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ICT IN INDIAN UNIVERSITIES AND COLLEGES:

OPPORTUNITIES AND CHALLENGES

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Neeru Snehi
Higher education in the country is experiencing a major
transformation in terms of access, equity and quality. This
transition is highly influenced by the swift developments in
information and communication technologies (ICTs) all over
the world. The optimal utilization of opportunities arising due
to diffusion of ICTs in higher education system presents a
profound challenge for higher education institutions. At the same
time the introduction of ICTs in the higher education has
profound implications for the whole education process ranging
from investment to use of technologies in dealing with key issues
of access, equity, management, efficiency, pedagogy and
quality. In this regard the paper addresses the opportunities
and challenges posed by integration of ICTs in various aspects
of higher education in the present scenario. The paper argues
for addressing the issues through formulation of policies and
strategies to accrue following potential future developments in
ICTs and to integrate them in education sector to transform
higher education.
Keywords: Information and Communication Technology (ICT),
higher education,
INTRODUCTION
Higher education systems have grown exponentially in the last five decades
to meet the demands of quality education for all. This aspect has further
gained momentum due to swift advancements in Information and
Communication Technology (ICT). Demand for skilled and competent labour
is ever increasing in the contemporary globalised society. Competition in
every sector ranging from access to quality in higher education has emerged
as determining factor of economic growth and development. In order to
increase the access to higher education and improving its reach to the
remotest parts of the country contribution of open and distance learning
facilities is on increase. In addition, it is catering to life long learning aspirations
Management & Change, Volume 13, Number 2 (2009)
Management
Change,
Volume 13, Number 2 (2009)
2009 IILM Institute for Higher Education.
All &
Rights
Reserved.

232 ICT In Indian Universities and.....

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and that too at affordable cost. The last two decades have witnessed the
inclusion of developments in ICTs in higher education systems around the
world. Even then the challenge to develop a higher education system that is
flexible and dynamic so as to holistically integrate the technology in the
management and delivery of learning programmes is daunting.
Involvement of ICTs in different dimensions of the Indian education
system is taking place at a fast pace. Use of audio visual aids, radio, TV to
support education and dissemination of information for national development
is not new. The use of satellite in education started as Satellite Instructional
Television Experiment (SITE) in 1975-76. This led to the establishment of
CIET-SIET studios for production and transmission of school oriented
programs, initiation of the country-wide classroom of the UGC with CEC
as the nodal agency by creating educational media resource centres
(EMRCs) and audio-visual resource centres (AVRCs) in several universities.
Presently these programmes are continuing as Vyas Channel supported by
the CEC and various EMRCs, Gyandarshan II of the IGNOU, Open School
and NCERT broadcast channel. EDUSAT was conceptualized to meet the
communications requirements of the education sector. The Eleventh five
year plan is further giving impetus to use of ICTs in education by setting up
a National Mission in Education through ICT. In this regard, use of ICTs
would contribute significantly to enhance the access and quality of education
but at the same time it may generate situations, which warrant attention.
For instance to promote technology driven education and open and distance
learning the country launched a dedicated satellite EDUSAT on September
20, 2004. It was expected that EDUSAT would bring both quantitative and
qualitative revolution in education. However, the quantitative expansion
appears to have been achieved in being able to reach out to large numbers,
yet the qualitative revolution envisioned due to introduction of new services
and better quality teaching with learning materials, has not been quite visible
(Bhatia, 2009).
Most important question, which comes in mind, is what should be the
role of ICT in higher education system. The unprecedented changes have
taken place in the society due to the impact of rapidly growing technological
interventions. The delivery mechanisms and content of education in general
and higher education in particular have been highly influenced and are under
transition. These changes are creating enormous opportunities for improving
the quality and efficiency of education on the one hand and on the other
present challenges before us to design and develop mechanisms to harness
the great potential of information and communication technologies for
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Neeru Snehi 233

achieving the set goals.

The first section presents briefly the policy initiatives to encourage use
of ICTs in promoting education in the country. Role of ICTs in higher
education and the areas in which they can be integrated to play prominent
role are discussed in the second section. Third section explores the challenges
in expanding the role of ICTs for future developments in higher education.

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POLICY INITIATIVES FOR ICT IN HIGHER EDUCATION

The Indian policy for developing ICTs as a vehicle for promoting education
is visible since the use of satellite in early 1970s. The long road traversed till
now has led to launching of dedicated satellite for education (EDUSAT).
Presently, India ranks 45 in the Network Readiness Index. Although the
number of Internet users and penetration of PCs is in fractions online
educational enterprise started emerging in early 1990s. In addition the
National Task Force on Information Technology and Software Development:
IT Action Plan Part III- Long Term National IT Policy (GOI, 1999)
constituted by the then Prime Minister of India in 1998 gave fillip to efforts
for exploiting rapidly emerging new technologies. Major emphasis of the
Policy was on expansion of IT education at school and university level
including all national level institutions. Consequently, numbers of programmes
were developed and initiated for instance Virtual Campus Initiatives of
IGNOU in government sector and NIIT Net-varsity in private sector.
Recognizing the existing strong educational infrastructure particularly at
higher education level consisting of 18064 colleges/institutions and 378
universities, promotion of use and integration of ICTs in education would
immensely benefit the socio-economic development of the country (11th
FYP).
Meanwhile, the Tenth Plan provided the necessary driving force for
use of ICTs in higher education in the twenty first century. The Plan objective
called for profound transformation of higher education to improve its
relevance and develop closer links with the world of work and ensure quality
in its teaching, research and business and community extension functions
including life long learning. In order to achieve this transformation knowledge
and use of the new information and communication technologies is identified
as one of the major contributor (UGC, Annual Report 2002-2003, p.21).
Subsequently, the UGC initiated scheme called ICT for teaching and learning
process for achieving quality and excellence in higher education. Network
facilities with the help of ERNET, Ministry of Information and Technology,
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234 ICT In Indian Universities and.....

Government of India were installed at UGC office to promote a healthy

work culture. Along with this UGC launched a mega programme namely,
UGC INFONET, a network of Indian Universities and Colleges, by
integrating Information and Communication Technology (ICT) in the process
of teaching, learning and education management. The network is managed
by ERNET India and almost all the universities are its members. Information
for Library Network (INFLIBNET), an autonomous Inter University Centre
of UGC is the nodal agency for coordination and facilitation of the linkage
between ERNET and Universities. Training programmes for the manpower
were conducted to manage the ERNET facilities and other aspects of systems
including electronic subscriptions. In addition, UGC is encouraging creation
of e-content / learning material for teaching learning process and
management of education in colleges and universities. UGC is also
collaborating with other organizations like Intel by signing MOUs to integrate
and introduce ICTs effectively in higher education institutions (ibid, p.129).
These initiatives have received recognition as well as push in the Eleventh
Five Year Plan. The significant impact of ICTs in the delivery of educational
services has led to allocation of large amount i.e. Rs.5000 crores for
providing ICT infrastructure in government and government aided
secondary and senior secondary schools during the Eleventh Plan period.
This revamped scheme of ICTs in schools is planned to be implemented in
partnership with the States and private providers. In higher education sector
also, a National Mission in Education through ICTs is planned to be launched
to increase ICT coverage in all the 378 universities and 18064 colleges. The
Mission will focus on digitization and networking of all educational institutions,
developing low cost and low power consuming access devices, and making
available bandwidth for educational purposes. These initiatives would provide
significant opportunities and pose new challenges as well for effective use
of ICT in programme delivery (11th FYP).
Nevertheless, introduction of ICTs in the higher education has profound
implications for the whole education process ranging from investment to
use of technologies in dealing with key issues of access, equity, management,
efficiency, pedagogy, quality, research and innovation. Therefore, the next
section attempts to delineate the role of ICTs in higher education sector.
ROLE OF ICT IN HIGHER EDUCATION
Swift growth of ICTs is taking place all over the world. They have emerged
as powerful tools for diffusion of knowledge and information. Their
introduction and unprecedented use in the higher education has generated
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Neeru Snehi 235

varied response. On the one hand there is acceptance of its potential benefits
to knowledge creation i.e. field of research and its dissemination and on the
other extreme it is feared that there use will further the digital divide/ inequity.
It is inevitable that their increasing use in education system will also raise
issues regarding what kind of technologies, in what quantity, at what level
and for what purpose they need to be introduced. The concerns such as
who will manage this process, develop policy guidelines and strategies also
require consideration. Wright (2000) pointed out that it will not be wise to
ignore the issues related to equity, cultural integrity, and the negative aspects
of technology in economic and social development (Wright, 2000, p.12).
Nevertheless, the opportunities and challenges raised at different platforms
can be categorized as the aspects relating to role of ICT for access and
equity in education, role in management and efficiency in education, their
role in pedagogy for quality learning and teaching at higher education level
and in inducing innovations in approaches and programmes.
Access and Equity in Higher Education
Presence of ICT in education sector is increasing steadily. In spite of the
fact that education is a social enterprise and teachers are the traditionally
mainstay of teaching learning process, ICTs are very powerful tool for
diffusing knowledge and information, a fundamental aspect of the education
process. ICTs can play enormous role for improving access and equity in
education sector in general and higher education sector in particular. Presently,
the higher education system in India includes 431 universities (public and
private) and 20,677 colleges enrolling 116.12 lakhs of students taught by
5.05 lakhs of teachers, access to higher education in terms of GER is about
11 percent. This enrolment rate is much less than the world average of 23
percent or more than 55 percent of developed countries. In addition the
inter-regional disparities (among states and districts) are significant; out of
584 total districts it is estimated that about 373 districts has GER lower than
national average (Thorat, 2008). There is an urgent need to increase GER
i.e. access to higher education both due to consistently rising demand for
more places and more quality institutions and also to achieve the larger goal
of becoming knowledge society. 11th Plan has proposed to achieve the
target of 15 percent GER by 2012 through the increase in institutional capacity
and increase in intake capacity of existing educational institutions. These
efforts are also experiencing the push created in this direction through the
consistent rise in enrolment at elementary level and secondary level. The
demand for higher education is expected to rise steeply in the forthcoming
years under these influences. ICTs lend themselves as an ideal mechanism
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to bridge this gap by complementing both formal education system as well

as distance learning systems.
Distance learning systems in India include one central university namely
IGNOU and 13 State Open Universities and 119 Institutes of Correspondence
Courses in the conventional universities. Open and distance learning systems
are dynamic and therefore can accommodate and absorb changes in
development and delivery of programmes. 11th Plan proposed that
Consortium for Educational Communication Centre (CEC) will set up a
technology enabled system of mass higher education by taking advantage
of Vyas 24-hours Education Channel for one way communication, EDUSAT
network for two-way communication and Internet for any time anywhere
education. The thrust areas will include strengthening of the existing media
centres, setting up of new media centres in those States where no centres
exist, strengthening of the concepts of packaging knowledge in video and
e-content form in need-based subject areas, transforming the CEC and
media centre into a virtual university system. This typically reflects the
importance of ICTs in accessing higher education.
Thus, e-learning is emerging as an important strategy to provide
widespread and easy access to quality higher education. E-learning is a
generic term referring to different uses and intensities of uses of ICTs, from
wholly online education to campusbased education and through other forms
of distance education supplemented with ICTs in some way. Although,
presently the initiatives for development of e-learning in India are continuing
in a sporadic manner, UGC is advocating and making efforts to enhance the
quality of higher education by framing policy guidelines for their integration
in classroom and other activities. Despite the efforts, introduction of elearning is facing tremendous challenges ranging from rigid mindset to limited
capacities and perceived uncertainties of infrastructure networks.
Efficiency in Higher Education Institutions
ICTs can play significant role in bringing efficiency in the universities/
organizations. Networking of various departments and sections within the
university/colleges and interuniversity networks established would lead to
streamlining of university functioning. The ongoing programmes namely
UGC INFONET and INFLIBNET needs to be expanded further with the
help on necessary financial resources to all the universities and colleges.
Contribution of ICTs in developing Management Information System
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Neeru Snehi 237

for the Universities/ colleges is vital to ensure collection of information, its

analysis for identifying trends, keeping track of resources/funding and their
monitoring. Establishment of online MIS system provides good predictive
management information, for instance ICAR is covering all agricultural
universities, and UGC is in the process of developing. Availability of data
and information for research and other academic analyses is either limited
or is constrained due to gaps in information. Most of the universities/institution
compiles and provides the data manually. Development of MIS would result
in efficiency and transparency, accurate and timely information, would
provide support for decision making, easy access to information, would help
in enforcement of standards, results in reduced data redundancy and call
for associated efforts. MIS for universities may include student information
system, examinations system, alumni information system, placement
information, faculty and staff information system, stores management system,
documents management system, legal and estate management system,
finance & accounting information system and other need specific modules.
Websites of the institutions developed would help in information
dissemination and e-management (Acts and Statutes, Ordinances,
Regulations, Right to Information, notices & tenders, advertisements for
admissions and vacant positions, forms and Performas, Press releases,
archives), provide research related information (abstracts of PhD theses,
their full text, research activities in the departments/centres, research by
individual faculty members etc.), information of academic interest (academic
events such as seminars, conferences, workshops, symposia, open research
archive, outreach programmes), information or students (admission related
information, courses of study, fee structure, hostel facility, scholarship,
examinations, academic calendar, games and sports, extracurricular activities,
placement)
ICTs contribution in management of research and research grants is
being adopted by some universities and institutions. For instance- The
University of East Anglia (UEA) a research-led university required ease of
access to effective management information to track and forecast research
grant and contract activity Distinction Systems was chosen to deliver a
system capable of meeting this need. Distinctions Project Management
and Accounting system (PMA) is a complete solution for the management
and accounting functions associated with research projects complying fully
with all UK research councils and EU frameworks as it was important not
to burden top-flight researchers with unnecessary administrative work.
Further the system therefore needs to make available to researchers the
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management information they require, and only that information, in a userfriendly format which they can access using standard web-browser tools. It
was felt that this combination will give management an easily distributable
system for the control and visibility of all research activity in the institution.
Adoption of such strategies based on thorough research and review of ongoing
initiatives can prove effective.

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Role of ICTs in Pedagogy for Quality Teaching Learning

Another most important dimension of higher education sector influenced by
ICT integration is improving quality of teaching-learning. Also, the changes
taking place due to globalization and internationalization attach premium to
knowledge and information. Therefore, the integration of ICTs would not
only help in promoting personal growth but also in developing knowledge
societies. The call of the hour is the need to provide education for everyone,
anywhere, and anytime. Life long learning has become the driving force to
sustain in the contemporary competitive environment. Therefore to
strengthen and/or advance this knowledge-driven growth, new technologies,
skills and capabilities are needed. In this regards however the research
available is scarce, though the efforts for improving pedagogical practices/
approaches are being undertaken in many countries. The scope includes
development of infrastructures, contentware and trained personnel. Adoption
of ICTs in education requires establishment of infrastructural facilities,
acquisition of technologies and their periodic updating, management and
professional support services. However, initial investments for the process
of developing interface between technology tools and delivery of education
are exorbitant.
Conventional teaching-learning processes are undergoing a paradigm
shift. Focus of instruction is now on education programs/ practices that
promote competency and performance. Such curricula tends to require
access to variety of information sources, information forms and types;
student centered learning settings based on information access and inquiry;
learning environments centred or problem-centred and inquiry-based
activities, authentic settings and examples; and teachers as coaches and
mentors rather than content experts (Oliver 2002). The shift towards
development of educational programs whose curricula is competency and
performance-based is well supported by and encouraged by the emerging
instructional technologies. In addition, ICTs lend themselves strongly to
educational programmes offered by open and distance learning universities
and provide a choice to students who are otherwise unable to attend the
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Neeru Snehi 239

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campuses. Integration of ICTs would thus lead to quality learning settings

not only within the classrooms/ institutions but also through online distance
learning modules. Some of the Indian universities/ institutions namely IIMs,
IGNOU, BITS Pilani, MAHE, NIIT are already offering online programs
and many more have emerged in the recent period. Although such a learning
module will lack face-to-face teacher-learner interaction but at the same
time provide a participatory experience of higher order learning.
Another important aspect is development and availability of learning
modules/ and content material. The development of e-content for encouraging
and supporting independent learning has to be based on processes of
constructing knowledge as promoted by constructivist theories. The
emergence of ICTs has enabled the availability of knowledge contained in
books, documents, research literature and other sources online for instance
the online libraries such as Questia. Some western foreign universities have
allowed some of their titles in libraries for digitization in their collections
such as University of Michigan (seven million titles), Harvard University
(40,000 titles), Stanford University, Oxford University (6.5 million books)
and the New York Public Library (nearly 20 million titles) digitized books in
their collections and make them accessible via Google, Print (Carlson &
Young, 2004). Presently many foreign universities such as Coventry
University, UK have initiated online learning across all modules and for all
students (Beaty and Deepwell, 2005). Many universities such as Stanford
University provide day to day instructional lessons/materials online in many
engineering programs.
Apart from enhancing students learning experience, role of ICTs in
capacity building/ training of educational personnel has very large potential.
National level institutes can provide leadership role in enhancing technical
and managerial manpower in different disciplines through ICT networks
and collaborations. Technology facilitated learning would result in preparation
of staff regarding innovative pedagogic methods, new ways of learning and
interacting, easy sharing of new practices among teaching community and
result in widening the opportunities for their participation. The capabilities
of competent and trained teachers/ academic experts can be made available
to larger audiences/ students through flexible and virtual settings.
Innovative Approaches for Teaching
ICTs has the potential to drive innovative and effective ways of teachinglearning and research. The inclusion of learning tools, easier use of multimedia
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or simulation tools, easy and almost instant access to data and information
in a digital form which allows for computations and data processing generates
possibilities which were otherwise not feasible. The possibility to diffuse
these innovations and complement the learning content to improve quality in
higher education through innovative pedagogic methods is high. The focus
on ICTs to back quality research through utilization of rigorous research
methodology and in-depth analysis is the call of the hour.

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ICT CHALLENGES FOR HIGHER EDUCATION

ICTs are powerful tools having potential to transform the educational systems
and opportunities for all students including those who are normally excluded
by virtue of their special circumstances and special educational needs. Use
of ICTs can break down some of the barriers that lead to underachievement,
student disaffection and educational exclusion (Swarts, 2006). However,
when one looks around, in most of the colleges and universities across the
country lack of harnessing of this potential is visible. In spite of the fact that
planning and implementation of initiatives for enhancing role of technology
in education have received priority, analysis of the existing scenario reveals
number of factors which have been impeding the integration of ICTs in
educational sector.
Policy Framework at National Level
India has actively promoted the use of ICTs in education sector ranging
from radio to satellite based interactive television. Use of media for promoting
education and development has always been a part of policy and plan
documents on education. Presently the decision makers at both central and
state level are favouring inclusion of new computer and internet based ICTs
in education. The GOI has implemented several national as well as state
specific schemes that run concurrent to large number of privately led ICT
initiatives at school and higher education levels. Draft of National Policy on
ICT in School Education is available in the MHRDs website. 11th Five
Year Plan has proposed for launching of a National Mission in Education
through ICT to increase ICT coverage in all the 378 universities and 18064
colleges. The Mission aims to focus on digitization and networking of all
educational institutions, developing low cost and low power consuming access
devices, and making available bandwidth for educational purposes.
Collaborative efforts of agencies such as MHRD-Department of Information
Technology (DIT)-Department of Tele communications (DoT) would be
utilized to ensure fully electronic universities and digital campuses. Although,
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Neeru Snehi 241

advanced computational facilities will be provided in select institutions. Despite

the fact that ICTs in education has gained recognition and place in national
and state specific policy and plan documents yet it would be advantageous
to have a focused national level ICT policy framework to provide the
necessary thrust, direction and guidelines to strategies at all levels of
education.

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Investment and Resource Planning for ICT Applications

Investment in ICT for higher education is a matter of critical concern. Keeping
in view the decreasing trend of budgetary allocations over the past decades
and increasing demand for higher education seats educationists, policymakers
and decision makers are facing many dilemmas. Over the years technologies
introduced in the institutions for enhancing the quality of education need to
be updated yet it is very difficult to write off / discard the same in favor to
the new technologies. This also calls for massive investment. In addition the
investment requirements dont end here. The costs of developing the
necessary infrastructure, acquisition and maintenance of new technologies,
costs of staff training and systemic changes that characterize introduction
of ICT would require a mechanism for massive budgetary allocations and/
or resource mobilization. The challenge lies in development of a realistic
model of investment as during planning of interventions a University or an
institution and even government encounters difficult choices and competing
priorities. In order to ensure that the investments are cost efficient, e-learning
activities may substitute some of the routine administrative activities and
teaching activities. Sharing of infrastructural resources and innovations,
learning materials can reduce development costs. Nonetheless, the initiatives
taken by UGC to modernize University Campuses during the last few years
need to be supplemented. Effective and efficient resource mobilization
interventions are urgently required. Pathways for privatepublic partnerships
and collaborations with the commercial sector institutions need to be chalked
out.
Developing E-Content
The establishment of ICT infrastructures and technologies alone is not
sufficient to achieve the goals of ICT integration in the education system
holistically; development of innovative and effective e-content is a fundamental
necessity. Locally relevant and learner centered e-content/ applications are
a priority. This has implications for generating capacity to facilitate institutions/
industry for e-content development and its marketing. The best practices in
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242 ICT In Indian Universities and.....

creation of e-content, its dissemination, criteria for selection and evaluation

requires large scale networking among e-content users and producers. Issues
pertaining to intellectual property rights in this multi-stakeholder activity are
a major concern.

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Environment Building Strategies

In the education sector major impact of ICTs has been toward personalizing
and customizing learning of the learners. Researches for improving the
instructional design, intelligent tutoring systems, virtual classrooms etc have
progressed significantly. Despite the increase in access to technology in the
educational institutions the integration of ICT into the educational curriculum
is lacking. Lack of trained teaching manpower and lack of motivation among
teachers to adopt and integrate ICT as teaching tools are other challenging
factors to realization of potential benefits of technologies. Migration of skilled
ICT professionals towards better employment destinations contribute to a
lack of trained manpower to handle infrastructure and management needs.
Bridging of the digital divide is still a mammoth challenge. As compared to
traditional teaching activities adoption of ICTs in teaching activities require
teachers to change/ enhance their organizing capabilities, deal with a whole
new range of professionals for developing their teaching learning material.
Building an atmosphere of teamwork and promotion of networking among
faculty from multiple disciplines, web designers, instructional and cognitive
scientists, academics, project managers etc is essential to develop e-learning
modules and content. Thus introduction of ICTs has implications for
organizational innovations, knowledge management practices in order to
limit conflicting situations. National governments, industry, NGOs and society
on the whole need to come together to devise programs for coordinating
and integrating reforms in the education sector alongwith innovations in
ICT sector.
CONCLUSION
Diffusion of ICTs in Indian universities and colleges would respond to the
twenty-first century demands. The contemporary higher education systems
are aiming for acquisition of ICT skills as part of the core education system,
provision of infrastructure/ fully equipped labs, professional assistance and
other support needed to enhance quality of education. Application of ICTs
in managing higher education institutions and use of the technology to
homogenize quality of education in the highly diverse scenario across the
colleges and universities established in the country would benefit many
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Neeru Snehi 243

students. The arguments against the introduction of ICTs have pointed out
that ICTs would benefit the urban and already advantaged sections of society
at the expense of rural communities. The situation of limited budget
allocations, which were barely enough to meet the salary expenditure leading
to developmental activities taking a back seat, is improving. The time is right
to push the driving forces hard as it is expected that implementation of
initiatives to integrate ICTs bring about improvement in higher education
organization and quality education through ICT would be realized.

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Commission, New Delhi.

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University Grants Commission (2004) Annual Report 2002-03, New Delhi:

University Grants Commission.
Wright, C. (2000) Issues in Education and Technology-Policy Guidelines
and Strategies. Commonwealth Secretariat, London.

VISION
Your soul mission is your reason for being, your life purpose. Its your
calling in life - who you feel called to be, what you feel called to do.
Mission is an energy that flows through you...Its what you know in your
heart you must live if you are to experience inner peace and harmony.
- Alan Seale

Sita: Symbol of What is All Good in Indian Woman

Sita is typical of India - the idealized Sita. Sita is the name in India for
everything that is good, pure and holy; everything that in women we call
womanly. Through all the suffering she experiences, there is not one
harsh word against Rama. She takes it as her own duty and performs
her own part in it. Think of the terrible injustice of her being exiled to the
forest. But Sita knows no bitterness. That is again the Indian ideal. Said
Gautam Buddha: When a man hurts, and you turn back to hurt him, that
would not cure the first injury; it would create in the world one more
wickedness. Sita was a true Indian by nature; she never returned injury.
- Swami Vivekananda
Management & Change, Volume 13, Number 2 (2009)