It has been two weeks of JNU students’ protests against a proposed fee hike in JNU. The Federation of Central Universities Teachers’ Association also protested jointly with teachers’, students and Karmcharis of the central universities against the New Education Policy on 14th November 2019. In the ongoing media propaganda probably one would see two events differently. JNU protests would be seen as a specific campus-related story whereas the FEDCUTA protest is about the large-scale policy changes.
In reality, both the protests need to be seen together in order to understand the ramifications of the proposed marketization of the education system in general and the higher education system in particular. It should also be seen as an effort by universities in Delhi to refuse to be used as sites of experiments for various policy changes in the field of education.
The proposed large-scale structural changes in the New Education Policy would fundamentally alter the nature of education as well as the education system of the country. Universities in Delhi including Delhi University, JNU, and Jamia Milia Islamia are at the epicenter of this project of educational restructuring. Ranging from introducing new admission process, newer academic programs and above all administrative restructuring are few such examples. The objectives of these political projects are not only to destroy the very idea of these universities (especially DU and JNU) but also to set them as a model for other universities to replicate the similar structural changes in all the central universities across India. I don’t want to repeat about JNU has a lot has already been written on this. But I would like to highlight some features of the structural shift that is in making.
Though the project of restructuring education began during the UPA II regime, under the new regime the whole pyramid of public-funded university education systems in India is facing an existential threat. When the larger focus of concerned citizens about JNU is on the academic misgovernance and administrative turmoil in the university, a major restructuring of the Indian university system is underway as a major political project. Besides, by spreading the hate propaganda against JNU through the electronic as well as print media the opportunity is being seized by the present regime to delegitimize any criticism of academic policy or educational policy emanating from the capital city.
JNU was amongst the first universities to implement some of the new policies in the realm of the higher education system after independence. These policies were outcomes of learning from the international higher education system and also the emerging educational requirements in the Indian socio-economic conditions. It was these policy experiments and deliberations that helped to build the academic reputation of JNU not only in the Indian higher education system but also in global academia.
Few such initiatives were: a semester system in place of yearly academic session system, choice-based credit system instead of a system based upon the total number of courses, grading system in place of marks system and an entrance exam based system in place of marks based ‘merit’ system.
The Delhi University was a contrast case. Unlike JNU it was a much bigger university with a large number of affiliated colleges and a range of academic disciplines and courses. Besides, DU was a much older institution than what JNU was. While JNU started contributing to the academic life of the country much later, DU had already set standards of college education and management of a large-scale educational institution through its highly competitive undergraduate programs.
JNU could provide a more amicable environment for teaching as well as research due to its small size along with closed campus. Consequently, its academic structures had gained popularity across the Indian academic system. Though it has also invited criticism of this model from various corners, there was a national consensus about contributions made by JNU and how it transformed the lives of not only its students as well as teachers.
Any kind of structural change in the Indian university system wouldn’t have been possible without destroying these two universities. Consequently, political regimes have been using these two great institutions as experimental tools to implement their kind of policies in the realm of higher education.
DU was the first university to face such assault in 2010 when the then Vice-Chancellor Dinesh Singh forcefully implemented the FOUR Year Undergraduate Program, a choice based credit system (CBCS) and semester system in the University of Delhi. Both policies were implemented in the university in an authoritarian manner without consulting the teacher’s representative bodies. Despite massive opposition to these initiatives the DU Vice-Chancellor refused to listen to the teachers’ body and implemented his decisions by using bureaucratic authority and powers vested in his office by the university acts. The UPA II government offered full support to all these efforts of the Vice-Chancellor
Meanwhile, 12 new central universities were established in the year 2009 to expand the higher education system. However, contrary to the erstwhile system where every university was governed by its own act with specific objectives, fields of knowledge and inquiry, the new system was to be governed by a common Act for all the universities. The new act was an amalgamation of the DU and JNU system. Besides, the UGC also came up with a centrally devised common governance structure in which there was no space for teachers’ representative bodies or students representative bodies. The new system was a highly bureaucratized system minus local requirements or realities. The new university system in this sense was to be more of a bureaucratic technical system in place of a knowledge-seeking system with deliberations, consultations, and space for democratization.
With the BJP government coming to power in 2014 with the stage already set for structural change in the new education system, the new government decided to launch structural destruction in a full-fledged manner. Introduction of Higher Education Funding Agency, Tripartite Memorandum of Understanding with defined objectives to be achieved, the idea of institutions of eminence with financial autonomy, etc. were few such policy decisions. Above all, the idea of a Higher Education Regulating Authority was to convert the higher education system in a highly centralized mechanized, bureaucratic-technocratic system of education where the focus was to be on the distribution of degrees rather than promoting innovation and freedom of expression.
But the real challenge was- how to achieve this. This time the policymakers decided to shift their laboratory from DU to JNU and this time used JNU teachers and students as their experimental subjects. The current Vice-Chancellor also performed his role as a destructor with full honesty quite like his DU predecessor. JNU would have been the best role model to implement all new decisions without any resistance from other universities. The only major challenge to such efforts would have come from the Delhi University and JNU teachers and student movements who had resisted all such moves.
The new government also thought of a university leadership that would implement all of this without questioning the motive of the government. Though most of the Vice Chancellors in India act like this someone who could do it proactively was selected for this job. The present JNU Vice-Chancellor after taking office refused to take into account any suggestions or inputs coming from the teachers or students representative body.
Instead, efforts were made to create all kinds of divisions between the university fraternity by introducing newer admission rules, restructuring the teaching-learning process, sabotaging the recruitment process and above all implementing newer hostel rules. The arrest of JNUSU president and the political development after that were efforts to divert attention from some of the structural changes which were to be implemented under the cover of these national-level debates. JNU teacher representatives have been receiving show-cause notices and other letters for raising their voice even on the issues that concern the teaching and learning exercise in the university.
These practices are now setting standard operating procedures for other university administrators as well. All Central Universities have refused to recognize teachers’ representative bodies. Students have not been given due representation in the decision making the process of the universities. The JNU was amongst the first universities to apply for a 500 crore rupees loan from the higher education funding agency along with a plan of converting JNU property into a commercial property. In addition, JNU signed the Tripartite MOU with the MHRD and UGC in a highly secretive manner. JNU also applied for the Institution of Eminence tag but couldn’t manage it despite efforts by the current university administration.
The recent controversy about new hostel charges and an increase in the fee is not only about increasing charges but also about denying the real stakeholders any role in this process and also setting a model for the universities across India for users’ payment model. Under this new model, the user must pay for all the services and also for the maintenance as they would have paid in any private university.
Followed by JNU, now the University of Delhi is in process of replicating some of the policy decisions implemented by JNU including looking for Institution of Eminence status, applying for a HEFA loan, signing a tripartite MOU. Reworking on the hostel rules and fee structures would be the next step in the pipeline in all central universities.
It is against this long-term state plan that the JNU students and teachers’ are fighting against it. The FEDCUTA protest is also highlighting similar concerns. The implementation of all the new policy decisions which are being implemented in JNU now would gradually destroy the very nature of publicly funded, the subsidized education system of India. Besides, it would also destroy the quest for a just, equal society for which the foundation of a democratic, open and politically vibrant education system is a prerequisite.