The universe of higher learning

THE word ‘university’ derives from the word ‘universe’ (Latin universus; whole or aggregate   comprising ‘uni’ (one) + ‘versus’( turned)), which describes our incredibly complex world. The universe comprises the earth, a host of other planets and stars in our galaxy, as well as other solar systems. 

‘Universitas’ or university is from the Latin ‘universitas magistrorum  et scholarium’ and refers to a community of teachers and scholars. Collectives of teachers and students existed in Central and Western Europe (Bologne, Paris), the Middle East (Sicily, Islamic Republic) and in India (Nalanda, Taxshila) in ancient times. 

The idea of the university, prevalent now, evolved in the Modern Period and originated from Europe. Today, it is an institution of higher education and research, providing academic education to undergraduate and postgraduate students.  Some of the oldest universities in India are still less than 200 years old. (Serampore College, 1818; universities of Calcutta, Mumbai and Madras, 1857; Aligarh Muslim University, 1875).

Following parameters set by Europe in the 19th century, Indian universities, both state and central, comprise of a campus, buildings and trained teachers with specialisation, promoting advanced learning. Universities have been important citadels of conceptual learning and understanding.

‘Colleges’ that train students fresh out of school, offering them specialised courses over three years, are usually  affiliated to the university.  At the end of three years, many students ‘graduate’ from affiliated colleges and pursue a Master’s, MPhil or Phd at a central university, such as Delhi University.  

Regular colleges differ from ‘vocational colleges’ that tend to emphasise skill-based learning and training. These colleges provide application-based learning wherein theoretical understanding is given far less value.   Vocational institutions impart job-specific skill training. The odd vocational college can be run by the university, but all university colleges cannot be reduced solely to the providing  of  vocational education. Such practice will lead to the bowdlerisation (lowering the quality) of both higher education and the stunting of  creative, thinking minds.

Universities in India run by the government are referred to as central and state universities. These provide higher education at low cost, a practice unique to India. Private universities that have opened shop in recent years are usually run by wealthy individuals or trusts. These cater to the demand for higher education from a niche clientele willing to  pay large amounts of money for higher education.

Institutes of technology, law schools, medical and engineering colleges, institutes of mass communication and institutes of management are other avenues of higher education. For exceptional and well-rounded citizens, the Indian state must guarantee that the intellectual vigour and unalienable rights structuring centres of higher education are fostered and cherished. “In such havens of freedom, Indian Universities should be allowed to spread roots, stretch, blossom and fruit.”