Panjab UNIV 1947-2007 Trib 1 oct

The Indian Economic & Social History Review

In the summer of 1947, as preparations commenced for the partition of the province of Punjab in British India, the Lahore-based Panjab University became the site of a fierce debate concerning its future. Waged within, by its officials as well as between the members of the Punjab Partition Committee, this debate saw the Hindus and Sikhs among them wishing for a ‘physical’ partitioning of the university, while the Muslims wanted it to stay intact at Lahore, which was expected to fall in Pakistan. With no agreement forthcoming, and after references to the respective ‘national’ governments, the university remained where it was, while any ideas of academic cooperation between the two sides collapsed as a new ‘East Panjab University’ was established at Simla, India. The debate over this new university, vis-à-vis its old counterpart, further carved out the university as a space of not just education but one of exhibiting new-found sovereignty and creating a staff/student-citizenry, in thos...

Of all the modern universities in the Indian subcontinent, Panjab University has had a somewhat exceptional history and development. Originally founded at Lahore in 1882 as the fourth Indian university, it grew both as a teaching and examining body. After the partition in 1947, the university was constrained to function for almost a decade without having a campus of its own. The administrative office was located at Solan and the teaching departments functioned from Hoshiarpur, Jalandhar, Delhi and Amritsar. Finally, in 1956, the Panjab University was relocated at Chandigarh. Its red sandstone campus, designed by renowned French architect Pierre Jeanerette under the overall guidance of legendary Le Carbusier, was ready by early 1960s. At present, 188 colleges from Punjab and Chandigarh are affiliated to the Panjab University which has its regional centres and extension libraries at Muktsar and Ludhiana, and Visveshvaranand Vishva Bandhu Institute of Sanskrit and Indological Studies and Swami Sarnanand Giri Regional Centre at Hoshiarpur, Klauni. The university is maintained jointly by the central and state governments in the ratio of 60:40 respectively

Punjab is the key province of Pakistan due to its contribution in economy and education of Pakistan. The various governments made efforts in various periods to boast the standard of education through establishing new colleges in various places. Even the colleges have been established in villages level also so that the education may be promoted among the backward people. Experienced persons are appointed the principals of through colleges through promotion criteria. While the opportunity is given to those graduates who qualify themselves from the best universities of Pakistan for teaching through Punjab Public Service Commission. For improving the standard of education and controlling the administrative set up in colleges, the Directorate of colleges is established at the divisional level. Faisalabad is also one of those division where the office of Directorate of colleges is working. The Faisalabad Civil Division which started functioning with effect from 1.7.1982 is called Faisalabad Division and comprises districts of Faisalabad, Jhang and Toba Tek Signh. On 01.07.2009 new district Chiniot, bifurcating district Jhang, was established and added in Faisalabad Division. Chiniot was previously Tehsil of District Jhang. On 1st July, 2009, Chiniot was raised to the status of District and trifurcated into three Tehsils namely Chiniot, Bhowana & Lalian. Chiniot has an area of 2643 Sq. KM and an estimated population of 1.2 Million. This paper will highlight the importance of education in the lives of men in the society. It will also present the working of the directorate of colleges at the divisional level.

Futures

The universities of Pakistan were established by the colonial British government in 1858 so as to produce educated Indians to serve in the expanding bureaucracy. As government and security were the major concerns of the colonial government they made the bureaucracy (ICS) and the military prestigious and efficient institutions while higher education remained subordinate, governmentcontrolled and poor. Being unattractive, the universities could not attract the most competent students and remained medieval teaching institutions with almost no research. This continues in Pakistan because the ruling elites of Pakistan continue to govern the country in the colonial tradition of the past. In the last section certain changes are suggested to make the universities more academically competent.

Asian Journal of Multidisciplinary Studies, 2014

The state of Bihar had a rich and hoary tradition of Higher Education but due to the government's apathy, controversial appointments of Vice-Chancellors and Principals, the tug of war between the Chancellor's office and the government, dilly dallying attitude of the University officials, unethical practices of the University officers and some of the Principals, there had been a drastic fall in the standard of education system in Bihar during last decade. This paper examines and analyses functioning of one University of Bihar, Jai Prakash University, which has recently been in controversies over the appointment of its erstwhile Vice-Chancellor and Pro Vice-Chancellor which has adversely affected the overall performance of the University and the colleges associated with it.

DOAJ (DOAJ: Directory of Open Access Journals), 2021

Economic and Political Weekly, 2013

Bibtex Endnote RIS Google Scholar Print Email This article draws on archival material from the records of the University of Delhi to recount the last major change in its undergraduate programme in 1943 when the present three year BA course was introduced replacing the two year intermediate followed by a two year BA. That change took almost two decades of consultations and debate before they were accepted and implemented and provide an insightful comparison to the current proposals for changing the University's undergraduate programme. Neeti Nair ([email protected]) teaches History at the University of Virginia, United States. Seventy years ago, the Vice-Chancellor of Delhi University and former Chief of the Federal Court, Maurice Gwyer, pushed through a set of reforms that were later emulated by higher educational institutions across much of India. Following almost two decades of discussion, Delhi University's two-year intermediate degree followed by a two-year Bachelors degree (Pass or Honours, in Arts or Sciences) was duly replaced by a three-year Bachelors degree (Pass or Honours, in Arts or Sciences) in 1943. In the wake of recent changes and ongoing debates on University of Delhi's latest curricular reforms, it is worthwhile revisiting the contours of this debate from the past.

The present paper is an attempt to present the overview of governance of Indian universities along with the structural reforms recommended by different committees appointed by Government of India from time to time based on secondary data collected from various secondary sources including journals, articles, books newspaper and various research based websites. The goal of democratization of human welfare through democratization of higher education cannot be achieved without democratizing the governance structures of educational establishments for which a practical dynamic governance mechanism having openness, participation, accountability, effectiveness, uniformity and coherence is must. Political Considerations in governance matter of universities are the root cause for keeping the best academic talents aloof who are capable of facing challenges for getting the university global recognition. A proper democratic set up of progressive and supportive governance at the highest level can help an organization to reach its goal in the national spirit. No central government could effectively implement all recommendations of committees appointed by government even once since independence. If the universities have to perform their functions properly, it is imperative that the governance structure of the university should be framed in the light of recommendations made by government appointed committees from time to time because those recommendations are meant for implementation and not for formal paper work.