University Management

in
Uttar Pradesh

A View from the Chancellor's office

1 
University Management in Uttar Pradesh

A view from the Chancellor's office

Ms. Juthika Patankar, Principal Secretary to Governor & Chancellor

Dr. Rajvir Singh Rathore, OSD to Governor & Chancellor

Raj Bhavan, Uttar Pradesh

Lucknow-226027

2 
 Contents
Foreword
1. Introduction
2. Background, Objective and Method of study
3. Schedule of Visits and Comparison Tables
4. Appellate Authority
5. Appointment of Vice-Chancellors
6. Terms of Service of Vice-Chancellors and Faculty
7. Appointment of University officers
8. Vacancies in teaching staff
9. Interface with Government Departments of Education
10. The issue of Self-financed Courses
11. University Grants Commission and University statutes
12. Quality Control and Ranking of Universities
13. Examinations and Evaluation
14. Digitisation and e-University
15. Uttar Pradesh universities: interview with former Vice-
Chancellor, Kanpur University
16. On a Different Note: the case of Bhatkhande Music Insti-
tute and Deemed University
17. The Chancellor: interview with Honourable Governor and
Chancellor, Shri Ram Naik
18. Summary of Recommendations and Conclusion
19. Appendix

3 
 Foreword

As Chancellor of 28 universities in India's largest state, Ut-

tar Pradesh, the subject of higher education is of the great-
est importance to me. 15,60,375 university students were
awarded degrees in 2016-17. Of these the number of girl
students was 7,97,646 or, a highly impressive figure of
51%. 66% of the awards and medals were won by girl
students. As is evident from these figures, not only are we
looking at a massive number of students, we are also for-
tunate to note that half of these are women. Clearly the
demand for higher education in UP is extremely high and
the number of women enrolling for University education is
very heartening.
From the very start of my stint as Chancellor, I have en-
deavoured to bring about order and adherence to time
schedules in the university calendar. I have stressed upon
the need for timely conduct of examinations, declaration of
results and the holding of convocations for the award of
degree certificates. I am glad to be able to say that my ef-
forts have borne fruit and in the past three years, UP state
universities have been showing improvement. In this con-
text I welcome the task undertaken by officers of my sec-
retariat to carry out a comparative study of university sys-
tems across four states with special reference to the role of
the Chancellor. I am particularly more happy because the
initiative to undertake such a study came from these dedi-
cated officers.

This report of the comparative study is comprehensive and

takes a hard, critical look at how universities in Uttar Pra-
desh appear today. I feel that the observations and recom-
mendations contained in the report are pertinent and wor-
thy of serious consideration. I congratulate Ms Juthika
Patankar, Principal Secretary to the Governor and Chan-

4 
cellor, UP and Dr Rajvir Singh Rathore, Officer-on-
Special -Duty in charge of Education in the Governor's
Secretariat and their team who have attempted a very sin-
cere exercise in understanding and analysing University
systems in UP.
I trust this Report would be of use to all those interested in
this field.

(Ram Naik)

5 
Introduction

The objective of this study of Universities, as perceived from the

office of the Chancellor in different states, was to compare the role of
the Chancellor of Universities in Uttar Pradesh (UP) with that in other
states. In UP the Governor as Chancellor of most state universities is
the designated Appellate Authority in university matters. He/she ap-
points the Vice-Chancellor by setting up a Search Committee to rec-
ommend a panel of names from which he/she makes the final selection
and appointment. Consequently he/she is also vested with the authority
to grant leave or institute disciplinary action and award penalties. This
is in addition to the traditional role of the Chancellor in convocations;
as president or chairperson of apex university councils; or of appointing
nominees on various committees. The assigned role of the Chancellor in
UP means that a fair amount of the administrative work related to the
posts of Vice-Chancellors of universities is handled in the office of the
Chancellor. This study attempted to understand from the system in oth-
er states whether the same situation obtained in Chancellors' offices
there or whether there were alternative procedures in place.

The Chancellor as Appellate Authority in UP state universities has

resulted in a very large number of appeals being regularly filed in the
Chancellor's office. These appeals which are disposed by way of quasi-

6 
judicial orders of the Chancellor, are handled in his/her office by the
Legal Advisor(s), senior judiciary officers who have been posted in the
office of the Governor for dispensing advice on all matters pertaining to
the Constitution of India and to law. In practice, the disposal of these
appeals has ended up being a very lengthy process with pendency levels
going as high as 200 cases a month.

The office of the Chancellor in UP services appeals, handles hun-

dreds of miscellaneous University representations, provides Chancel-
lor's nominees for various purposes, operates as secretariat to Search
Committees for Vice-Chancellor appointments, deals with disciplinary
cases and leave sanctions of Vice-Chancellors, co-ordinates Convoca-
tions and convenes review meetings of Vice-Chancellors. It has enabled
the Chancellor to draw the attention of the government to several areas
of higher education policy which need urgent attention and reform. In
short, it functions as simply another, albeit an abbreviated, Department
of Higher Education without any of the wherewithal for such function-
ing. The work of the Principal Secretary to the Governor in UP is com-
pletely overshadowed in terms of substance and volume by the work
done in his/her capacity as Principal Secretary to the Chancellor.

During the course of our interaction with offices in the states of

Maharashtra, West Bengal, Tamil Nadu and Gujarat, we discovered that
the role of the Governor as Chancellor was considerably limited in
these states as compared to UP. The situation varied from greater inter-
vention by state governments in university management to the virtual

7 
elimination of the functions of the Governor as Chancellor. In all these
states, the Departments of Higher Education were prominent in Univer-
sity matters. The Principal Secretary to the Governor was not, by exten-
sion, Principal Secretary to the Chancellor. There were no Legal Advi-
sors to the Governors in Raj Bhavans nor, significantly, was the Chan-
cellor the designated Appellate Authority in any other state. As a result
there was no pendency of appeals or representations in the Chancellor's
office. On the other hand, notwithstanding the reduced role of the Gov-
ernor as Chancellor, the picture which emerged was one of Chancellors
with a comprehensive overview of higher education in their states and
apparently meaningful interface between Chancellors and government
departments of higher education in the overall interest of University ed-
ucation.

In the light of the above situation we analysed the position of UP

with regard to the Chancellor and Higher Education. We have attempt-
ed to understand and highlight the areas in which we feel that changes
are necessary and we have also drawn attention to those areas in which
the system in UP appears to be significantly preferable to that in other
states.

This study has focused on the overview of universities as seen

from the office of the Chancellor. It has not ventured into areas such as
university buildings, infrastructure, pedagogy, financial management,
students' issues or academic reforms. By undertaking this study and
writing this report it is not our intention to criticise or denigrate any sys-

8 
tem. It is in fact our effort to understand better our own system in UP
through comparison and contrast with other states so that we might be
able to consider alternative ways of improving the quality of our func-
tioning.

This study lays no claim whatsoever to serious academic research

and rigorous data assimilation and analysis. It is an exploration of uni-
versity management systems in a few states in India with reference to
the Chancellor's office. Information and data for the purposes of our
study has been gathered through interviews and interaction with author-
ities in different states and with our own Vice-chancellors and the
Chancellor in UP. The analysis, discussion and conclusions are based
upon our visits, interaction and our own experience of the past four
years in working in the office of the Chancellor in Uttar Pradesh.
Factual errors or perceived misrepresentation of any issue in other
states, if any, are solely our responsibility.
We are extremely grateful to the highest offices of the Chancellors
and the Departments of Higher Education and University authorities in
Maharashtra, West Bengal, Tamil Nadu and Gujarat for facilitating our
study. We received tremendous courtesy, warm hospitality and the
greatest degree of professional knowledge and cooperation from all
these states. We were honoured to be given time for interaction by the
highest office, that of Honourable Governor, in West Bengal, Tamil
Nadu and Gujarat.
We thank our colleague, Shri S S Upadhyay, Legal Advisor to the Gov-
ernor, UP for his observations, interpretations and counsel on Universi-

9 
ty law and legal matters. We also thank Shri Sudeep Banerji, Officer-
on-Special-Duty (Information Technology) in the Raj Bhavan UP, for
his suggestions and help. He was part of the delegation to West Bengal.
We thank Shri Kamesh Shukla, Additional Legal Advisor to Governor,
UP whom we deployed as a sounding-board for various ideas from time
to time. We thank our colleagues in the Education section of the Chan-
cellor's office and the staff in our own offices for all their help.
We are, above all, very grateful to the Honourable Governor and Chan-
cellor of Uttar Pradesh who motivated, encouraged and supported our
attempt and who taught us to be open to criticism, suggestions and
learning. We have tried to incorporate the spirit of his advice that "there
is always a better way of doing things".

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Background, Objective and Method of study

Background

The Higher Education sector has witnessed a tremendous increase

in the number of universities/university-level institutions and colleges
after 1947. According to the University Grants Commission (UGC), the
number of universities has increased 41 times from 20 in 1950 to 842 in
February, 2018. The sector boasts of 47 Central Universities, 381 State
Universities, 291 private universities, 123 Deemed-to-be Universities
and 91 Institutions of National Importance. The number of colleges has
also registered a manifold increase of 60 times with just 700 in 1950
growing to 42,300 as on 31 December, 2017. Uttar Pradesh (UP), the
most populous state in India has 6 Central Universities, 31 State Uni-
versities, 8 Deemed-to-be Universities, 32 Private Universities and
8,189 Colleges.

The Governor of UP is Chancellor of 28 State universities (Ap-

pendix I) including general universities, agriculture universities, tech-
nology universities, medical universities and even a music Deemed-to-
be university. One of the key functions of the Chancellor is that of be-
ing appellate authority under various University Acts in respect of or-
ders passed by any authority or office of the University. The office of
the Chancellor of UP State Universities receives on an average 9 ap-

11 
peals per month of which 4 are decided, leaving a pendency of around
as many as 5 cases per month. Due to massive unplanned growth in ed-
ucation institutions, not only is the quality of education declining, the
number of disputes is also on the rise. The number of disputes relating
to higher education has increased phenomenally in the recent past, yet
there has been little attention devoted to adjudicatory approaches in this
realm. In case of UP, our analysis reveals a steep rise in litigation cases
received in the Chancellor office as the number of cases registered an-
nually has increased from 56 in the year 2013 to 109 during 2016, i.e.
doubled in a mere three years. On the other hand, the number of cases
decided during the same period has come down from 52 to 36 despite
there being 2 Legal Advisors in the office of the Chancellor.

The huge backlog of cases and the very slow rate of disposal
prompted a detailed in-depth analysis of the prevalent system of Uni-
versity management in UP. It was felt that there was a need to go be-
yond the mere legal framework of the cases in the Chancellor's office in
order to understand why there was such a large volume of litigation and
whether (apart from the time taken by the legal advisors in the Chancel-
lor's office) there were any intrinsic structural causes for the inordinate
delay in disposal of cases.

Against this background it was decided to undertake a compara-

tive study of the role of the Chancellor's office in the management of
Universities in UP with the position in a few other states.

12 
Objective and method of study

In the context of a very high rate of pendency of appellate cases,

an ever-increasing number of state universities, and certain attendant
divergences such as the fact that some state universities have the Chief
Minister of the State as Chancellor and not the Governor, a team of 2
officers viz Principal Secretary to Governor, UP and Officer on Special
Duty (Education), Chancellor's office obtained the approval of the
Hon'ble Governor/Chancellor to embark on 4 study tours to West Ben-
gal, Maharashtra, Gujarat and Tamil Nadu. The focus would be on at-
taining a comparative picture of the strengths, weaknesses and potential
of the different scenarios of higher education in these 4 states vis-a-vis
UP with special reference to the role of the Chancellor's office.

A list of possible issues for discussion including role of Chancel-

lor, interface between State Government and Chancellor office, between
Universities and State Government was prepared and shared in advance
with the Principal Secretary/Secretary to Chancellor/Higher Education
Department of all 4 States (Appendix-II). Detailed personal interviews
and meetings were held with Principal Secretary/Secretary to Chancel-
lor and his/her office, Principal Secretary of Higher Education Depart-
ment, and Vice- Chancellors/Registrars of State Universities. Docu-
ments such as State Acts, rules, regulations were obtained from all
States. Finally a comparative assessment of the position obtaining in
each State and UP was prepared. Based on this analysis, the conclusion
and suggested recommendations to improve the existing system in UP
have been summarised.

13 
Schedule of Visits and Comparison Tables
The visits undertaken to Maharashtra, West Bengal, Tamil Nadu and
Gujarat are detailed in the table below:

14 
 Table I
Particulars Maharashtra West Bengal Tamil Nadu Gujarat

1. Period of visit 20-23 August, 2017. 23-25 January, 2018. 26 February, 2018 to 1 March, 13-17 March, 2018.
2018.
2. Officers and 1. Secretary to Governor of 1. Additional Chief Secretary 1. Additional Chief Secretary to 1. Principal Secretary to
authorities met
Maharashtra to Governor of West Ben- Governor of Tamil Nadu. Governor of of Gujarat.
gal
2. Additional Chief Secre- 2. Principal Secretary, Chancel- 2. Principal Secretary, Chan-
tary Chancellor/ Higher 2. Additional Chief Secretary, lor/ Department of Higher cellor/ Higher Education,
Education, Government Chancellor/ Department of Education, Government of Government of Gujarat.
of Maharashtra. Higher Education, Science Tamil Nadu.
3. Commissioner Higher
3. Registrar, SNDT Univer- & Technology and Bio-
3. Vice Chancellor, Madras Education.
sity, Mumbai technology, Government of
University, Chennai
4. Advisor, Knowledge Con-
West Bengal.
4. Vice Chancellor, Dr M.G.R. sortium of Gujarat, Ah-
3. Vice Chancellor, Netaji
Medical University, Chennai. madabad.
Subhas Open University,
Kolkatta. 5. Registrar, Dr Ambedkar Law 5. Vice Chancellor, M.S
4. Pro-Vice Chancellor, Uni- University, Chennai. University, Baroda, Va-
versity of Calcutta, Kol- 6. Registrar, Anna Technical dodara.
katta. University, Chennai. 6. Registrar, M.S University,
5. Registrar, Rabindra Bhara- Baroda, Vadodara.
ti University, Kolkata

15 
 Table II
1. Issues related to the Chancellor’s Office
Particulars Uttar Pradesh Maharashtra West Bengal Tamil Nadu Gujarat

i Who is the Appellate Authority Chancellor (Gov- University Tribu- University Tribunal No provision for Ap- No provision for Ap-
under University Acts? ernor) nal pellate Authority. Ap- pellate Authority.
proaching the High Approaching the
Court is the only reme- High Court is the on-
dy ly remedy

ii Are the orders passed by Chan- Yes No provision No provision Does not apply Does not apply
cellor as the appellate authority
quasi judicial in nature?

iii Do you have a legal advisor? Yes No No No No

iv Are the state universities under Yes Yes Yes Yes Yes
different Acts?

v Are the qualifications and expe- Vague/Indistinct Well-defined and Well- Largely follow UGC Largely follow UGC
rience for the position of Vice- clear defined and clear regulations (20 Years regulations.
Chancellor well-defined? as Associate Professor
or 10 Years as Profes-
sor).

16 
vi Is procedure and timeline for Vague Well-defined and Well-defined and Fixed timeline and
appointment of Vice-Chancellor clear clear procedure being formu-
laid down? lated.

vii Who is the Appointing Authori- Chancellor from Chancellor from Chancellor from the Chancellor from the Government with ap-
ty of Vice Chancellor? the Panel of 3/5 the Panel of 5 can- Panel of 3 candi- Panel of 3 candidates proval from the Chief
candidates rec- didates recom- dates recommended recommended by the Minister from the
ommended by the mended by the in order of prefer- Search Committee. Panel of 3 candidates
Search Commit- Search Committee. ence by the Search recommended by the
tee. Committee. Search Committee.

viii Are the terms and conditions Unclear /vague. Service conditions Service conditions Yes, under the Act. Yes, well described
(Leave, Salary, Enquiries, Pun- are specified but are specified but under the Act.
ishment etc.) of Vice- leave provisions leave provisions
lack clarity and lack clarity.
Chancellor appointments laid
punishment rules Provision for re-
down? are not laid down. moval of Vice
Chancellor is speci-
fied in the Act.

Tenure of Vice Tenure of Vice Tenure of Vice Tenure of Vice Chan- Tenure of Vice
Chancellor is 3 Chancellor is 5 Chancellor is 4 cellor is 3 Years. Chancellor is 3
Years. Years. Years. Years.

17 
ix Who issues the No objection State Government Chancellor on the The state govern- Chancellor on the rec- The State Govern-
certificate (NOC) to Vice- recommendation ment issues NOC ommendation of Gov- ment issues No Ob-
Chancellors for foreign visits of the state gov- and leave is sanc- erning Body. jection and leave is
ernment. tioned by the Chan- sanctioned by the
(Chancellor or State Govern-
cellor. Chancellor
ment)?

x Are the review meetings of Indistinguishable Joint Committee Quarterly Meetings, Yes, by the Department Yes, at Government
Vice-Chancellors convened? If Meeting, State Chaired by the of Higher Education at level at regular inter-
yes, whether by the Chancellor Government. Minister, Govern- frequent and regular vals.
ment of West Ben- intervals.
or State departments?
gal.

xi In the event of lengthy discipli- University Have not faced Have not faced By the University, if By the University, if
nary proceedings against Vice- (by practice) such a situation such a situation yet. required, but no such required, but no such
Chancellor, who would bear the yet. situation thus far. situation thus far.
financial costs?

xii What is the disposal mechanism Decided by the Decided by the Decided by the Not Applicable (De- Not Applicable (De-
of representations received Chancellor under Grievance Re- University Tribu- cided by the High cided by the High
against University authorities? different sections dressal Committee nal. Court). Court).
of Acts. and Tribunal.

18 
 Table-III
2. Issues for discussion with concerned State Government Departments.

Particulars Uttar Pradesh Maharashtra West Bengal Tamil Nadu Gujarat

i Whether there is any pre- No No Review Meetings No No

scribed appraisal procedure
for Vice-Chancellors?

ii What is the role of State Service conditions Service conditions Service conditions State Government Service conditions are
Government department in are decided by the are decided by the are decided by the decided by the state
the service matters of Vice- state government. state government. state government. government.
Chancellors?

iii What is the mode of release State government Salary is directly Salary is directly Salary of aided Colleg- Salary and project
of funds from government to releases in in- transferred into transferred into em- es goes directly to bank grant go to the Uni-
universities and their moni- stallments and employee’s bank ployee’s bank ac- account of employees. versity.
Fund Utilization account and pro- count and project- In case of University,
toring systems?
Certificate is ject-based funds to based funds to the salary and project grant
submitted to the the university. university in in- go to the University.
government. stallments’.

iv What is the method of ap- Appointed by Appointed by uni- Appointed by uni- Appointed by Universi- Appointed by univer-
pointment of University of- Government. versity as per pro- versity as per pro- ty by its Senate/ Gov- sity as per the laid
ficers such as Registrar, Fi- cedure for a fixed cedure but no fixed erning Council. down procedure.
tenure (5 Years). tenure.
nance officer, Controller of
Examinations?

19 
v What is the sanctioned pro- No defined proce- Vacant positions Recruitment for Recruitment for Colleg- Recruitment for Col-
cedure for appointment to dure are reviewed after Aided Colleges by es by Teachers Re- leges by Teachers Re-
Teaching and Non-teaching every 3 months on Teachers Recruit- cruitment Board and to cruitment Board and
regular basis by ment Council. Once Universities by Univer- to Universities by
positions and permission for
government and the positions/ posts sity. Posts subject to University. Posts sub-
filling their positions? filled by Universi- are sanctioned by funds to be sanctioned ject to funds to be
ties as per pre- the government, no by State Government. sanctioned by State
scribed procedure. permission for fill- Monitoring and control Government. Moni-
ing such posts is through Finance Com- toring and control
required from the mittee of the Universi- through Finance
government. How- ty. Committee of the
ever, the status of University.
vacancies is com-
municated regularly
to government.

vi Issues/problems regarding Some issues have Has not figured in Has not figured in Not a priority but may Has not figured in
Self-financed programmes been identified their priority. No their priority. No be problems in the pipe- their priority. No
and courses? and are being ad- cognizance as yet. cognizance as yet. line. cognizance as yet.
dressed.

vii Is there any provision of In- No such protocol No such protocol at Most of the Private No protocol with Pri- No protocol with Pri-
terfacing with private Uni- at present. present. Universities have vate Universities. Not vate Universities.
versities/State Government/ been only recently much with Chancellor’s
established and as Office or Government.
Chancellor's office?
such no protocol
exists.

20 
viii What is the process of fee Revised by uni- Fee Fixation Fee Fixation Com- Finance Committee is Finance Committee is
revision? versity and ap- Committee at uni- mittee at university the appropriate authori- the appropriate au-
proved by state versity level. level. ty. thority.
government.

ix What is the time-frame for Uncertain As soon as they are As soon as they are Immediate Immediate
adoption of University received. received.
Grants Commission Regula-
tions?

x Is National Assessment and No Government funds Emphasis is being Yes Emphasis is being
Accreditation Council as- are released only to given to NAAC as- given to NAAC as-
sessment compulsory? National Assess- sessment but, it is sessment but, it is not
ment and Accredi- not a prerequisite a prerequisite for
tation Council as- for government as- government assis-
sessed colleg- sistance. tance.
es/universities.

21 
 Table-IV
3. Issues for discussion with Vice-Chancellors/universities.
Particulars Uttar Pradesh Maharashtra West Bengal Tamil Nadu Gujarat

i What is the time-frame and Procedure has Criteria and proce- Criteria and proce- 3 Months, procedure Procedure is well de-
procedure for affiliation of been defined and dure and time- dure and time- laid down by State fined.
new Colleges? decisions are tak- frame defined and frame defined and Government and fol-
en at University on the recommen- on the basis of 'No lowed by Universities.
level but no time- dations of the Uni- Objection' letter
frame exists. versity, the letter of issued by the Gov-
Intent is issued by ernment, the Uni-
Government to the versity does inspec-
University for tion for granting the
granting the affilia- affiliation. The
tion. University consti-
tutes an Inspection
committee and
completes the pro-
cess within 4
months' time.

ii Is statutory approval of Yes Yes Yes Yes, but Government Chancellor's Assent is
Chancellor required for Stat- Executive Com- Management Board Executive Council approval is not required not required. Approval
utes, Ordinances and Regula- mittee recom- recommends to the recommends to the in each and every mat- is granted by the State
mends to Chan- Senate and then it Court and then it ter. Only in matters Government on the
tions and if so, the route of
cellor for approv- goes to the Chan- goes to the Chan- with financial implica- recommendations of
obtaining approval?  al. cellor for approval. cellor for approval. tions, government ap- Legal Department. of
The Statutes are proval is mandatory.
assented by the
Chancellor in con-
sultation with the
Minister.

22 
iii Is teaching staff used for ad- Routinely Rarely Hardly ever Yes, but not routinely. Yes, but not routinely.
ministrative work? 

iv What is the level of integra- Research and ex- Emphasis on re- Emphasis on re- Emphasis on research Emphasis on research
tion of teaching, research and tension are not search projects es- search projects projects mainly in uni- projects mainly in
extension?  evident as high pecially at post- mainly in university versity campuses. university.
priority issues. graduate level so campuses to inte-
that the need to in- grate research into
tegrate research teaching.
into teaching is
recognised.

23 
What follows is a detailed analysis of the issues highlighted in the 3
Tables above concluding with some observations and recommendations
based on the same.

24 
 Appellate Authority

The significant difference between the Chancellor of universities

in Maharashtra, Tamil Nadu, West Bengal and Gujarat and the Chancel-
lor in UP is that the former is not the appellate authority for representa-
tions against orders passed by Vice-Chancellors or Executive Councils
whereas the latter is. Further, in Maharashtra, Tamil Nadu and West
Bengal, the Additional Chief Secretary/Principal Secretary/Secretary of
the department of higher education and of related departments such as
agriculture or technical education etc are virtually ex-officio secretaries
to the Chancellor and these departments provide inputs and deal with
files pertaining to University education which may come before the
Chancellor. In Gujarat the Chancellor has no designated role in Univer-
sity management.In UP the office of the Chancellor deals with various
University matters, whether in the form of appeals, appointment of
Vice-Chancellors, Executive Council or Court matters, representations
from students or faculty etc. These are handled by the Chancel-
lor's/Governor's Secretariat headed by the Principal Secretary to the
Governor. In fact, University matters account for almost 80% of the
work in the Governor's Secretariat in UP.

In Maharashtra, Tamil Nadu, West Bengal and Gujarat, the Gover-

nor's office does not have any post of Legal Advisor, so there is no such
person in place.

25 
 In West Bengal, the dispute between the University and any teacher,
officer or any other employee is referred to a Tribunal consisting of the
following members:

1. A Chairman to be nominated by the Chancellor in consultation

with the Minister.

2. One person to be nominated by the Executive Council; and

3. One person to be nominated by the person concerned.

In Maharashtra too there are University Tribunals, each pre-

sided over by a retired judge of the High Court. In Tamil Nadu
and Gujarat, however, there is no provision of any appellate au-
thority and appeals, if any, can only lie with the judicial courts.

In UP the Chancellor is the Appellate Authority and he/she is

assisted in that capacity by the Legal Advisor, a post which has
always existed in UP. The role of the Legal Advisor is not limited
to the disposal of University appeals alone, he/she provides legal
advice to the Governor on all matters. In the three other states,
the governors seek the advice of or consult with the Advocate-
General of the State government whenever needed but in UP the
services of the Advocate-General are very rarely required by the
Governor owing to there being a Legal Advisor deputed from the
judicial service in the Raj Bhavan.

It is the role of the Chancellor of universities in UP as an appellate

authority under the UP State Universities Act 1973, as well as the Acts
of other universities, which has resulted in the office of the Chancellor
gaining, perhaps excessive, prominence in general management of the

26 
university issues. As many as 9 appeals are filed every month in the
Chancellor's office against a recurring pendency of 5. The majority of
these appeals are about service matters of the universities' personnel and
the rest are mostly about individual college management disputes. The
inference is plain viz. universities have a notoriously poor record in in-
ternal administration and personnel management, (c.f. Navigating the
Labyrinth: Perspectives on India's Higher Education by Devesh Kapur
and Pratap Bhanu Mehta).

The disposal of appellate cases in the UP set-up rests largely on

the examination and analysis by the Legal Advisor(s) in the office of
the Chancellor. This work progresses at an extremely slow rate and
consequently the number of unresolved cases at any given time is far in
excess of new cases filed. This, in turn, results in the unhealthy practice
of litigants constantly visiting the offices of the Legal Advisers and re-
lated functionaries to press the speedy disposal of their cases. Universi-
ty administration, already seen to be deficient by the number of service
cases filed, becomes even more lethargic and erratic because service
problems fester over a long period and effective decision-making does
not happen. In sum, university management becomes lax, riddled with
unaccountability and absolutely incapable of sorting out even simple
administrative matters. For any and every issue of the failure of the
university authority’s viz. Vice-Chancellor and Registrar, the affected
teachers or employees file either a case in the High Court or an appeal
to the Chancellor or usually both. These cases then drag on for years,
compliance of decisions which come too late is invariably complex, and
the net outcome is a further lowering of efficiency, efficacy and ac-

27 
countability in university administration. This, over time, has corroded
the quality of university education.

How effective the system of university Tribunals is was not within

the limited scope of our exercise. Our point is that by placing Universi-
ty service matters before a Tribunal headed by an ex-High Court judge
as for example in Maharashtra, the system provides an arrangement of
grievance redressal and justice, midway between the High Court (seen
as the temple of highest judicial processes) and the Chancellor's office
(perceived as an administrative, quasi-judicial corrective institution).
The West Bengal system however raises certain disquieting questions
because the tribunal there is headed by a chairman nominated by the
Chancellor in consultation with the Minister. This seems to strike at the
very root of University autonomy and so does not appear to be the best
possible answer. To that extent the UP system is preferable in that it
preserves the independence of the University by keeping it separate
from the political executive.

The Tribunal means that there is no question of pendency of cases

in the Chancellor's office. This is significant because where the Gover-
nor is the Chancellor; the Raj Bhavan surely has a status and role be-
yond that of an administrative court for university matters and so these
matters should not occupy a disproportionately large amount of space in
the functions of Raj Bhavan.

What then is the relative advantage or disadvantage in having the

Governor/Chancellor as Appellate Authority? Here too, another inter-

28 
esting aspect of the matter presents itself. What of state universities
where persons other than the Governor are Chancellors?

In state universities wherever the Governor is Chancellor and Ap-

pellate Authority, there is a general perception of distance, non-bias and
objectivity in regard to university issues. If the Governor/Chancellor's
secretariat handles the appeals rather than the Chancellor's office being
serviced by the Department of Higher Education, the notion of fair play
and non-partisanship is further upheld. But to maintain the highest
standards and ensure timely disposal of cases, entrusting the work to
Legal Advisors might lead to delays of the same kind seen in judicial
courts. The alternative would be to equip the Chancellor's secretariat
with greater manpower dedicated to such work so that the Principal
Secretary to the Governor is not burdened with university quasi-judicial
matters and these remain distinct from the duties of the Governor's sec-
retariat. It appears useful and desirable to provide for an Appellate Au-
thority so perhaps the best method is that of University tribunals on the
pattern in Maharashtra. This would also address the problems likely to
arise in state universities where persons like Chief Minister or, as in
Maharaja Sayaji Rao University, Baroda, Gujarat, the head of the erst-
while ruling family of Gaekwads is, by tradition, the Chancellor.
Whereas the Chief Minister as Chancellor would greatly reduce univer-
sity autonomy, a private person as Chancellor may not be equipped with
a full-fledged knowledgeable secretariat to deal with appellate matters.

Incidentally, we learned from all the other states that the amount of
university-related litigation was considerably less in those states as

29 
compared to UP. State universities in UP could perhaps focus on better
and more accountable internal administration to resolve teachers' ser-
vice matters before they assume the proportions of court cases. Regular
refresher training for non-teaching staff might also motivate employees
to work more efficiently leading to better administration all round and
consequent reduction in appeals and court cases.

30 
 Appointment of Vice-Chancellors

The following issues need careful consideration in respect of the pro-

cess of selection and appointment of Vice-Chancellors:

(a) eligibility criteria for Search Committee members

(b) eligibility criteria for persons to be appointed as Vice-

Chancellors

(c) the case for adopting University Grants Commission (UGC)

criteria for eligibility of Vice-Chancellors versus the case for
having no specified criteria as is the position in the UP State
Universities Act, 1973.

(d) the extent of involvement of state governments in the ap-

pointment of Vice Chancellors and the consequential impact
on university autonomy.

In all four states viz; Maharashtra, Tamil Nadu, West Bengal and
UP, the Vice-Chancellors are appointed by the Chancellor through a
process of short-listing by Search Committees. In Gujarat the appoint-
ing authority is the state government. However, in Maharashtra the se-
lection process involves open advertisement; inviting applications;
qualifications prescribed by publication in official gazettes; screening of
eligible candidates by Search Committee through personal interaction
and a final speaking recommendatory short-listing of 5 names for the
ultimate selection and appointment by the Chancellor.

31 
 In West Bengal, the Search Committee is constituted by the state
government with the following members:

i. An Academician, not below the rank of Vice Chancellor or Director

of National Institute to be nominated by the Chancellor in consulta-
tion with the Minister, and such academician shall be the Chairper-
son of the Committee.

ii. An academician, not below the rank of Professor, to be nominated

by the State government, and

iii. An academician, not below the rank of Professor, to be nominated

by the university Court.

The selection process involves open advertisement; inviting applica-

tions; qualifications prescribed by publication in official gazettes;
screening of eligible candidates by Search Committee through personal
interaction and a final speaking recommendatory short-listing of 3
names in the order of preference for the appointment of Vice Chancel-
lor is submitted to the Chancellor by the respective departments. The
short-listing by the Search Committee is based on proper weightage
given to the minimum qualifications, academic and administrative ex-
perience possessed by the candidates; proven competence and integrity;
and personal interaction held with the Search Committee.

In Tamil Nadu, the Search Committee has a nominee of the state gov-
ernment and till very recently there was a practice of the final inter-
views for selection being conducted by the Chancellor along with the
minister for Higher Education. This practice has now been discontin-
ued. We were informed that Tamil Nadu is reviewing some of its pro-

32 
cedures and provisions in this regard following the initiative taken by
recent Chancellors to cleanse the entire process in the interest of quality
and integrity. One of the fundamental measures required to be put firm-
ly in place is that of prescribing qualifications for Search Committee
members as well as for Vice-Chancellors. The Tamil Nadu authorities
from the highest level downward emphasised the need for stringency in
this regard.

In Gujarat the state government is the only authority to select and

appoint Vice-Chancellors.

In UP the state government has a prescribed role, through its

principal secretaries or official functionaries, in the short-listing of
names for Vice-Chancellors of technical and agriculture universities.
But in all other universities, the state government has no role in selec-
tion and appointment of Vice-Chancellors. Nor does the Act in question
provide any eligibility criteria for those who should be considered for
this post. A peculiarity of the composition of the Search Committee in
UP is that one of its statutory members is a sitting High Court judge
nominated by the Chief Justice of the Allahabad High Court. There is
no officially designated Chairman amongst the three Search Committee
members. Whatever may have been the reasons for including a sitting
judge of the High Court in the Search Committee, today it does not ap-
pear to augment greatly the capacity of the Search Committee to seek
the best suited candidates. According to the procedure established by
convention, in UP the Search Committee picks any five names from a
database of applications, submitted over an unspecified period of time,
without any duly prescribed qualifications or eligibility requirements.

33 
This short-list is submitted to the Chancellor for making the final Selec-
tion of Vice Chancellor. There is no custom or practice of personal in-
teraction by the Search Committee in UP.

It is important and desirable to lay down the eligibility criteria for

Search Committee members as only those who have attained a certain
prescribed standard could reasonably be expected to select appropriate
and fitting candidates as Vice-Chancellors. For UP it would be useful to
revisit the provisions of the UP State Universities Act, 1973 regarding
the composition of Search Committees, as in the existing Act, there are
no eligibility conditions mentioned.

To be fair in the critiquing of the U.P. system however, it must be

acknowledged that the very absence of codified criteria or qualifications
for selection allows each Search Committee to formulate its own guide-
lines and ground rules. Nothing prevents the Search Committee from
structured personal interaction with prospective candidates within a
specified framework of requirements. Likewise, nothing prevents a
Search Committee from recording its reasons and criteria for short-
listing five out of the total applications before it. In fact there have been
occasions, notably 2 different Search Committees on 2 different occa-
sions, for appointment of Vice-Chancellor and Director of the 2 Medi-
cal universities in UP, when the Search Committee drew up an elabo-
rate criteria for assessment and awarded marks to each short-listed can-
didate and from that list further narrowed down the panel to 5 names
which were fully accounted for on the basis of criteria objectively ap-
plied. However, these were exceptional occasions where the medical

34 
expert on the said committee was responsible for actively and con-
sciously enhancing the transparency and accountability of the process.

The case of Gujarat puts a big question-mark on the concept of

autonomy of universities. The government selects and appoints the
Vice-Chancellors. We were informed during our interaction with the
Gujarat Higher Education authorities that it is viewed as desirable to
appoint only those persons who are in tune with government thinking
and government policy. In other words, this suggests that academic em-
inence is not a significant criterion in choosing Vice-Chancellors be-
cause it is universally known that persons of great academic distinction
rarely see eye-to-eye with ruling establishments and are usually given to
healthy, robust criticism.

To a great extent the issue of autonomy is equally relevant in West

Bengal and in Tamil Nadu where the state Governments have been as-
signed a significant role in the selection of Vice Chancellor and it has
not been left to the Chancellor who by virtue of his constitutional office
as Governor is perceived to be apolitical. The Maharashtra system of
selection and appointment of Vice Chancellor then appears to be the
best, comparatively speaking, among all the four states. It seems to be a
far more transparent, accountable and systematic process, elucidated in
duly codified rules and orders. Yet there is one respect in which the UP
State Universities Act, 1973 adds another dimension to the whole ques-
tion of eligibility criteria for Vice-Chancellors.

The UP Act does not lay down a single qualification for appoint-
ment as Vice-Chancellor. It only refers to the appointment of "any per-

35 
son" as Vice-Chancellor. In the best sense of the term it implies that the
Search Committee is free to go beyond formal academic credentials in
shortlisting names for appointment as Vice-Chancellors. The provisions
of the Act leave it to the wisdom and good sense of the Search Commit-
tee to pick persons of eminence and repute regardless of academic dis-
tinctions, persons of formidable and outstanding achievements, even if
they lack formal University experience. In the narrowest sense, howev-
er, the provision in the Act could be construed to mean that any person
without qualification, distinction or achievement could be appointed as
Vice-Chancellor without any illegality under the Act.

Unlike the other states studied, UP has not adopted the UGC eli-
gibility criteria for Vice-Chancellors. It has retained the flexibility and
option to choose anybody, as permitted by its Act.It is difficult to pro-
nounce with certainty which method or criteria would be the best for se-
lection of Vice-Chancellors. There was a general consensus among all
the states studied that:

(a) Nobody at any level, whether as a Search Committee member or

as a government authority or anyone else involved in the selec-
tion and appointment process has evinced that degree of serious-
ness or commitment to the higher academic cause by whole-
heartedly supporting only the best quality candidate for ap-
pointment as Vice-Chancellor.

(b) No system appears to be foolproof as howsoever sound it may be

made, theoretically, its practical implementation allows loop-
holes and gaps.

36 
 As far as UP is concerned we suggest that the Chancellor and the
Higher Education Department in U.P. could lay down eligibility criteria
and education qualifications for each selection, by official government
gazette notification, and this notification could be made a statutory re-
quirement by suitable amendment in the Acts. Alternately the Chancel-
lor may stipulate the terms of reference and detailed procedure for
Search Committee in each case, but this would have to be with the help
of expertise and domain knowledge provided by the Department of
Higher Education. The former option appears better because it would be
fixed and codified for all time. In no case should the application of
well-defined criteria to selection, and the recording of reasons for selec-
tion be left to the discretion of Search Committee as is the present prac-
tice in UP.

In conclusion, it is safe to say that there is a strong case for a

certain high standard of qualifications to be prescribed for persons who
could be nominated to Search Committees. Equally it seems important
to prescribe certain eligibility criteria for those who may be considered
for appointment to the post of Vice-Chancellor. High academic distinc-
tion, integrity and a fair amount of administrative experience particular-
ly at the University level would seem to be called for in an appointee to
the post of Vice-Chancellor. There should be no compromise with this
even if it proves difficult to steer free of political considerations in such
appointments. As in everything else, putting together the best possible
system of selection should be undertaken; how it delivers would depend
upon the commitment of those who work it to adhere to the letter and
spirit of the rules.

37 
 Terms of Service of Vice-Chancellors and Faculty

West Bengal, Maharashtra, Tamil Nadu and Gujarat are more spe-
cific in spelling out the terms and conditions of service of Vice-
Chancellors. But as may be seen from Table II, provisions regarding
leave and disciplinary proceedings are left vague in each state. There is
a need to address this issue because during the prescribed tenure, a
Vice-Chancellor may require, for example, medical leave or any other
kind of leave for a contingency not covered by the provisions. Similar-
ly, the provisions governing the tours (India and ex-India) undertaken
by Vice-Chancellors are vague and appear to allow them maximum
leeway to travel incessantly to various destinations thereby spending
much time in the process. A balance needs to be struck between this ex-
cess of flexibility and the complete lack of provision for medical leave
etc. During the pendency of disciplinary proceedings, the nature of sus-
pension, if any pay, and allowances admissible; who would bear the
cost of disciplinary enquiry; cost of administrative and logistic support
to enquiry committees etc. need to be spelled out.

An adequate, if not excellent, method of performance appraisal

needs to be put in place for Vice-Chancellors. There does not appear to
be any evolved method in place in any of the states. Additional Chief
Secretary, Department of Higher Education, Science & Technology and
Biotechnology, West Bengal reported that while not strictly only for
performance-appraisal, quarterly review meetings of Vice Chancellors
are held at government level to discuss various issues and constraints.

38 
These review meetings are chaired by the minister in the Higher Educa-
tion department. Such review meetings are held on a monthly basis by
the Department of Higher Education in Tamil Nadu also. However
these are not meant to assess the performance of vice-chancellors but to
provide a platform for the flagging and resolution of common problems
across universities. In West Bengal, interestingly, it was emphasised
that education is in the priority list of the Chief Minister, hence full lib-
erty is being given to Vice-Chancellors. The government perceives its
role to be that of a facilitator. There is obviously a certain irony here
because as observed on other issues, the West Bengal Government has a
prescribed role in several aspects of University management whereas in
UP for example, the state government's statutory role is very limited
thereby ensuring much greater autonomy. Gujarat has a provision for
appraisal of Vice-Chancellors by the state Higher Education Council.

Either through peer reviews or any other appropriate method, it

would be in the interest of higher education to have a performance ap-
praisal on a regular basis for all Vice-Chancellors. Deliberations on the
adoption of a good method should ideally take place among all states
for richness and quality of inputs.

From the UP experience it is pointed out that service conditions of

University and even college teaching staff need to be accurately codi-
fied and followed. As has been observed earlier most of the appellate
matters in UP universities relate to the lack of clarity and order in the
implementation of service conditions. This is also a great deterrent to
unfettered movement of talent among different universities because
teachers are often harassed by administrative staff about such move-

39 
ment whether on deputation, or exchange or secondment or any other
mode. If lien and other conditions are not protected teachers would be
reluctant to move and the loss is to higher education.

The present tenure for Vice-Chancellors of universities in UP is three

years. It has however been voiced in various academic and policy cir-
cles that it is both necessary and desirable to increase this to five years
which would enable Vice-Chancellors to have more space and time in
which to work out their ideas and fulfil their role as leaders of quality in
higher education.

40 
 Appointment of University officers

In UP the University officers viz Registrar, Finance Controller,

Controller of Examinations are all appointed by the State government
without reference to Vice-Chancellors. These officers are also frequent-
ly transferred by the government. There is no fixity of tenure. In this re-
gard the method followed in Maharashtra, Tamil Nadu, West Bengal
and Gujarat appears to be more stable and in the considered best inter-
ests of the university. However, there is a basic difference in nature of
appointment of these officers. In West Bengal and Tamil Nadu, the va-
cant positions are filled as per prescribed procedure without any speci-
fied tenure whereas in Maharashtra these appointments are made for a
period of 5 years. Gujarat adheres to UGC guidelines in the appoint-
ment of teaching and non-teaching staff. The composition of Selection
Committees for selection of university officers in the four states other
than UP is well-defined in their respective University Acts.

If the university headed by the Vice-Chancellor has a well-defined

procedure for making selections and appointments for posts of Regis-
trar, Controller of Examinations and Finance Officers, the result would
be a team duly selected and appointed and therefore fully accountable
to the head of the university i.e. the Vice-Chancellor. This would pro-
mote teamwork and cooperation and diminish the possibility of inherent
conflict of interests, power and outlook.

41 
 In UP these key appointments which go to constitute the core ad-
ministrative support team of the Vice-Chancellor are done by the State
Government and the result is not happy. There are innumerable instanc-
es of lack of cooperation and coordination between Vice-Chancellor
and Registrar, Vice-Chancellor and other officers, Registrar and other
officers, Vice-Chancellor and Finance Officer. Further a variety of
practical difficulties are caused by:

a. Frequent transfers of Registrar without reference to Vice-

Chancellor's wishes or the exigencies of the academic year.

b.Long delays in appointment of Registrar by Government.

c. One officer being given charge of more than one university or of-
fice, causing impediment to functioning in both places.

d.Vacancies remaining unfilled for long.

The UP system does not enable the Vice-Chancellor to have a re-

liable team of officers who would jell with the academic environment
and promote work, as well as harmony, on the campus.

The appointment of the university officers should be done in con-

sultation with the Vice-Chancellor to ensure teamwork and understand-
ing. A fixed tenure is absolutely essential for all officers whether taken
on deputation or appointed directly. As the Maharashtra, Tamil Nadu
and West Bengal systems appear to be workable, UP could adopt the
same.

Another measure which would be of great use to Universities and

all their staff would be mandatory training and refresher courses in ad-

42 
ministration and related issues for all staff including Registrars and Fi-
nance Officers. Training keeps personnel motivated and informed. It is
an antidote to stagnation. All Universities in UP could incorporate staff
training as a compulsory feature of their annual calendar.

43 
 Vacancies in teaching staff

Every state we visited, including UP, reported that one of the funda-
mental lacunae in the sphere of quality university education was the ap-
palling shortage of teachers. Vacancies remain unfilled across states, for
a variety of reasons. Some of these are listed as under:

• Organisations set up for the purpose of recruiting university teachers

are not doing their job.

• Governments have frozen grants for salaries at a period in time and

the amounts have not been revised commensurate with increased
demand in the number of teachers or the increase in quantum of pay
prescribed by successive Pay Commissions.

• Corruption in recruitment has reached a level which deters persons

of integrity from even attempting to carry out selection and ap-
pointments.

• Reservation for various categories of posts has not facilitated steady

filling of posts

Lack of timely recruitment of teachers to regular, permanent posts has

resulted in many posts being filled on temporary, ad hoc, contract or
honorary basis which is detrimental in the long run. If teaching as a ca-
reer option does not offer prospects of stable careers with avenues for

44 
growth, there would be fewer and fewer persons of excellent academic
credentials who would be attracted to teaching and the quality of higher
education would plummet even further.

45 
 Interface with Government Departments of Higher Education
As seen from the comparative Table II, points 2(iii), viii, x, inter
alia, the system in Maharashtra, Tamil Nadu, West Bengal and Gujarat
is precisely defined with specified points of interaction as compared to
UP. If the areas of interface are defined, the 'control' of the government
department over the universities ceases to be arbitrary and becomes fo-
cused, professional and result-oriented. In UP there is, unfortunately, a
general lack of professionalism as evidenced by the fact that for long
the Department of Higher Education did not have its own full-fledged
Principal Secretary. The attitude and interaction of all departments of
Government with their universities, be it agriculture, technical educa-
tion, medical education, social welfare department or culture are
marked by unprofessionalism and a total reluctance on the part of the
government department to respect the autonomy of universities. The
government department should ideally facilitate the autonomous func-
tioning of universities, exercising restraint and limiting control only to
unavoidable, crucial spheres. Instead, in practice, Vice-Chancellors
have had cause to complain that the government departments impede
their functioning by withholding approvals, being erratic in release of
funds, interfering with powers given to Vice-Chancellors in different
Acts and generally exerting an unhealthy control.

. The present system of the monthly review meetings of

Vice-Chancellors and Registrars of Universities in Tamil Nadu held by
the Department of Higher Education was appreciated by their Vice-

46 
Chancellors and Registrars because these meetings helped to identify
problems across universities and departments of government and facili-
tated finding solutions for the same. Review meetings of Vice-
Chancellors and other University officers are held annually or twice a
year in UP also either by the State government or by the Chancellor but
these are not sufficient or appropriate to facilitate discussion, exchange
and problem-solving on a regular basis. From the perspective of the
high office of the Chancellor, half-yearly meetings with Vice-
Chancellors need to be formal, stately and an effective forum for dis-
course but the regular routine workaday matters of universities insofar
as they are related to government should be fruitfully addressed by the
department of Higher Education through meaningful facilitation in a
more non-formal manner.

Defining the precise points and subjects of interface would be de-

sirable and in the interest of heightened efficiency and streamlining of
the management of the universities. It would also enhance the account-
ability and fix responsibility of university authorities for their acts while
facilitating their performance.

47 
 The issue of Self-financed courses

There has been no significant increase in the quantum of state

funding of universities over a long period of time. With emerging tech-
nologies, new market opportunities and drastic change in the profile of
employment and lifestyles, newer courses of study are not only gaining
acceptance, they are in demand. However, these courses are invariably
started as self-finance courses by colleges and universities i.e. no gov-
ernment funds are made available for salaries to those who teach these
courses. They have to be financed from students' fees.

As a corollary to this, there is no job security or regular tenure en-

visaged for teachers of self-financed courses. This is, of course, partly
because of these jobs deriving their existence from market demand but
that need not be the full story. For, if self-financed courses come into
existence buttressed by market forces and employment prospects, they
deserve token recognition by the government to include them, by vir-
tue of that very fact, on the list of accepted traditionally taught subjects.
It is self-evident that these would form the tradition for the future. From
that it flows that secure tenures could be envisaged in some new
streams of study for a certain number of teachers, so that fulfilling ca-
reer prospects go to attract the best available academic talent in these
new fields.

From our discussions with the West Bengal, Tamil Nadu, Gujarat
and Maharashtra education authorities, it seemed that future implica-

48 
tions of self-financed courses have not yet been accorded a great deal of
attention so far. In this respect, the scenario in UP is more promising
because both in the office of the Chancellor and in the Department of
Higher Education there is a growing conviction of the need to flag im-
portant issues or implications of this new trend of courses. The Gov-
ernment of UP has been devoting some attention to finding lasting ar-
rangements in respect of self-financed courses which would serve the
interests of teachers and students and ultimately bring about qualitative
improvement. The litigation by teachers, orders of the High Court from
time to time and the interventions by Vice-Chancellors and the Chan-
cellor have contributed to a growing awareness for effective action in
this regard. In our view this is an issue which would be current over a
long time and would need to be consistently discussed and debated to
arrive at suitable provisions.

However, in our view this is an issue which is ripe for debate and
policy formulation.

49 
University Grants Commission Regulations and University Statutes

In UP, UGC recommendations regarding the qualification and ex-

perience for teaching positions and benefits to the teachers or students
are not being incorporated routinely into statutes and usually adoption
takes very long. Due to the delayed adoption of UGC regulations,
teachers are deprived of timely promotions and other benefits on the
one hand and on the other hand selection procedure for new recruits is
affected. As a consequence, number of representations is received in the
Chancellor’s office leading to further increase in litigation. Whereas in
Maharashtra, Secretary to the Governor/Chancellor and in West Bengal
Additional Chief Secretary to Higher Education mentioned that the
UGC regulations are being adopted promptly. This is also true of Tamil
Nadu and Gujarat. The Higher Education Department, Government of
UP, should prescribe a timeframe for mandatory adoption of UGC regu-
lations.

Further, there is a basic difference in UP and Maharashtra, Tamil

Nadu West Bengal and Gujarat in regard to framing of new statutes. In
UP, these may be made, amended or repealed by the Executive Council/
Board of Management with assent by the Chancellor, whereas in Maha-
rashtra, the statute has to be passed first by the Management Board,
then Senate and shall come into force only after assent by the Chancel-
lor. In West Bengal the statute has to be passed first by the Executive

50 
Council, then Court and shall come into force on being assented to by
the Chancellor in consultation with the Minister. It is worth mentioning
that in West Bengal also, major power rests in the Court as in its coun-
terpart in Maharashtra, the Senate. The Court meetings are held every
three months to discuss the agenda items placed before it. In Tamil Na-
du, ordinances and statutes require approval of state government only if
they contain financial implications and such approval or otherwise
comes in the form of state government representatives on university
councils and boards. There is no separate and further reference to the
government. In Gujarat, the University is allowed a Legal Committee
by the Department of Education which first scrutinises draft statutes,
regulations or ordinances. Upon this Committee's recommendation the
Department of Education refers it to the Legal Department of govern-
ment and after approval by government, the Chancellor may approve
the same.In UP, apart from the mandatory government approval re-
quired in all statutes, policies, ordinances and rules with financial im-
plications, several other statutes and ordinances also require the approv-
al of the state government after which they are referred to the Chancel-
lor for assent. Notwithstanding the provisions for the 'Court' in UP as
the counterpart of the Senate, either the ‘University Courts’ are not con-
stituted properly, or if they are there, then their meetings hardly ever
take place.

51 
 Quality Control and Ranking of Universities

In UP, National Assessment and Accreditation Council (NAAC

)assessment has never been the state’s priority, but in the recent past
universities has been asked to apply for the assessment in a time-bound
manner. In order to create a competitive environment in the area of
higher education, the Chancellor's office has taken the initiative to start
a ‘Chancellor Award’ from the academic session 2018-19 and neces-
sary provisions have been made for the same. In Maharashtra, NAAC
assessment is essential for all the aided and government institutions as
the disbursement of teachers' and staff salaries depends on their assess-
ment. As NAAC criteria are framed in such a way that they help in im-
proving the quality of higher education by integrating research activities
into teaching, so institutions need to be mandated to participate in the
NAAC assessment process and obtain the NAAC ranking. Gujarat is
also laying adequate emphasis on quality and NAAC ranking.

Like in UP, in West Bengal and Tamil Nadu also, NAAC assess-
ment has not been their priority. But in the recent past, not only univer-
sities, colleges too are making serious efforts for getting the assessment
done in a time-bound manner in order to attract more and more students
and improve their standing in the society.

52 
 Examinations and Evaluation

Examinations occupy a significant place in any education system.

Examinations help in assessing students’ knowledge and understanding
gained in an academic session, and help evolve pedagogy based on the
results. Over the years, there has been a significant increase in number
of colleges and students enrolled in Higher Education across UP, with
more than a thousand colleges affiliated to some universities. This has
made the logistics of examinations formidable. Large numbers of stu-
dents need to be tested simultaneously in different locations for every
question paper, in adherence to the exam schedule. During the process,
maintenance of confidentiality, security and timely execution has be-
come a serious challenge, especially in traditional universities such as
Chhatrapati Shahuji Maharaj University, Kanpur; Bhimrao Ambedkar
University, Agra or Ch. Charan Singh University, Meerut.

In order to overcome these challenges and keep abreast with the

changing times, there is a need to bring in reforms in the traditional ex-
amination systems in UP Universities. Recognizing this, the Chancellor
set up a committee headed by Prof Mohammad Muzzamil, then Vice-
Chancellor, Agra University to look into the issue of examinations and
reforms. The report submitted by the Committee to the Chancellor has
been sent to the state government for necessary action but action is still
awaited. (Appendix-VIII) However, introduction of ‘Challenged Eval-

53 
uation System’ by the CSJM University, Kanpur has proved a boon to
the meritorious students as there was no provision for re-evaluation. In
view of its student-friendly approach, other universities have also been
directed to adopt the 'Challenged Evaluation System'.
To make the evaluation work transparent and accurate, online eval-
uation system is also being introduced in a phased manner to avoid the
kind of major breakdown witnessed recently in case of Mumbai Univer-
sity. Dr. APJ Abdul Kalam Technical University, Lucknow; CSJM
University, Kanpur and Bundelkhand University, Jhansi have already
taken the lead and online evaluation work in some subjects if not all, is
being done very smoothly.
Details about the extent, scope of work as exemplified by
Chhatrapati Shahuji Maharaj University, Kanpur, the staggering num-
ber and their problems-90 lakh answer sheets etc. need to be elaborated.
The nature and dimensions of the work is so humongous that it over-
shadows every other aspect of University functioning. Elsewhere in this
report, in the interview with Professor J V Vaishampayan, former Vice-
Chancellor of Chhatrapati Shahuji Maharaj University of Kanpur, he
has explained the work of codification of answer-scripts and other relat-
ed measures at length.
There is also a need to use end-to-end ICT (Information Com-
munication Technology) for reforms in examinations and to usher in
greater efficiency, transparency and reliability. The end-to-end integrat-
ed examination management system can manage the entire operation of
examinations in Universities. The comprehensive examination man-
agement solution typically includes modules such as; Student Registra-

54 
tion to Issuance of Hall Tickets, Question Bank/ Question Paper Bank
Generation, Secure Delivery of Question Papers, OMR and Barcode
Technology in Answer Sheets, Digital Scanning and onscreen evalua-
tion of Answer Sheets, Results Processing and Publication, Online Ap-
plication for Re-evaluation, Dematting of Degrees and Certificates etc.

55 
 Digitisation and e-University

Universities in UP have already started digitisation of their docu-

ments and records to make their functioning more responsive and trans-
parent. In all state universities, admissions are being done online and
scholarship grants would be possible only through online filing of
claims. To implement the E-University concept, the Chancellor has
constituted a three member committee under the chairmanship of Prof.
Vinay Pathak, Vice-Chancellor, Dr. APJ Abdul Kalam Technical Uni-
versity, Lucknow. The committee is working in close collaboration with
the National Informatics Centre (NIC) and a detailed action plan is ex-
pected at the earliest.

In all state universities and colleges in West Bengal and Tamil

Nadu, admissions are being done online. Maharashtra and Gujarat are
also progressing rapidly in several university procedures being carried
out online.The work of evaluation of examination answer-scripts par-
ticularly in medical and technical subjects is also being progressively
undertaken online in Tamil Nadu. However, we were informed at the
highest level that in West Bengal a number of representations received
showed that poor net connectivity, non-availability of net banking facil-
ity at small places, power breakdowns are a major stumbling-block in
the smooth functioning of the Online System. Considering the existing
situation, the Chancellor there had desired that till the Online System is
made foolproof, both Online and Offline processes be allowed. Work is
going on in all five states in universities to establish interactive smart

56 
class rooms and virtual class rooms, E- library, digital depository and
the entire gamut of E-University facilities.

The principal hurdle or pitfall anticipated and experienced in dig-

itisation and computerisation in University processes is that of the pri-
vate vendors who render their services for the same. There is a need for
uniformity, cost-effectiveness, ownership and security in this which
could be achieved only with the Government roping in the NIC to act as
the model agency to standardise and monitor this work across Universi-
ties. The recent experience of Maharashtra in respect of Mumbai Uni-
versity in online evaluation suggests that much has to be done on this
score everywhere.

57 
Uttar Pradesh universities: interview with former Vice-Chancellor,
CSJM Kanpur University

Professor J V Vaishampayan relinquished his charge as the Vice-

Chancellor of CSJM University of Kanpur during the preparation of our
Report. As one of the most experienced and competent Vice-
Chancellors in UP, we sought his views to enrich and buttress our
study. We reproduce below our request to him for his views and his
comprehensive replies to our questions.

Our
Dated: 8 March 2018
re-

Dear Professor Vaishampayan,

que
st:
As you would be aware, we in the Chancellor's office are carrying out a comparative study of University
management in UP and other states. This is largely for our own education and better understanding. We
hope it might also prove useful to the policymakers in the state government and in Universities. We
would also be sharing the final report with the Ministry of HRD, President's Secretariat and of course the
Chancellors and Higher Education authorities in the other states viz, Maharashtra, Tamil Nadu, West
Bengal and Gujarat.

We would be obliged and honoured to have the benefit of your ideas on the subjects of our study. We
would like to incorporate your interview in the body of our report. As a former Vice-Chancellor of two
state universities your perceptions would be invaluable.

I am attaching a questionnaire in the context of the above. I would be grateful if you could expand on the
issues raised and provide your comprehensive views on these.

Thank you.

Regards,

Yours sincerely

Juthika Patankar
Principal Secretary to Governor of UP and Chancellor, UP state universities

58 
Interview with Professor Vaishampayan

1. What ails university education in UP today? Please list the issues in

your order of preference.

Prof Vaishampayan: The biggest problem with university education in

UP is the inadequate quality of education that is being imparted in the
State. It can be attributed to various issues that prevail in system.
Some of the issues can be listed as follows:

a. Poor quality of leadership at top level in the universities.

b. Absence of motivated and competent teachers.
c. Inadequate infrastructure in university campuses and colleges.
d. Old and outdated syllabi in various courses
e. Students with inadequate education coming from secondary edu-
cation.
f. Outside and political interference in universities’ working.

2. Why do so many posts remain unfilled in our colleges and universi-

ties? Do you feel that filling vacancies would substantially improve
teaching and the quality of higher education?

Prof Vaishampayan: Teaching Posts in many universities and

colleges have remained vacant due to many reasons:
a. As far as colleges are concerned, the Higher Education Service
Commission has remained non functional for many years,

59 
 while a large number of teachers have retired in the mean-
while. This has created large number of vacancies.
b. In the university campuses, one reason has been changing reser-
vation formula. Second reason has been changing eligibility re-
quirements. Both of these have caused disruptions in the re-
cruitment processes.
University recruitment is a very sensitive issue. Lots of pulls
and pressures are exerted as soon as the recruitment process
starts. Most Vice Chancellors, therefore, avoid it in the initial
years and in the last three months their power is seized to make
appointments and, hence, the process remains incomplete.

3. The conducting of Examinations, particularly in the semester sys-

tem and given the massive numbers of students involved in college
and university is a mammoth and challenging task. So is that of
evaluation of answer scripts manageable? You have been a mem-
ber of Vice Chancellor’s Committee on examination reforms and
have also dealt competently with enormous numbers as Vice-
Chancellor , CSJM University Kanpur. Please elucidate your expe-
rience in this field.

Prof Vaishampayan: In the affiliating universities, the biggest

problem before the VCs is conducting the examinations, getting
the large number of answer books evaluated and declare the re-
sults. The issues are many:

60 
a. Large number of affiliating colleges. Most affiliating universities
have more than 500 affiliated colleges spread across several dis-
tricts. CSJM University has about 1000 colleges spread across 11
districts.
b. Large number of students approximately 5 lacs or more spread
over government, aided and self financed colleges. This comes to
more than 30 lac answer books to be evaluated.
c. Evaluation is a very challenging task because the number of eligi-
ble teachers is just not sufficient to evaluate the large number of
answer books within the available time. The payment per answer
book even at P. G. level is lower than what is paid by CBSE for
evaluating class XII students. Hence, the teachers of government
and aided colleges are mostly not willing to come for evaluation.
Hence, the major burden of evaluation is borne by teachers of self
financed colleges. To compensate for the low rates of payment,
the teachers try to maximize the number of answer books evaluat-
ed per day. In some universities there is no limit on number of
copies evaluated per day. Some teachers may evaluate even 200
copies each day. This makes the whole evaluation process farci-
cal. The university administration also ignores this because they
are under pressure to declare the result within the stipulated time.
d. Many universities do not have an effective system of coding
which results in favouritism and irregularities and even corrup-
tion. Hence, the sanctity of examination is seriously compromised.

61 
 e. Many universities do not have an effective system in place, which
will ensure that after the evaluation is over, an error free result can
be declared as early as possible.

At CSJM University we dealt with all these issues in the follow-

ing manner:

a. Even now we have around 1000 colleges spread across 11 dis-

tricts. We have developed a system of Nodal Centres as a link be-
tween the colleges and the University for the purpose of distribu-
tion of blank answer books, before the commencement of exami-
nation and later, distribution of question paper and collection of
written answer books each day during the examination. The nodal
centres are mostly government and aided colleges. Only in some
cases where such colleges are not available at some places, private
or self financed colleges have also been made as nodal centres.
This system has substantially reduced the work load on the Uni-
versity. Now, the written answer books keep regularly coming to
the University within a few days after the question papers are
over.
b. We have a very effective system of coding and handling of answer
books after they are received at the University. There is a separate
coding building, adjacent to the Central Evaluation Building. En-
try to the coding building is strictly restricted. University teachers
and employees are not allowed entry in this building without the
permission of the VC. The work of coding is done by an out-

62 
 sourced agency strictly under the control and supervision of cod-
ing in-charge. The coding cell has a capacity of coding and han-
dling of about 70- 80 thousand answer books per day and make
them available for evaluation.

c. The evaluation is done in the Central Evaluation Building which

has sufficient number of big and small well furnished AC halls
which can accommodate up to 700 examiners at a time. The eval-
uation is done under the supervision of coordinators who may be
serving or retired teachers who monitor evaluation in each hall.
After the evaluation of each packet of 25 answer books, the exam-
iners submit the marks on an OMR based coded award sheet. The
award sheet would then go to the coding cell for decoding and
then forward on line transmission to the computer centre for the
declaration of results.

d. To reduce the burden of huge number of answer books, we have

introduced the system of MCQ based question booklets and OMR
based answer sheets. To avoid the chances of copying, 8 sets of
question booklets are used. This year 59 question papers are being
conducted using this route. In this way, about 34 lac answer sheets
(about 45 percent of total answer books) will be evaluated, which
will greatly reduce the pressure of manual evaluation. Since both,
manual and OMR based evaluation processes, go simultaneously,
we achieve a high pace, without compromising the quality of
evaluation.

63 
e. The coding cell regularly transfers the decoded data to the com-
puter centre which would declare the result after including the on
line marks data of practical and viva examinations. Thus, the time
lag between completion of evaluation and declaration of result is
minimized. Along with the declaration of result, a statement of
marks for each candidate is also available on line which they can
down load anytime anywhere. Thus, with the coordinated effort of
the examination department, the coding cell and the computer
centre the entire process of examination can be completed in
about 100 days.

4. Your Committee’s report on examination reforms was duly for-

warded to the State government by the Chancellor. Has there been
any action by the government on any of the recommendations?

Prof Vaishampayan: I do not know, what action has been taken

by the State Government in this regard. I had also elucidated some
of the above points in my presentation on examination reforms at
the Vice Chancellors’ meeting/conference on 06.07.2017 at Yoja-
na Bhawan in Lucknow.

5. Are the existing infrastructure facilities in our universities ade-

quate for the students, whether in the stream of Humanities,
Commerce or Science? What has been the benefit of grants under
RUSA or grants from the UGC in this sphere?

64 
 Prof Vaishampayan: In University Campuses, the infrastructure
facilities are not bad even if they are not the best; but a proper up-
keep, cleanliness and maintenance are definitely required. In sci-
ence subjects, there may be some deficiencies as far as laboratory
equipments are concerned. RUSA funds have definitely helped
improve labs and class rooms but the details for different universi-
ties can be found with the state government only. As far as colleg-
es are concerned, the infrastructure of buildings, grounds, libraries
and labs is definitely inadequate.

6. Do you feel that there is dearth of original resource material in In-

dian regional languages for a variety of academic subjects? Are
the library facilities really adequate for serious students? To what
extant has digitization rendered research and reading material
more accessible to the students?

Prof Vaishampayan: As far as undergraduate level is con-

cerned, I do not think that there exists a serious problem of re-
source material in Hindi. However, at P.G. level there is a prob-
lem of good resource material in sciences, management, technolo-
gy, medicine etc. In university campuses libraries are adequate. E-
Books and E-journals have made it still easier to access good re-
source material. However, there is a great under-utilization of li-
brary facilities at most places.

65 
7. As Vice-Chancellor, CSJM University, you had taken the lead in
online processes in university management. What are the areas
which have been covered and what is the road ahead?

Prof Vaishampayan: E-Governance of University systems has

been a priority at CSJM University. When you have such large
numbers spread over such a wide area and limited manpower,
there is no option but to go for online processes. The following
processes have been substantially computerized with online pro-
cesses being its integral part.
a. Applications for NOC and affiliation.
b. Application for admissions and other admission processes in the
campus courses.
c. Online submission of students’ details by colleges and online dis-
tribution of admit cards for all 10 lac students.
d. Online submission of examination fees by colleges and by private
candidates.
e. Online submission of practical and viva marks.
f. Online availability of statement of marks, provisional certificates
and migration certificates and their on line verification at universi-
ty website.
g. All receipts and payments are online either through net-banking or
through RTGS.
h. In medical examinations online availability of question papers has
also been successfully done.

66 
i. The process of digitization of old records is in progress and within
6-8 months it can be completed.

As a result of these online processes, the number of college

students, teachers and managers visiting University campus has
become negligible and has made the system transparent and cor-
ruption free. I had also made a detailed presentation on E- govern-
ance in university administration at CSJM University before a
team of Raj Bhavan officials when the team visited the University
on 23 Dec. 2017. Steps have also been taken for online education.
The road ahead is to strengthen the above processes as well
as developing a system of receiving of question papers from the
paper-setters and dispatch of these question papers at the examina-
tion centres. On line evaluation of answer scripts has also been
done but it is time consuming and some security issues are also
involved. Another thing that is to be tried is the online movement
of office files. That will make the system paperless. However,
there are some glitches and security issues which need to be re-
solved before the system can be adopted at a large scale.

8. What needs to be done to regulate and integrate the teaching of

self financed courses with the traditionally accepted regular cours-
es in the universities?

Prof Vaishampayan: For a long time, the state government has

stopped giving sanctions for new posts in state universities, except

67 
 some newly established universities. In view of this scenario, the
universities have no option but to go for self financing route to
start new courses. Since, knowledge is growing and many new ar-
eas are emerging, there is a need as well as opportunity to start
new courses at PG, UG or at other levels.
However, there are experiences where self financing courses
were started without much thinking or without assessing their ac-
ademic and economic viability and faculty was also recruited. At
many places these courses are on the verge of closure or being
somehow carried on to protect the jobs of faculty members or em-
ployees.
In view of these experiences, the universities should be cau-
tioned to start these courses only after properly assessing their ac-
ademic and economic viability. The teachers appointed in these
courses should be given term appointment on fixed pay or even on
scale for a fixed tenure depending upon the economic viability,
without the liability falling on the State Government. In some uni-
versities which have a surplus, some fixed sum or endowment
may be marked for this purpose. Appointment in these courses
should be strictly on merit.

9. Are student union elections a regular features in universities in

UP? Do you feel such elections are a healthy facet of campus life?

Prof Vaishampayan: In the past, student union elections used to

be a regular feature of universities and colleges. However, the un-

68 
 ions became totally political and the scale and magnitude of these
elections rose to the level of not less than an assembly election.
There used to be widespread violence and intimidations in these
elections, taking away the sanctity of the whole process. It is in
this background, that the elections were banned in the universities
and colleges about 10 years ago. This has helped restore a peace-
ful atmosphere in the campuses of the universities and colleges in
this period.
Ideally, the student unions and their elections should be a
healthy facet of university life. But the situation is not ideal. How-
ever, if the elections are held under the Lyngdoh Committee rec-
ommendations, the situation may be under control and the office
bearers, so elected, may positively contribute to the development
of a healthy campus life. There are, however, some legal issues
involved in the process, which the state government has to re-
solve.

10. Do you think that research is given due importance in our univer-
sities? If not, what needs to be done to encourage academic re-
search? What is the scenario of research collaboration with Na-
tional and International Research Organizations?

Prof Vaishampayan: Technically, research is given importance

in our universities, because in the calculation of API scores, the
research publications and projects have a significant weightage.
However, the quality of research is not very high. Research can be

69 
 encouraged by getting a motivated faculty and by a transparent
process of evaluation. The research collaboration with National
and International Research Organisations is not very common in
state universities.

11. Are research funds from funding agencies such as University

Grants Commission(UGC), Indian Council for Social Science Re-
search (ICSSR), Indian Council for Agricultural Research (ICAR),
Department of Biotechnology, Ford Foundation etc. are being
availed of?

Prof Vaishampayan: In state universities, many teachers apply

for research grants from UGC, ICAR, ICSSR and DBT etc. and
some of them get it also, mostly in the field of science and tech-
nology. Many university level teachers often get discouraged by
the long processes involved from the point of application to com-
pletion of the project. Teachers also need training in preparing
good research projects. However, university level problems also
discourage many of them. The Vice Chancellors should take an
initiative to solve these university level problems, so that more
teachers can avail these research grants and, thus, improve overall
research atmosphere in the university system.

70 
 On a Different Note: the case of Bhatkhande Music Institute and
Deemed to be University

Bhatkhande Music Institute and deemed to be university (BMI) is

arguably the only university or deemed to be university dedicated to
music in India. Established as Marris College of music in 1926 by the
great scholar-musician, Vishnu Narayan Bhatkhande, renamed as the
Bhatkhande Music College in 1966 and eventually upgraded to the sta-
tus of deemed to be university in 2000, BMI today is in a largely unen-
viable state as regards its infrastructure, faculty and position. Unfortu-
nately much of the blame for this lies with the state government, and the
remedy for BMI's turnaround would also have to be provided by the
state government.

The current issues related to BMI vis-a-vis the Government of UP fall

into two distinct categories. These are:
1. Issues arising out of Government inaction
2. Issues arising out of Government's lack of perception or under-
standing.

Issues arising out of Government inaction.

a) There is a shortage of teaching and non-teaching posts which
needs urgent attention and creation.

71 
b) Many of the existing posts or those currently in operation have not
been regularised by the govt. This causes permanent insecurity for
staff and delayed and uncertain funding both of which jeopardises
the future of the BMI and its students.
c) There is no Registrar, Finance Comptroller or administrative of-
ficer of equivalent rank in place. The BMI's bye-laws empower
the VC and the Management Committee to appoint the same but
Govt has not taken cognisance of this fact. Also, it would be prac-
tical and desirable that Govt deputes suitable officers to BMI for a
fixed tenure within which they can enable the management to re-
cruit their own officers with duly stipulated terms and conditions.
d) Transfer of funds from Govt to BMI is erratic and fraught with
unnecessary tension. Govt must immediately put into operation a
transparent, efficient and regular system of fund transfer to BMI
subject to compliance of financial rules clearly acceptable and un-
derstandable by both parties.
e) BMI is an autonomous organisation under the administrative um-
brella of Govt of UP. The nature and limits of this autonomy
should be clearly spelt out so that everyday functioning is not hin-
dered.
f) As BMI is a deemed university which places it in the realm of
higher education it should come under the Department of Higher
Education and not the Department of Culture as is the case at pre-
sent.
g) The BMI bases its actions on UGC guidelines and stipulations.
However UGC guidelines are not immediately or necessarily in-

72 
 corporated into University statutes by the UP Govt in other cases.
In such a situation, Govt must act to reconcile the legal position
conferred on BMI by its bye-laws with the Govt's own legal posi-
tion vis-a-vis UGC guidelines for its universities so that BMI does
not fall between two stools.
h) Govt must also address the important issue of jurisdiction of the
BMI. As the only Music university in India, its jurisdiction needs
to extend to the whole of India unlike other state universities. This
needs to be taken up with the UGC.
i) Govt must also allow and enhanceBMI's capacity for raising its
own financial resources.
j) The semester system adopted for BMI is incompatible with the
nature of music studies. BMI must be exempted from this system.
k) Govt needs to comprehend that there is a strong element of per-
formance in BMI's pedagogy. This is implicit in and vital to its
growth and development. Accordingly BMI should be helped to
have state-of-the-art auditorium, an outstanding department of
Public Relations and to include in its pedagogy subjects like Busi-
ness management in Music.

Issues arising out of Government's lack of perception and under-

standing

a) Govt must understand the unique position of BMI as the only uni-
versity/deemed university dedicated to Music in the country. Govt
must go the extra mile in enabling BMI to find sound administra-

73 
 tive feet and must strengthen its administrative infra-structure. At
present BMI is floundering in uncertainty about its own future
owing to Govt indifference and inaction.
b) Govt needs to equip every level of its officers with the necessary
comprehension and sensitivity to handle the issues of BMI as a
friendly facilitator rather than a hostile guardian as at present.
c) All of the issues listed under Govt inaction exist today because of
Govt apathy and inability towards understanding or appreciating
BMI as an institution worthy of nurture and respect.
d) The quality of music education in BMI will never improve unless
the fundamental questions of staff tenures, salaries and service
conditions are not immediately addressed.

The uniqueness of BMI needs to be recognised and nurtured by the state

government and the deemed university must be accorded its proper
place among the universities in UP.

74 
 Interview with the Honourable Governor and Chancellor of UP
state universities, Shri Ram Naik.

The motivator, facilitator and constant source of inspiration for our

comparative study of university systems in different states in India was
Shri Ram Naik, our Chancellor and Honourable Governor of UP. Dur-
ing his tenure he has consistently upheld the importance of autonomy of
universities, qualityand regularity in the academic calendar and con-
ferment of degrees in convocations. We reproduce below our conversa-
tion with him on some prominent issues.
1. The Governors/Chancellors of States namely; Maharashtra, West
Bengal and Tamil Nadu with the oldest Universities in the country are
not Appellate Authorities for university issues, nor is the Chancellor in
Gujarat the Appellate Authority. Do you feel it necessary for the Chan-
cellor to be the Appellate Authority ?

Answer: I think it is both necessary and desirable to have appellate

powers vested in the Chancellor. If teachers have to approach courts for
appeals against orders of the Vice-Chancellor or the Executive Council
or such other University authority, they would have to suffer very long
delays in the disposal of their cases. As it is said, "justice delayed is jus-
tice denied". With the Chancellor as Appellate authority, cases can be
decided much more quickly. Another benefit of the Chancellor-as-
Appellate-Authority is that important and critical matters of universities

75 
come to the notice of the Chancellor in the form of these cases. The ex-
ercise of appellate jurisdiction enables the Chancellor to keep himself
fully informed of university issues as a result of which pro-active action
can also be initiated on crucial issues.

2. As Chancellor, what are the most critical areas which needimme-

diate attention to improve the standard of higher education in UP?

Answer: One of the most critical areas requiring attention is the filling
of vacant posts in universities and colleges. There is also a need to re-
visit syllabi on a regular basis, to review course content and to intro-
duce new and improved textbooks in various subjects. Courses must be
updated and modernised. We must also look towards promoting inter-
university competition in sports, in debating and such other activities.
Last but certainly not the least, research must be encouraged and pro-
moted. The quality of research must be substantially upgraded so that
our universities earn a place at par with the best in the country.

3. Do you consider Students Union Elections a healthy facet of cam-

pus atmosphere ?

Answer: Yes, I am of the considered view that Students Union Elec-

tions promote the development of leadership among youth. They pro-
vide an excellent training-ground for future leaders, not only in politics
but in other fields too. Participation in students union elections encour-
ages and improves formulation of ideas and opinions and their articula-

76 
tion. It compels students to develop independent thought and seek ave-
nues of action. It leads to identification and resolution of many prob-
lems and fosters community living. The campus atmosphere is essen-
tially created and nurtured by the Vice-Chancellor and the teachers and
they can promote such campus activities to improve communication
and the exchange of ideas.

4. At present in the selection of Vice Chancellor for general univer-

sities the entire exercise is carried out in the Chancellor's Secretariat.
Do you think the state department of higher education should carry out
this function as in the case in technical university VC selection ?

Answer: The autonomy of the universities will be eroded if the gov-

ernment departments are asked to carry out the exercise of VC selec-
tion. I think the process of selection of VC for technical universities, ag-
riculture universities and all other categories should also be serviced by
the Chancellor's secretariat as is being done for the general universities.
If it is necessary to strengthen the Chancellor's secretariat with more
manpower for this purpose then that should be done.

5. Is the present system of selection of Vice Chancellors a good one

or is there scope for change/improvement ?

Answer: The present system requires certain changes. For example, in-
stead of having a sitting judge of the High Court as a member of the
Search Committee, it would be more desirable to induct academicians

77 
or former VCs as members. They could also be nominated by the Chan-
cellor. Secretaries of government departments should not be the con-
venors of Search Committee meetings. Autonomy of universities should
also be respected in the selection process of VCs.

6.Should the tenure of Vice Chancellor be 3 years as at present or5

years?

Answer: I have always held that the term should be for a period of five
years, not three. Three years is a very short period for any VC to under-
stand various issues, to take decisions and then to implement them. Five
years is an accepted period for the term of the President of India, the
Vice-President, the Parliament, the Assembly and many other important
functionaries like the Lok Ayukt and chairpersons of various govern-
ment organisations.

7. Access to higher education is very much in demand. Should

more State Universities be opened ? U.P. has 32 Universities
for a population of 22.5 crore whereas Tamil Nadu has 22 State
Universities for a population of 7.9 crore. However the sheer magnitude
of numbers in university education has created its problems for the
quality of higher education. What is your view ?

Answer: I am of the view that access to higher education should not be

restricted. If the numbers are very large, so be it, we have to learn to
manage them. But I believe that there is no case for starting or estab-

78 
lishing more and more new universities. The existing established uni-
versities, already well-known or beginning to be known, should be im-
proved and their capacity should be built up to accommodate the in-
crease in demand. The established name of the existing universities
would benefit the aspiring students in pursuit of quality education eve-
rywhere. It would help them in seeking jobs. New and unknown univer-
sities would not be of help to students actively pursuing higher educa-
tion for better jobs and growth. We need to build upon existing capacity
by using modern technology and digitisation.

79 
 Summary of Recommendations and suggested action

From the foregoing analysis it is seen that several measures need

to be taken to improve the management system of university admin-
istration in UP. Many of these would also necessitate amendment of the
existing University Act.

1) Setting up of University Tribunals to handle service matters and

all other cases of a quasi judicial nature.

2) Essential and desirable qualification and experience required for

the post of Vice-Chancellor should be well-defined and the vari-
ous University Acts should include a provision to that effect to en-
sure selection of high calibre, academic and suitable persons in a
transparent manner.

3) The composition of the Search Committee prescribed in the UP

State Universities Act 1973 should be amended suitably to include
persons of acknowledged academic distinction and wide adminis-
trative experience.

4) Procedure and timeline for Search Committees should be part of

the University Acts in order to make the selection process fully
transparent and the entire process time-bound.

5) Service conditions, kinds of Leave, nature of disciplinary proceed-

ing, permissions regarding foreign tours etc., of Vice-Chancellors
should be defined clearly.

80 
6) There should be a mechanism for performance appraisal of Vice-
Chancellors.

7) Vice-Chancellors should be invariably consulted before appoint-

ment of University administrative officers such as Registrar, Fi-
nance officer and Controller of Examination and all such ap-
pointments should be for a fixed tenure of three years at least.

8) The subjects and point of interface between Government depart-

ments dealing with University education and the Universities
should be precisely defined and kept to the minimum so that Uni-
versity autonomy is fully facilitated and respected.

9) Service conditions of teaching and non-teaching staff under self-

financed programmes should be made part of the Acts and Stat-
utes.

10) Timely incorporation into University statutes of all such UGC

guidelines which directly affect quality and qualification of teach-
ing staff.

11) End-to-end ICT (Information Communication Technology)

should be adopted in a phased manner for reforms in Examina-
tions and to usher in greater efficiency, transparency and reliabil-
ity.

12) NAAC evaluation should be made a mandatory condition for

availing of government financial assistance by Universities.

13) Public representatives/nominees on university courts, senates, ex-

ecutive councils or boards of management must have an academic

81 
 orientation and not anybody or everybody should be considered
for such nomination.

14) Government nominees on all the above mentioned bodies must

invariably and sincerely discharge their duties and not remain ab-
sent as is often the case in UP.

15) The quality of research and its place as integral to University work
needs to be established. Research and development tie-ups with
leading industrial houses would also eventually benefit applied re-
search and lead to greater employment.

The Government of UP, Department of Higher Education has appointed

a Committee under the Chairpersonship of the Legal Advisor to the
Governor to make recommendations for necessary amendments to the
UP State Universities Act, 1973. We have sent our recommendations
as above to this committee with the request to incorporate the same in
their final recommendations.

We would, however, emphasise here that the prevalent rot in the

UP University system could also be stemmed immediately by the im-
plementation of the following administrative measures without going to
the length of amending the Act:

1. Providing administrative staff to Universities in the form of Regis-

trars, Finance Officers and Examination Controllers for a specified
tenure and in consultation with Vice-Chancellors.

2. Filling vacancies of teaching staff in Universities and colleges by

expeditiously adopting UGC guidelines regarding qualifications.

82 
3. Devising a template for the process of granting affiliation to col-
leges and ensuring strict adherence to the same within decided
timeframe.

4. Streamlining and making transparent the work of evaluation of an-

swer sheets, declaration of results by pressing into service all
available teaching staff, adopting uniform online systems and en-
forcing strict standards.

5. Activating the prescribed bodies of Courts, Executive Councils and

Boards under various Acts to improve University administration
and functioning.

6. VCs to put in place grievance-redressal mechanisms to reduce ser-

vice-related litigation and improve quality of administration.

7. Sensitize all departments of higher education to appreciate the

meaning and nuances of University autonomy.

8. Improve speed and efficiency of government decision-making in

all University matters which are refused to Government mandatori-
ly under provisions of different Acts.

83 
 Appendix  
UP State Universities at a glance
S.N. Name of University Governor's Ca- year of es- Type of Uni- Number of Number of
pacity tablish- versity Affiliated Students
ment Colleges

1 University of Lucknow, Lucknow. Chancellor 1921 State University 153 1,30,000

2 Mahatma Gandhi Kashi Vidyapeeth, Chancellor 1921 State University 272 3,50,580
Varanasi.

3 Dr. Bhimrao Ambedkar University, Chancellor 1927 State University 537 4,82,129
Agra.

4 Deen Dayal Upadhyay Gorakhpur Chancellor 1957 State University 377 3,86,389
University, Gorakhpur.

5 Ch. Charan Singh University, Meerut. Chancellor 1965 State University 663 5,97,566

84 
6 Chhatrapati Shahuji Maharaj Univer- Chancellor 1966 State University 745 11,04,547
sity, Kanpur.
7 Sampurnanand Sanskrit University, Chancellor 1974 Sanskrit Univer- 1020 46,423
Varanasi. sity

8 Dr. Ram Manohar Lohia University,F Chancellor 1975 State University 492 9,62,362
aizabad.
9 Mahatma Jyotiba Phule Rohilkhand Chancellor 1975 State University 281 5,91,007
University, Bareilly.

10 Bundelkhand University, Jhansi Chancellor 1975 State University 155 1,92,883

11 Chandra Shekhar Azad University of Chancellor 1975 Agriculture 07 1825

Agriculture & Technology, Kanpur University
12 Narendra Dev University of Agricul- Chancellor 1975 Agriculture 6 2295
ture & Technology, Faizabad University
13 Sanjay Gandhi Postgraduate Institute Visitor 1983 Medical Insti- Residential 517
of Medical Sciences, Lucknow. tute
14 Veer Bahadur Singh Purvanchal Uni- Chancellor 1987 State University 166 5,01,408
versity, Jaunpur.

85 
15 U.P. Rajarshi Tandon Open Universi- Chancellor 1999 Open University 574 72841
ty, Allahabad.
16 Dr. APJ Abdul Kalam Technical Uni- Chancellor 2000 Technical Uni- 785 1,58,339
versity, Lucknow. versity
17 Sardar Vallbh Bhai Patel University Chancellor 2000 Agriculture 09 1100
of Agriculture & Technology, Meerut. University
18 Bhatkhande Music Institute Deemed President 2000 Music Universi- Residential 1300-1400
University, Lucknow. ty
19 Pt. Deen Dayal Upadhyay Chancellor 2001 Vetrinary Uni- 02 593
Pashu Chikitsa Vigyan Vishwavidya- versity
laya Evam Go-Ansundhan Sansthan,
Mathura.
20 King George Medical University, Chancellor 2002 Medical Univer- 16 12000 - 15000
Lucknow. sity
21 Dr. Shakuntala Misra National Reha- Visitor 2008 Rehabilitation Residential 4961
bilitation University, Lucknow University
22 Khwaja Moinuddin Chishti Urdu, Chancellor 2010 State University Residential 1162
Arabi-Farsi University, Lucknow

23 Banda University of Agriculture & Chancellor 2010 Agriculture 02 425

Technology, Banda. University

86 
24 Madan Mohan Malaviya University Chancellor 2013 Technical Uni- Residential 3378
of Technology, Gorakhpur versity

25 Siddartha University, Kapilvastu, Chancellor 2015 State University 254 1,74,765

Siddhartha Nagar

26 Allahabad State University, Allaha- Chancellor 2016 State University 582 4,36,524
bad

27 Jannayak Chandra Shekhar Universi- Chancellor 2016 State University 125 23,913
ty, Ballia.

28 Harcourt Butler Technical University, Chancellor 2016 State University 600

Kanpur

87 
 References

1. The Maharashtra Public Universities Act, 2016.

2. Maharashtra University Act, 1994.
3. The Raiganj University Act, 2014 West Bengal.
4. The Brainware University (Private University) Act, 2015.
5. The Gour Banga University Act, 2007.
6. The Madras University Act, 1923 (Incorporating all amendments
upto 31-12-2015).
7. The Tamil Nadu Dr. Ambedkar Law University Act, 1996.
8. The Tamil Nadu Dr. MGR Medical University Act. 1987.
9. Gujarat State Higher Education Council Act, 2017.
10. Gujarat Private University Act, 2009.
11. The Gujarat University Act, 1949 (Modified upto 31st May, 2012).
12. Report of the Committee on "Evaluation of Answer Books in
State Universities of Uttar Pradesh August 2016."
13. Devesh Kapur and Pratap Bhanu Mehta (2016). Navigating the
Labyrinth: Perspectives on India's Higher Education

88