is collected through a web-based portal called the All India Survey on Higher Education (AISHE) portal. The portal provides an interface for institutions to submit the required data online.
Formats: The AISHE portal collects data in various formats, including basic institutional details, faculty information, student enrolment information, infrastructure information, financial information, and information on research and publications.
Type of Data Collected: The data collected through the AISHE portal includes information on the number of institutions, enrolment of students, gender and category-wise enrolment, faculty, infrastructure, finances, and research publications.
Publications: The MoE releases an annual report based on the data collected through the AISHE portal. The report comprehensively analyzes the state of higher education in India. The report includes information on the number of institutions, enrolment of students, gender and category-wise enrolment, faculty, infrastructure, finances, and research publications.
Analysis at All India Level: The data collected through the AISHE portal is analyzed at the all-India level to provide insights into the trends and patterns of higher education in India. The data is also used to formulate policies and programs to improve the Country’s higher education quality.
Limitations of Data: The All India Higher Education Survey has some limitations regarding the data collected. The survey relies on self-reported data from the institutions, and there may be discrepancies in the data submitted. The survey also does not capture the quality of education provided by the institutions or the employability of the graduates. Additionally, the survey does not cover institutions that are not recognized by the UGC or other regulatory bodies.
Status of Higher Education in India
India is the second-most populous Country in the World, with a population of around 1.3 billion, and it is home to a variety of states and cultures. Higher education in India has seen impressive growth in the past, with an increasing number of institutions and a rise in the higher education level’s Gross Enrolment Ratio (GER). However, such as the quality of education, the availability of resources, and the need for reform are still to be addressed.
Several states in India are currently working on improving the state of higher education. For example, Tamil Nadu has a robust higher education system with several well-established institutions. The state government has also introduced a number of programs to support students from economically weaker sections of society, such as the Amma Two-Wheeler Scheme, which provides financial assistance for purchasing a two-wheeler vehicle to students from marginalized communities.
Similarly, the state of Kerala has made significant strides in improving the quality of higher education. The government has established several universities and colleges and has implemented initiatives such as the e-education program, which aims to provide online access to educational materials.
On the other hand, several states, such as Bihar, Jharkhand, and Uttar Pradesh, face significant challenges in the higher education sector. These states have lower GER and have been struggling with the quality of education, a lack of resources, and inadequate infrastructure. However, the government is addressing these challenges, such as providing financial assistance to students, establishing new institutions, and improving existing ones.
In conclusion, higher education in India is a complex and diverse landscape, with each state facing its unique challenges. While some states have made significant progress, there is still a need for reform and improvement in the higher education sector across the Country.
Information about Enrolment, Infrastructure & Teachers
Enrolment: According to the All India Survey on Higher Education (AISHE) 2020-21 report, the Gross Enrolment Ratio (GER) in higher education in India was 27.1 percent. The GER for male students was 29.3 percent, and for female students, it was 24.9 percent. The highest GER was recorded in Tamil Nadu (49.3 percent), and the lowest GER was recorded in Bihar (14.9 percent). The report also stated that out of the total enrolment in higher education, 51.6 percent of students were enrolled in undergraduate programs, 26.2 percent in postgraduate programs, and 22.2 percent in Ph.D. programs.
GER at Higher Education Level
The GER in India’s higher education level has increased over the years. According to the latest data from the All India Survey on Higher Education (AISHE), the GER at the higher education level in India stood at 27.1 percent in 2020-21, an increase from 25.8 percent in 2019-20.
However, the GER at the higher education level in India is still lower than that of many developed countries. For example, the GER at the higher education level in the United States is around 86 percent; in Japan, it is around 59 percent, and in Germany, it is around 30 percent. India’s GER at the higher education level is also lower than the global average of 38 percent.
Several factors contribute to the low GER in India’s higher education level. One of the main reasons is the inadequate number of institutions and the limited capacity of existing institutions limited availability of funds for higher education also contributes to the low GER. Additionally, there is a lack of awareness among students, especially those from disadvantaged backgrounds, about the benefits of higher education.
To improve the GER at the higher education level in India, the government has taken several measures, such as expanding the number of institutions, increasing the capacity of existing institutions, and providing financial support to students from disadvantaged backgrounds. The government has also launched several programs, such as the Rashtriya Uchchatar Shiksha Abhiyan (RUSA), to improve the quality of higher education in the Country.
In conclusion, GER at the higher education level in India is an essential indicator of the progress of the education sector. Although the GER has been increasing over the years, it is still lower than that of many developed countries. The government’s efforts to expand the number of institutions, increase the capacity of existing institutions, and provide financial support to students are likely to improve the GER at the higher education level in India in the future.
GER: Rural & Urban, Male & Female, SC, ST, OBC & Muslim Minority
The GER (Gross Enrolment Ratio) at the higher education level in India varies significantly across different categories, such as rural and urban, male and female, and different social groups. Here is a breakdown of GER across various categories:
- Rural and Urban: The GER at the higher education level is lower in rural areas compared to urban areas. As per the AISHE data, the GER at the higher education level in rural areas was 25.7 percent in 2020-21, while in urban areas, it was 33.4 percent.
- Male and Female: There is a significant gender gap in the GER at the higher education level in India. As per the AISHE data, the GER for male students at the higher education level in India was 29.3 percent in 2020-21, while for female students, it was 24.9 percent. The gender gap is more pronounced in rural areas where the GER for male students was 25.8 percent, and for female students, it was 20.7 percent.
- Muslim Minority: The GER at the higher education level for Muslim students in India is lower compared to the overall GER in India. As per the AISHE data, the GER for Muslim students at the higher education level in India was 16.4 percent in 2020-21.
One may observe that the GER at the higher education level in India varies significantly across different categories. The gender gap is particularly concerning, and efforts should be made to increase the GER for female students. The GER for students belonging to marginalized communities such as SC, ST, OBC, and Muslim minorities is also lower. There is a need to provide them with equal opportunities for higher education.
Infrastructure: The availability of infrastructure in higher education institutions in India varies significantly across different states and institutions. According to the AISHE 2020-21 report, there are 1,084 universities and 42,343 colleges in India. The report states that 77.2 percent of the universities and 76.5 percent of the colleges have buildings, while the rest operate from rented premises. The report also states that 95.8 percent of universities and 89.5 percent of colleges have a library, and 84.2 percent of universities and 68.9 percent of colleges have a laboratory.
Teachers: The availability and quality of teachers in higher education institutions in India are a significant concern. According to the AISHE 2020-21 report, there are 16.1 lacks (1.61 million) teachers in higher education institutions in India, of which 68.8 percent are male and 31.2 percent are female. The report states that 60.5 percent of teachers in higher education institutions have a Ph.D. degree, while 24.5 percent have a Master’s degree. The report also highlights that the student-teacher ratio in higher education institutions in India is 26:1.
In conclusion, the state of enrolment, infrastructure, and teachers in higher education institutions in India varies significantly across different states and institutions. While some institutions have robust infrastructure and quality teachers, others struggle with limited resources and a shortage of qualified teachers. The government addresses these challenges by establishing new institutions, providing financial assistance to students, and promoting innovation in the higher education sector.
Is it possible to attain a GER of 50 percent by 2035 in India?
Attaining a Gross Enrolment Ratio (GER) of 50 percent by 2035 in India is challenging, but it is not impossible. Several factors, such as the current GER, population growth, availability of resources, and the quality of education, need to be considered.
According to the All India Survey on Higher Education (AISHE) 2020-21 report, the GER in higher education in India was 27.1 percent. The GER has been steadily increasing over the years, but it would require a significant effort to reach the target of 50 percent by 2035.
One of the significant challenges to achieving this target is the population growth in India, which is projected to continue. The impressive increase in the number of students seeking higher education will pressure existing institutions and resources across the Country.
Another challenge is the quality of education, which needs to be improved to attract more students to higher education. The government and educational institutions need to work together to develop curriculum, pedagogy, and infrastructure that meet the needs of students and employers.
However, the government has been taking several steps to improve higher education in India. Initiatives such as the Rashtriya Uchchatar Shiksha Abhiyan (RUSA), the National Education Policy (NEP) 2020, and the Study in India program aim to increase the GER and improve the quality of education in the Country.
In conclusion, while it is challenging to achieve a GER of 50 percent by 2035, it is not impossible with a sustained effort by the government, educational institutions, and other stakeholders.
What are the challenges of higher education in India?
Higher education in India faces several challenges, some of which are:
- Access and Equity: One of the primary challenges is ensuring access and equity in higher education. There is a significant disparity between rural and urban areas and marginalized communities like SC, ST, OBC, and women, who face significant barriers to accessing quality higher education.
- Quality of Education: The education provided by higher education institutions in India is a significant concern. The focus on rote learning, outdated curriculum, and lack of practical training and research opportunities often leads to a skill gap among graduates.
- Funding: Higher education institutions in India face significant financial challenges, with many institutions struggling to provide the necessary infrastructure and resources due to a lack of funding. This often leads to a compromise in the quality of education and infrastructure, ultimately affecting graduates’ employability.
- Faculty Shortage: India faces a shortage of qualified faculty in higher education institutions, which impacts the quality of education and research. The competition for faculty among institutions also leads to unequal distribution of faculty across institutions.
- Employability: The employability of graduates is another major challenge in India. The gap between industry requirements and the skills possessed by graduates often leads to a mismatch in demand and supply.
- Research and Innovation: Research and innovation in higher education institutions in India often lack the required funding, infrastructure, and resources. This results in a lack of cutting-edge research and innovation in the Country.
In conclusion, higher education in India faces several challenges, including access and equity, quality of education, funding, faculty shortage, employability, and research and innovation. A concerted effort by the government, educational institutions, industry, and other stakeholders is required to address these issues.
Can higher education grow independently of school education?
Higher education and school education are interdependent, and higher education cannot grow independently of school education. The quality of school education significantly impacts the quality of higher education. Students who receive a good foundation in school are better equipped to pursue higher education successfully.
In addition, higher education institutions rely on the school education system to provide students with the necessary knowledge, skills, and aptitude to succeed in higher education. If the school education system does not adequately prepare students, higher education institutions will face challenges in providing quality education.
Furthermore, higher education institutions are responsible for producing graduates with the necessary skills to succeed in the workforce. To achieve this, higher education institutions must work closely with school education to ensure that students are provided with the necessary skills and knowledge from an early age.
In conclusion, higher education and school education are interdependent, and ensuring that both sectors work together to provide students with quality education is essential. Higher education institutions must work with schools to ensure students receive a strong foundation and the necessary skills and knowledge to succeed in higher education and the workforce.
A table based on the All India Survey on Higher Education 2020-21 report presents some critical statistics at the all-India level for higher education in India
| Category | Total | Male | Female | Rural | Urban |
| Institutions | 51,649 | 30,911 | 20,738 | 31,316 | 20,333 |
| Enrolment | 40.15 million | 24.28 million | 15.87 million | 19.56 million | 20.59 million |
| Teachers | 15.12 million | 9.25 million | 5.87 million | 7.18 million | 7.94 million |
| Gross Enrolment Ratio | 27.1 percent | 28.7 percent | 25.1 percent | 23.3 percent | 31.8 percent |
| Male-to-female ratio | 1.53:1 | – | – | 1.71:1 | 1.32:1 |
| Student-to-teacher ratio | 26.6 | 26.2 | 27.1 | 25.5 | 28.2 |
| SC enrolment | 8.14 million | 4.79 million | 3.35 million | 3.88 million | 4.26 million |
| ST enrolment | 3.91 million | 2.23 million | 1.68 million | 2.50 million | 1.41 million |
| OBC enrolment | 15.34 million | 9.10 million | 6.24 million | 7.85 million | 7.48 million |
| Minority enrolment | 5.39 million | 2.94 million | 2.45 million | 1.98 million | 3.41 million |
From the above table, one can see that there are 51,649 higher education institutions in India, with a total enrolment of 40.15 million students and 15.12 million teachers. The Gross Enrolment Ratio (GER) for higher education in India stands at 27.1 percent, which is an improvement from previous years but still low compared to some other countries.
There is a gender gap in enrolment, with males outnumbering females by a ratio of 1.53:1. The rural-urban divide is also apparent, with higher enrolment in urban areas compared to rural areas. However, the GER in rural areas has been steadily increasing in recent years.
In terms of social groups, we can see that SC, ST, and OBC students have significant enrolment in higher education, with a total of 8.14 million, 3.91 million, and 15.34 million students, respectively. However, there is a need to improve access and ensure that these students have equal opportunities to succeed in higher education.
Finally, minority students, including Muslims, Christians, Sikhs, Buddhists, and others, have a total enrolment of 5.39 million, indicating some progress in addressing their underrepresentation in higher education.
Overall, the data highlights the progress made in higher education in India in recent years but also points to the persistent challenges of access and equity that need to be addressed to achieve universal and inclusive higher education in the Country.
Guest Faculty in State-Run Universities
According to the All India Survey on Higher Education (AISHE) 2020-21 report, state universities in India have a total of 543,135 sanctioned faculty positions, out of which 409,711 positions are filled, and 133,424 positions are vacant. This indicates a vacancy rate of approximately 24.5 percent.
The report further states that during the academic year 2020-21, 51,891 faculty positions were recruited across all types of higher education institutions in India, including state universities. It is not clear exactly how many of these were explicitly recruited in the state universities.
In addition to regular faculty positions, state universities hire guest faculty temporarily to meet their teaching requirements. According to a report by the University Grants Commission (UGC) in 2020, there were approximately 45,000 guest faculty positions in state universities across India. However, the UGC report also noted that many guest faculty positions remained vacant due to budgetary constraints and administrative delays in recruitment.
Vacant faculty positions in state universities are a longstanding problem in India. It has been attributed to various factors such as budgetary constraints, bureaucratic delays in recruitment, and the lack of attractive incentives for talented candidates. The high vacancy rate of faculty positions in state universities is a cause for concern as it can impact these institutions’ quality of education and research output. Addressing this issue requires a sustained effort to increase funding for higher education, streamline recruitment processes, and create better incentives for
Here is an analysis of the status of females in higher education in India based on data from the All India Survey on Higher Education (AISHE) 2020-21 report:
| Category | Number of Students | Percentage of Total Enrolment |
| Total | 20,207,338 | 50.36 percent |
| Female | 10,198,160 | 50.47 percent |
| Male | 10,009,178 | 49.53 percent |
| Transgender | 0 | 0.00 percent |
From the above table, one can see that females constitute slightly over 50 percent of the total enrolment in higher education in India. This is an improvement from previous years and reflects the increasing participation of women in higher education in the Country.
However, there are significant disparities in the enrolment of females in different levels and types of higher education institutions. For example, the enrolment of females in technical and professional courses is much lower than in arts and science courses. In addition, the enrolment of females is also lower in top-ranked institutions and institutions located in rural areas.
Moreover, while the enrolment of females in higher education has increased, there is still a gender gap in access to higher education, particularly in rural areas and among disadvantaged communities. This highlights the need for targeted efforts to increase the enrolment and retention of female students, including measures such as providing financial assistance, creating safe and inclusive campus environments, and promoting gender-sensitive curricula and teaching methods.
Overall, while there has been an increasing trend in the participation of females in higher education in India, there is still a long way to go in achieving gender parity and promoting equal and inclusive access to higher education for all.
