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The affiliating system was devised to regulate and standardize the quality of education. But tremendous increase in the number of institutions the system became counter-productive. As we know the affiliated system of universities in higher education is working in our country since independence. By way of tracing the history of higher education briefly, Maculey’s system of India was based on the University of London Model whereby teaching colleges were affiliated to the university. The charter of the university was to simply have the teaching colleges do exactly what the university prescribed in creating a class of subservient individual to take care of the Raj. It is important to note that Macauly did not introduce the University of Oxford model or the University of Cambridge model where the universities mandate was to generate new ideas, create new inventions and be the backbone of the intellectual vigor of the country. Eventually after independence, the whole field of higher education in India is plagued by multiplicity of controls and interventions exercised by the government with the result that there quantitative expansion without excellence and innovation. There are more than six authorities or bodies like UGC, NAAC, NBE, AICTE, MCI, NCTE and Parent University exercising controls on higher education institution which have to play a crucial role in the growth and development of the country. The limitations of the current educational system in India have rightly been recognized by Prime Minister Modi, when he said recently “our education apparatus can’t be one that produces robots. That can happen in the laboratory. There has to be overall personality development”. Knowledge work requires a climate of trust and spirit of trusteeship which can least be fostered by the compliance orientation we see today. The culture ethos of our ancient nation of respecting knowledge and socializing the process of knowledge generation and transmission are completely at odds with the bureaucratization we see today. Questioning is more important for the students than having answer to what the teacher ask. It is interesting to note that most great work of ancient India starts with the student asking a questions and the Master giving answers.

The Journey of Autonomous Colleges started before Independence; but even if we visualize the current scenario only a few institutions and colleges are working as fully autonomous institutions in our country. Time to time various committees and commissions established after independence have also recommended to government for giving freedom to colleges from universities education affiliation system; so that they can design their own  courses, syllabus, and examination process independently. Besides the University Education Commission 1948 and The Committee of colleges under chairmanship professor Mahalani (1964) various other authors’ opinions about autonomous colleges may be reviewed are as follows:

a. Choudhary, S.K. (2008). Higher Education in India: a socio-Historical Journey from Ancient period to 2006-07.

b.  Veena Bhalla, Usha Rai Negi and Santosh Panda, Accountability and Autonomy in Higher Education (Edited.

c. MHRD (2005), Central Advisory Board of Education (CABE), “Report on Committee on Autonomy of Higher Education”.

d. Palamattan, V (2006) Autonomy: A Structural Innovation in Higher Education, New Delhi, University News.

e. M.M. Gandhi (2013), “Autonomy and Accountability in Higher Education -An Indian perspective”.

Why Autonomy for Colleges

The affiliating system of colleges was originally designed when their number in a university was small. The university could then effectively oversee the working of the colleges, act as examining body and award degree on their behalf. The system has now become unwieldy and it is becoming increasingly difficult for a university to the varied need of individual colleges. The colleges do not have freedom to modernize their curricula or make them locally relevant. The regulations of the university and its common system, governing all the colleges alike, irrespective of their characteristic strength, weakness and locations, have affected the academic development of individual colleges. Due to affiliated system the Good colleges that have the potential for offering the programs of higher standard do not have the freedom to offer them. In this system the actual teaching and learning takes place in the affiliated colleges, but the power to decide whom to teach, who is to teach, what to learn and how to evaluate; etc. is highly centralized in the university. The colleges are denied any initiative in these regards.

In 1964-66 Education Commission pointed out that the exercise of academic freedom by teachers is a crucial requirement for development of the intellectual climate of our country. Unless such a climate prevails, it is difficult to achieve excellence in our higher education system. With student, teachers and management being co-partners in raising the quality of higher education, it is imperative that they share a major responsibility. Hence Education Commission (1964-66) recommended college autonomy, which, in essence, is the instrument of promoting academic excellence. Therefore, it is important that the academics are made free from unnecessary regulating authorities and should be given autonomy to do what they are supposed to do; teaching and researching.

The meaning and definition of Autonomy:-

Most of people think that ‘Autonomy’ means ‘reduction of public funding’ for Higher Education Institution or withdraw of grant from aided colleges. ‘‘Autonomy may be described as power to act without external control. It is viewed as an organizational and managerial requirement for the fulfillment of responsibilities’’. The Gajendragadkar Committee Report states, “The concept of autonomy is often misunderstood. It is not a ‘legal concept’ not even a ‘constitutional concept’. It is ethical and academic concept”.

Autonomy has been defined in its form as ‘freedom’. But there are many more definitions to clarify different shades of the concept. Glenny and Dalglish equated autonomy with ‘independence and ‘self-government’.  For Moddle and Eustace autonomy means ’non-interference’ and ‘independence’. Lane clarifies autonomy in the light of heteronomy and according to him. “The opposite of autonomy is known as heteronomy where decisions are made by others other than the college itself.” In the context of the word ‘others’ would include UGC, and State Governments; Universities and Managements etc. in other words, the decision making bodies that are outside the college system.

Thus autonomous college is given the freedom to be a norm to itself, a freedom for self-governance. It is a freedom for assuming responsibility for itself. This freedom of governance is given at two levels.

1.  At the Institutional level where the college is free to determine its policies and programs.

2. At the institutional level where teacher is given freedom to learn and freedom to teach.

This means that the teacher is given operational freedom to develop and innovate different methods and styles of teaching, research, testing and evaluation.

 Levels of Autonomy:-

a.  Academic Level- like discipline of learning, courses, pedagogy and research.

b. Administrative -Level like organization, structure, recruitment, time table, performance, salary structure and assessment of teachers.

c. Financial Level- like mobilization of finance and auditing and utilization.

Commissions and Committee on Autonomy:-

The history of higher education in modern India starts with the history of autonomy. The colleges were established in the British provinces before the establishment of universities of Calcutta, Bombay, Madras in 1857.The Hindu College was founded in 1816, Poona College in 1821, and Agra College in 1827 Elephinstone College in Bombay in 1827, Hoogly College in 1836 and Madras College in 1852. These colleges designed their own rule for admission of students, prescribed courses, conducted the examination and declare the results. These institutions were later affiliated to the three universities in 1857, and some of the functions performed by the colleges were taken over by the universities.

The University Education Commission (1948) chaired by Dr. S Radhakrishanan is the first one in the independent India to express the need for a change. It is stated in commission’s deliberations, that education system is built for a time and not for all the time. The committee on colleges under the chairmanship of Prof. Mahalani (1964) advised UGC on the general policy to be adopted for the development of colleges and suggested that, “one of the practical method of improving higher education in India would be to select a few colleges on the basis of their past work, influence tradition, maturity and academic standards and give them an autonomous status with freedom to develop their personalities. Experiment with new ideas, frame their own syllabus in consultation with the university, devise and conduct examination and initiate new measures.”

The importance of introducing innovations and ensuring accountability in the higher education system was emphasized by the Kothari Commission in 1966. Nearly twenty years later, in 1985, the government of India document entitled “Challenges of Education” recognized that the general condition of Universities and Colleges is a matter of great concern to the nation. The National policy on education (NPE) 1986 suggested that the autonomous colleges should increase in number and contained some specific objectives for autonomous colleges.

1.  An autonomous college will have the freedom to design its own course of study and syllabi.

2. It is authorized to prescribe rule for admission consistent with the reservation policy of the concerned state government.

3.  An autonomous college is free to evolve methods of assessment of students and examinations.

4.  For achieving higher standard and greater creativity, college are free to use modern tools and technology.

5. NPE 1986 has declared that autonomous college can undertake projects and provide service for the benefit of society at large.

Unlike the present rigid and centralized structure, a flexible decentralized participatory structure is envisaged. Though the teachers participation is expected at both university and college level in the affiliation system also, in practice, only a few handpicked teachers are included in the decision making bodies. National Policy on education 1986 suggested that 500 colleges should be developed as autonomous by the end of Seventh plan period in 1990, that figure did not become reality up to 1990.

In the 10^th   five year plan (2002-07) University Grants Commission (UGC) indicated a vision for higher education making it more flexible in diversity of programs, it its structure, its curricula in its delivery systems and in its use of information and communication technologies. It was proposed to identify colleges and universities with potential and fund them for achieving excellence in teaching and research with greater academic, administrative and financial autonomy. It was thought that delinking colleges from affiliating universities would give them academic and operative freedom as well as credibility.

In the last ten years, Government of India seized of the subject of how many autonomy to be given in the key operational areas, safeguarding accountability.  A committee, constituted by Central Advisory board of Education (CABE) in 2005 studied Autonomy of HEIs, covering academic, administrative and financial aspects (MHRD, 2005). It made recommendation to enhance the autonomy of HEIs, especially those with potential for excellence and to institutionalize regulatory provisions for promoting autonomy and accountability of the institutions. It was recommended to link the degree of autonomy with the level (grade) of accreditation of the institution by NAAC, which are considered to be indicative of the potential for excellence.

University Grants Commission (conferment of Autonomous status upon Colleges and Measures for Maintenance of Standards in Autonomous Colleges) Regulations, 2018

As per Guidelines issued by the UGC Regulations, 2018 for the maintenance of Standards in autonomous colleges, any college who have 10 years of existence and having NAAC accreditation score between 3.51 and 4 and NBA score is 750 than  college is automatically considered for autonomous college. If, NAAC score is less than 3.5 than it will be considered as autonomous college only by the recommendation of UGC expert committee. 

It is also clarified in UGC regulation 2018 that the college wants autonomous status must be accredited by either NAAC with minimum “A” Grade or by NBA for at least three programs with minimum scorers of 675 individually. The autonomous status shall be granted initially for a period of ten years; further extension shall be for five years at a time except those covered under clause 6.5.

Autonomous granted college can restructure and redesign its own existing course and formulate new course and syllabi. It can run all courses like Diploma, Certificate, UG, PG and P.H.D. degree.  Autonomous college may be free to fix their course fees and papers and examinations. The degree shall be awarded by the University with the name of the college on the degree certificate. The autonomous college is free to make their rules for and admission policy in consonance with the reservation policy of the concerned state or central government. The college on attaining autonomous status will continue to be affiliated to the affiliating University but will enjoy the privileges of autonomy. The autonomous college needs not pay affiliation fee to the parent university every year. Onetime fee can be paid at the time of conferment of autonomous status. The autonomous college will constitute its own Governing Body, Academic Council, Board of Studies and Finance Committee.

Grants issued to autonomous colleges through Scheme of University Grants Commission maintenance of standards in autonomous colleges Regulation 2018 by UGC:-

The commission will provide assistance under this scheme to autonomous college to meet their additional and special needs such as up--gradation of syllabus on regular basis making it skill oriented and quantifiable outcomes, orientation for teachers, re-designing course, workshop and seminars, examination reforms, furniture for office, classrooms and library, laboratories equipment, books/journals, renovation and repairs not leading to construction of a new building, expenses on guest/visiting faculty, capacity building for teachers and development of area study programs.

The University Grants Commission will provide per year financial support of 9 lakhs for single faculty and 15 lakh for multi faculty U.G. autonomous college and 10 lakhs for P.G. single faculty and 20 lakh for multi faculty. If the Colleges have NCC than they will get additional One lakh rupees per year as per UGC latest guidelines and scheme for autonomous colleges maintenance of standard regulations 2018.

Autonomous colleges through National Educational Policy-2019:-

Draft of new National educational policy 2019 is ready for implementation. Primary aim and objective of this policy to increase the Gross Enrolment ratio in Higher Education at list 50% by 2035. Therefore, open and distance learning with digital technology, choice based credit system will be adopted by the higher educational institutions. A new vision and architecture for higher has been envisaged with large, well-resourced, vibrant multidisciplinary institutions. The current 800 universities and 40,000 colleges will be consolidated into 15,000 excellent institutions. Mission Nalanda and Mission Takshashila will be lunched for catalyzing this new institutional architecture. There will be three types of institutions based on a difference in focus.

1. Type 1 which focuses on world class research and high quality teaching across all disciplines.

2. Type 2 which focus on high quality teaching across disciplines with significant contribution to search.

3. Type 3 which focus on high quality teaching across discipline focused on undergraduate education.

Hence, all institutions will be either Universities or degree-granting autonomous colleges. HEIs will focus on high quality liberal education with multiple exit options. The undergraduate degree may be of 3 or 4 years duration. All HEIs will become autonomous self-governing entities and practice of ‘affiliation’ will be stopped. ‘Affiliated Colleges’ will be supported to develop into autonomous degree granted colleges and ‘Affiliating’ university will develop into vibrant multidisciplinary institutions. The prevalent approach of adhoc, contractual appointments will be immediately stopped and appropriately designed permanent employment track system for faculty will be introduced.

The National Higher Educational Regulatory Authority will be the only sole regulator for all HEIs. All current regulatory bodies will transform into professional standard setting bodies and current University Grants Commission will be transformed into the Higher Education Grants Council. Private philanthropic initiative will be encouraged.

Challenges for Autonomy

Despite all efforts and schemes of the government, most of government and government aided college in India are not interested to become autonomous. Till now, out of 800 universities and 40000 total colleges only 708 Colleges are approved as autonomous colleges by university grant commission. There are about maximum 193 colleges in the Tamil Nadu that have an autonomous status. Andhra is in second state of India where 104 colleges are enjoying autonomous status. In the autonomous system the process and programs of testing, evaluation, grading and certification will be the portfolio of colleges and secondly autonomy also liberates colleges from excessive and oppressive control of the universities. Autonomous status allows the colleges for freedom to chalk out their plan of action including course, curriculum and examination management etc. It is matter of surprise that in spite of all opportunities and financial grants why the most of colleges are least taking interest in the UGC scheme of autonomous status. Some reasons for poor progress of scheme may be discussed as follows:

1. The reluctance of state governments to give up their power over the government and government aided colleges.

2. The managements of private colleges were apprehensive that they have to arrange additional fund and resources to run the autonomous colleges.

3. The teachers also were not fully willing to assume the complete responsibilities of an autonomous college.

4. The teachers fear that in an autonomous college the management will become more powerful. Teachers and students will be victimized by the management and administrator.

5. Teachers feel that they have to spend more time for conducting examination and to frame new syllabus and curriculum without any additional monetary benefit.

6. The non –government institutions are confused and lack of clarity about the scheme of autonomy. They think that the government will withdraw the financial support if they will move to autonomy.

7. It is also fear that the autonomous colleges will promote elitism and they will accessible for only rich class.

8. There will be possibilities of malpractices in examinations and it is also feared that the autonomous colleges will distribute degree like the Manav Bharti University in Himachal Pradesh and Madhav University in Mount Abu.

9. Most of educationists think that the scheme of autonomous college is just an eye wash because the still after achieving the autonomous status of the college the degree will be given by the concern university and only name of the college will be mentioned on it. Secondly the social attitude towards autonomy is also such that public wants university stamp on degrees.

10. All committees constituted by autonomous college like Governing Body, Academic Council, Board of Studies and Finance Committee are in-directly controlled  by the UGC, Affiliating University and state Higher Education through their members. 

1. Choudhary, S.K. (2008). Higher Education in India: a socio-Historical Journey from Ancient period to 2006-07. Journal of Educational Enquiry, 8(1), 50-72. 2. Veena Bhalla, Usha Rai Negi and Santosh Panda, Accountability and Autonomy in Higher Education (Edited), published by Association of Indian University, Kotla Marg, New Delhi, 1998, Pages 118-183. 3. MHRD (2005), Central Advisory Board of Education (CABE), “Report on Committee on Autonomy of Higher Education”, June 2005. 4. Palamattan, V (2006) Autonomy: A Structural Innovation in Higher Education, New Delhi, University News. 5. M.M. Gandhi (2013), “Autonomy and Accountability in Higher Education –An Indian perspective”, IOSR Journal of Research and Method in Education, VOL-3, Issue 5 Nov-Dec 2013, PP 33-37. 6. O.R.S. Rao, Autonomy and Quality of Higher Education, orsraoicfai@gmail.com 7. Narendra Modi (2014), Our education system should not produce robots, Times of India, Mumbai. 8. Swaminanthan,C. (2014), Autonomy in Higher Education: Shifiting Paradigms, University News; A weekly journal of higher education 53(3),81-84. 9. Deshpande, S.(2016), Higher Education, Economic and Political Weekly. 10. University Grants Commission Notification for maintenance of standard in Autonomous Colleges 12 Feb. 2018. 11. Draft of National Education Policy-2019, passed as (NEP) National Education Policy 2020. 12. Manav Bharti Univeristy, Fake Degree Scam, The Tribune, Chandigarh, 12 March 2020, page-10.