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Karnataka, a key player in India's education landscape, has witnessed notable advancements in its higher education sector over the past five years. The ASHE 2024 report, compiled by the CII Higher Education Committee and Deloitte, offers an analytical perspective on key trends, drawing from AISHE and Census 2011 data. With a literacy rate of 75.4%, the state shows steady progress, though gender disparities persist—male literacy at 82.5% outpaces female literacy at 68.1%. Highlights include a growing Gross Enrolment Ratio (GER), near-equal gender representation in faculty and staff, a commendable pupil-teacher ratio, and a balanced institutional framework. Despite challenges like course-specific enrolment dips, Karnataka demonstrates a strong trajectory toward fostering inclusive and high-quality education.

Gross Enrolment Ratio (GER) of last five years (2017 to 2022)

The Gross Enrolment Ratio (GER) data from 2017-18 to 2021-22 highlights steady growth in higher education participation in India. Overall GER increased from 27.8% in 2017-18 to 36.2% in 2021-22, reflecting a consistent upward trend in access to education. Interestingly, female GER surpassed male GER throughout the period, growing from 28.5% in 2017-18 to 36.3% in 2021-22. In contrast, male GER rose from 27.2% to 36.1% during the same timeframe.

Pupil Teacher Ration (PTR) of last five years (2017-2022)

The Pupil Teacher Ratio (PTR) data from 2017 to 2022 shows that the number of students per teacher has mostly stayed the same. In 2017-2018, there were 16 students per teacher, and this number improved to 14 in 2018-2020, meaning there were more teachers for the same number of students. However, in 2020-2021, the PTR increased slightly to 15 and stayed there in 2021-2022. This suggests that although the student-teacher ratio improved in the earlier years, it remained steady in recent years. A stable PTR is good, but it’s important to keep checking to ensure every student gets enough attention.

Enrolment at various levels

The enrollment data from 2017 to 2022 shows varied growth trends across different courses. PhD and M Phil enrollments declined, with PhD numbers falling from 14,190 in 2017-2018 to 11,193 in 2021-2022, and M Phil enrollments dropping significantly from 527 to 227, reflecting a possible shift in academic focus or reduced interest. In contrast, postgraduate enrollments increased steadily from 1,777,211 in 2017-2018 to 2,208,21 in 2021-2022, indicating a growing demand for advanced degrees. Undergraduate enrollments also showed consistent growth, rising from 1,476,679 in 2017-2018 to 1,868,544 in 2021-2022, reflecting broader access to higher education. PG Diploma enrollments remained relatively stable with minor fluctuations, while diploma courses saw a significant rise, peaking at 251,214 in 2020-2021. Certificate enrollments varied, with a noticeable drop in 2021-2022. Integrated courses saw substantial growth, from 6,991 in 2017-2018 to 16,722 in 2021-2022, indicating a growing preference for specialized programs.

Institutional Landscape and Student-Faculty Ratios

The institutional landscape in Karnataka reveals a diverse structure with 75 universities, 4,430 colleges, and 1,715 standalone institutions in 2021-2022. While colleges dominate in number, universities have the highest average enrollment per institution (5,260 students), compared to 399 for colleges and 128 for standalone institutions. Karnataka's pupil-teacher ratio (PTR) of 15 is significantly better than the national average of 23, indicating more individualized attention for students. Additionally, Karnataka colleges have 26.8 teachers and 22.2 non-teaching staff per institution, closely aligning with national averages. These metrics reflect Karnataka’s commitment to maintaining a balanced student-to-faculty environment, ensuring quality education.Institutional landscape (2021-2022)

Faculty and staff (2021-2022)

Gender Representation in Faculty and Staff (2021-2022)

The data highlights balanced gender representation in faculty and staff roles. Among teaching staff, males constitute 52.5% while females account for 47.5%, reflecting near-equal participation. Interestingly, non-teaching staff show a reverse trend, with females slightly outnumbering males at 51.8%. This indicates progressive gender inclusion across institutional roles.

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