The declining academic quality of colleges and higher education institutions is a serious and deeply concerning social issue. One of the major reasons why students move to big cities or go abroad in search of better educational opportunities after completing their schooling is the poor quality of higher education available in many places.
Substandard and low-quality higher education has emerged as a major concern at both the national and global levels. When a country’s higher education system turns into a collection of degree-distributing factories and fails to impart practical knowledge and skills, it becomes a system of education that serves little purpose. The commercialisation of education has accelerated rapidly. Many private colleges and universities appear to prioritise profits over learning, focusing more on collecting fees than on ensuring academic excellence. This trend is contributing to the declining standards of higher education.
In recent years, several universities, driven by financial compulsions, have introduced open-admission systems and started offering conventional college courses themselves. This has weakened the student enrolment base of traditional colleges. As a result, many colleges in small towns and cities are struggling to attract students and are gradually moving towards closure because of financial constraints. There are several administrative reasons behind the declining standards of higher education. Some reports suggest that effective administration is lacking in many institutions and that adequate accountability is not established for staff members who display negligence in teaching and administrative duties. In several states, colleges do not have regular principals or the required number of teachers.
Talented individuals sometimes enter the teaching profession only after failing to find success in other career options. In such circumstances, some may struggle to do justice to the responsibilities of their profession. Teaching requires commitment, competence, and a genuine passion for nurturing young minds. Even today, a large number of students enroll in colleges merely to pass the time or obtain a degree. They show little interest in gaining an in-depth understanding of their subjects and are often unconcerned about classroom attendance.
Colleges and universities increasingly appear to prioritize fee-paying students, regardless of whether they attend classes or participate in academic activities. This trend is being observed across several states and raises serious questions about the purpose and effectiveness of higher education.
The growing reliance on digital modes of learning is also raising concerns about the originality and relevance of traditional classroom education. The classroom remains a fundamental pillar of education that even the most advanced digital technologies cannot entirely replace.
A classroom is not merely a place to acquire knowledge; it is also a primary centre for the overall development of students. Direct interaction between teachers and students allows learners to ask questions and receive immediate answers, improving the pace and clarity of learning. By observing students’ facial expressions and responses, teachers can assess whether they have understood a concept—something that is often more difficult to achieve through an online screen. Classroom learning also enables students to interact with their peers and develop essential qualities such as teamwork, cooperation, and leadership. By studying alongside individuals from diverse backgrounds, students learn social values, mutual respect, and the importance of living harmoniously with others.
A structured classroom timetable instills discipline and helps students develop time-management skills. Compared with the home environment, classrooms often provide a more conducive atmosphere for learning, with fewer distractions. Above all, classroom education goes beyond textbooks. Teachers serve as role models, inspiring students to embrace honesty, patience, hard work, and other important values of life. There was a time when obtaining a good college degree was widely regarded as a reliable pathway to a good job and a better salary. However, circumstances now appear to be changing. A degree alone is no longer a guarantee of success.
Today, the job market increasingly values practical skills, competence, and the ability to perform tasks rather than academic marks alone. This changing reality raises questions about the future of conventional colleges, many of which are already struggling to maintain their relevance and attract students. The National Education Policy has advocated the integration of smaller and under-enrolled colleges. There is a need to move forward in this direction. Opening colleges in small villages and towns primarily to serve private interests, particularly where enrolment remains below 50 or 100 students, is raising concerns about the overall quality and sustainability of higher education. In several colleges, the teaching workload does not appear to be aligned with Grant-in-Aid norms. Some institutions also employ inadequately qualified teachers to reduce expenditure, compromising teaching standards. Meanwhile, several universities continue to teach syllabi that are decades old and have little connection with the requirements of modern industries or emerging technologies such as artificial intelligence and data science.
There is also a pressing need to comprehensively review and redefine Grant-in-Aid regulations across all states. Differences in the criteria adopted by various states raise questions about consistency and fairness. Can governments make financial assistance to educational institutions more rational, transparent, and performance-oriented through appropriate reforms? These questions deserve serious consideration.
Every teacher associated with higher education should be a committed and continuous learner. If a teacher has not seriously read a new book, research paper, or subject-related publication for years, how can that teacher be expected to inspire intellectual curiosity among students?
There are allegations that some teachers prepare notes once and continue serving the same outdated material to students for twenty years or more. They neither update their own knowledge nor help students keep pace with changing developments.
How much truth is there in these allegations? Can students develop their intellectual abilities if their teachers fail to update their knowledge and teaching methods? These are important questions that educational institutions must address honestly. The holistic development of students does not simply mean acquiring textbook knowledge or securing high marks. It involves the balanced development of their physical, mental, emotional, social, and intellectual abilities. Unfortunately, many higher education institutions appear to be falling short of this broader responsibility. Educational institutions must prepare young people not only for examinations and employment but also for the wider challenges and responsibilities of life.
The slow pace of examination reforms is another factor contributing to the declining quality of higher education. In many places, annual and semester examinations have become so routine that students can pass them with limited preparation, model questions, and rote memorisation.
If the quality of assessment continues to deteriorate, higher education will gradually lose its credibility and purpose. Who will take responsibility for implementing the necessary reforms?
One possible alternative is to introduce a continuous student assessment system at the college and university levels, reducing excessive dependence on conventional examinations. Such a system, if designed and implemented effectively, could encourage regular learning, deeper understanding, and the consistent development of students’ abilities.
Substandard higher education can also be blamed, at least in part, for weakening young people's prospects of employment and self-employment. However, is this criticism entirely justified, or are there other factors responsible for the growing challenges faced by young people in the labour market? This uncomfortable reality demands a thorough examination by all stakeholders associated with higher education, including government authorities, university administrations, college managements, teachers, and policymakers in both the public and private sectors. The time has come for these stakeholders to engage in serious analysis, introspection, and constructive debate. They must identify the structural weaknesses in the system and take immediate corrective action. Higher education must not become merely a mechanism for distributing degrees. It must serve its true purpose: developing knowledge, nurturing intellectual ability, imparting practical skills, and preparing young people for meaningful employment and responsible citizenship. The question is no longer whether higher education needs reform, but if the authorities and institutions concerned are prepared to act before the shadow of substandard education grows even darker.
FORMER VICE CHAIRMAN PUNJAB SCHOOL EDUCATION BOARD AT PRESENT PRINCIPAL SL BAWA DAV COLLEGE BATALA PUNJAB 9530659393
The views in the article are purely of writer.