Chapter-I

Introduction

Historical Background:

Education is a powerful and pervasive agent of change. It is the key that unlocks the door
for development and modernization. Education is an integral part of the country's development
process which always accorded with high priority. "Education is the most single factor in
achieving economic development and technological progress and increasing a social order
founded on the values of freedom, social justice and equal opportunity". ' Higher education is
the most important means of scientific, technological and industrial progress for the removal of
poverty and over all development of the nationstate. It is the means for modernizing the society
and producing highly educated leaders in all walks of life. It enables the graduates to meet
various challenges in a dynamic world of today and trains them to adapt to a changing and fast
moving society. It also aims at national development by dissemination of knowledge, skills and
attitudes. The main aim of higher education is to impart specialized and advanced knowledge to
pupils for all-round social progress. It is to build up one's ability and capability to contribute to
knowledge. The system of higher education in India has undergone a remarkable transition from
an elite system to mass system. The numbers of higher learning institutions who have played
active role in the social transformation have increased rapidly after independence and the
structure of governance and role of universities have also significantly changed. India is world's
second largest populated country and it has "550 million people below the age of 25 ^ The 2001
Census indicates that the literacy level in the country has gone up to 65.38 per cent from 52.21
per cent in 1991 (NKC, 2007, 8). India is increasingly viewed as an emerging global power that
will contribute in shaping global balance of power in the present century. For this, education has
a major role to play in building the knowledge economy of a nation. "The World Bank ranks
India at the 101st place in the Knowledge Economy Index based on our Economic Incentive and
Institutional Regime (EIR), Education and Training, Innovation and Technological Adoption,
Information and Communications Technologies (ICT) Infrastructure" . In fact, the progress of a
nation depends less on the capital but more on its intellectual capital. According to National
Knowledge Commission (NKC), "The ability of a nation to use and create knowledge capital
determines its capacity to empower and enable its citizens by increasing human capabilities.
India today stands poised to reap the benefits of a rapidly growing economy and a rnajor
demographic advantage that will see the country having the largest pool of young people in the
world in the next few decades. In the words of our Prime Minister: "The time has come to create
a second wave of institution building and of excellence in the field of education, research and
capability building so that we are better prepared for the 21st century" "*

1.1. University Education:

Webster's ninth new collegiate dictionary ^defines "University is an institution of higher

learning and providing facilities for teaching and research and authorized to grant academic
degrees". The Encyclopedia of social sciences spells out that "the primary aim of the
universities is to spread higher learning and provide both the foundations and technical
knowledge for the learned professions. Since propagation of true learning is impossible without
original investigation, an equally important function of the universities has been to conduct
research". In the rapidly changing contemporary world, universities are undergoing profound
changes in their scope, functions and organization and are in a process of rapid evolution. Tlleir
tasks are no longer confined only to two traditional functions of teaching and advancement of
knowledge. They have to assume new functions with much more deftness and complexity. The
main functions ' of the universities in the present world are:- to seek and cultivate new
knowledge; to provide right kind of leadership in all walks of life; to provide competent men and
women to the society; to strive to promote equality and social justice; to foster good attitudes,
values in teachers and students for developing a good society. Lord Curzon the then Viceroy
of India, in his convocation address at Calcutta University in 1904 said "what ought to be the
ideal university in India? As the name implies, it ought to be a place where all knowledge is
taught by the best teachers to all who seek to acquire it. Thus, you see that the ideal university
would consist of two aspects. It would be a place for the dissemination of knowledge and the
encouragement of learning; and it would further be a human smithy where character was forged
in the furnace of experience, and beaten out on the anvil of truth". While addressing the 13th
annual convocation of Kurukshetra University on 11th march 1976 former President of India
Fakruddin Ali Ahmed said "the universities have a formidable responsibility of churning out
balanced individuals who are capable of crisis-management and self discipline". The first and
foremost function of the Indian universities ought to be that they must "strive to serve as the
'conscience of the nation' and assessors of the national way of life" '". The University
Education Commission (1948-49) recommended that "it should be the aim of the universities as
our national institutions to undertake research in as many branches of knowledge as possible and
to produce an army of trained research workers, who, by their studies, will not only set high
standards of intellectual life in scholarship and scientific research but will also actively advance
the moral and material progress of the country". In the words of Dr. Zakir Hussain, " late
President of India, "the universities are the key institutions in promoting the process of national
development through their programmes of teaching, research, and extension and they provide
the required trained and educated manpower to implement activities programmes relating to
national development" . Dr. S.Radhakrishnan, '^ in the Education Commission Report (1948)
writes "the universities have to provide leadership in politics and administration, the professions,
industry and commerce. They have to meet the increasing demand for every type of higher
education literary and scientific, technical and professional. They must enable the country to
attain, in as short time as possible, freedom from want, disease and ignorance by the application
and development of scientific and technical knowledge. It is for the universities to create
knowledge and train minds that bring together material resources and human energies".

A university is a place where new ideas germinate, strike roots and grow tall and sturdy.
It is a unique space, which covers the entire universe of knowledge. It is a place where creative
minds converge, interact with each other and construct visions of new realities. Established
notions of truth are challenged in the pursuit of knowledge. To be able to do all this, universities
have to be autonomous spaces. They are diverse in their design and organization, reflecting the
unique historical and socio-cultural settings in which they have grown. This diversity reflects the
organic links that they have with their surroundings, which are not only physical but cultural as
well. Through research and teaching, they create, evaluate and bring about advances in
knowledge and culture. The principle of moral and intellectual autonomy from political authority
and economic power is ingrained in the very idea of the university. This autonomy ensures
freedom in research and training and it is expected that the governments and the society would
respect this fundamental principle. Teaching and research have to be inseparable, because the
task of the university is not only to impart knowledge to young people but also to give them
opportunities to create their own knowledge. Active and constant engagement with the young
minds and hearts of the society also implies that the universities are to serve the society as a
whole, and in order to achieve this, considerable investment in continuing education is essential.
'•' . The slow but increasing democratization of higher education in India has meant that the
university is no longer the preserve of the children of the elite, or of the educated/professional
middle-class. As more youngsters from a different segment of society enter the universities, they
look at higher education as a means to transcend the class barriers. Consequently, university
education is no longer viewed as a good in itself, but also as the stepping-stone into a higher
orbit of the job market, where the student expects a concrete monetary return, and consequently
in this perception, the University of Today is expected to be in tune with the emerging needs of
the society. It helps in the progress of the universe and there by adds to the well being of the
nation and the people. Wilson and Tauber have described the functions of the university as (i)
conservation of knowledge and ideas; (ii) teaching; (iii) research; (iv) publication; (v) extension
and service; and (vi) interpretation.

The fundamental values which the university aims to achieve are related to the
contemporary changing society.

1.1.1 Indian Higher Education and Role of University:

The higher education system in India has grown in a remarkable way, particularly in the
post-independence period, to become one of the largest systems of its kind in the world.
However, the system has many issues of concern at present, like financing and management
including access, equity and relevance, reorientation of programmes by laying emphasis on
health consciousness, values and ethics and quality of higher education together with the
assessment of institutions and their accreditation. These issues are important for the country, as it
is now engaged in the use of higher education as a powerful tool to build a knowledge-based
information society of the 21st Century. Recognizing the above and the basic fact that the
Universities have to perform multiple roles, like creating new knowledge, acquiring new
capabilities and producing an intelligent human resource pool, through challenging teaching,
research and extension activities so as to balance both the need and the demand. The higher
education system in India has constantly striven to build universities as places of culture and of
learning open to all and, above all, reinforcing the theme of learning throughout life.
Participating in and contributing to major debates concerning the direction and future of society
is seen as a major task and a moral obligation as well, of the university system. The first major
step taken by the Ministry of Education after independence (1947) in higher education was to
appoint a Commission on university education under the Chairmanship of Dr. S. Radhakrishnan
to report on Indian university education. In its report, the Commission said: "Democracy depends
for its very life on a high standard of general, vocational and professional education.
Dissernination of learning, incessant search for new knowledge, unceasing effort to plumb the
meaning of life, provision for professional education to satisfy the occupational needs of our
society are the vital tasks of higher education."

The Commission set out the aims of university education in the following terms:

" Higher education policies and programmes should be in line with the social purposes
which we profess to serve;
• There should be a sufficient unity of purpose in the diversity to produce a community of
values and ideas among educated men and women;
Institutional forms may vary as time and circumstances require, but there should be a
steadfast loyalty to the abiding elements of respect for human personality, freedom of
belief and expression for all citizens, a deep obligation to promote human well-being,
faith in reason and humanity;
• Mere vocational and technical education, important though they are, does not necessarily
serve the spirit. We might have a number of scientists without conscience and technicians
without taste who would find a void, a moral vacuum, within themselves;
We should preserve the values of democracy, justice and liberty, equality and fraternity.
Universities must stand for these ideals which can never be lost so long as men seek
wisdom and follow righteousness;
In 1964, the Ministry of Education, Government of India, appointed a Commission to
advise the Government on the national pattern of education and on the general principles
and policies for the development of education at all stages and in all aspects. In its
comprehensive Report, the Commission proposed that education should:

i) address the problems of national development, particularly issues concerning self-reliance,

economic growth, employment

and social and national integration;

ii) relate to the life, needs and aspirations of the people;

iii) help improve productivity by emphasis-sing work-experience, vocationalisation,

improvements in scientific and technological education and research;

iv) be perCeived as the main instrument of change through human development;

v) contribute to social and national integration;

vi) modernise the society through knowledge and its applications;

vii) Inculcate social, moral and spiritual values in the people.

Two decades later, the Govemment of India undertook a comprehensive review of the
nation's education policy. The policy statement which emerged following this review reaffirmed:
"Education is a unique investment in the present and the future. This cardinal principle is the key
to the National Policy on Education." Higher education, according to the 1986 Policy, provides
people with an opportunity to reflect on the critical social, economic, cultural, moral and spiritual
issues facing humanity. It contributes to national development through dissemination of
specialized knowledge and skills. It is, therefore, a crucial factor for survival. Being at the apex
of the educational pyramid, it has also a key role in producing teachers for the education system.
The policy urged that in the context of the unprecedented explosion of knowledge, higher
education had to become dynamic as never before, constantly entering uncharted areas, and it
proposed that the large number of universities and colleges in the country needed all-round
improvement and that the main emphasis in the immediate future should be on their
consolidation and expansion. The 1986 policy called for launching the Open University system
as an instrument of democratizing education and to develop a new pattern of the Rural
Universities to take up the challenges of micro-planning at grass-root levels for the
transformation of the rural areas. There has recently been a new tide of educational thought
which aims at drawing from our current experience of all that is quintessential, as also to develop
a new vision in the light of the highest traditions of Indian education and of the contemporary
needs and aspirations.
The following educational objectives are being emphasized:

• Education aims at liberation — liberation from bondage and ignorance, backwardness

and gravitational pulls of the lower human nature;
" Education, being an evolutionary force that enables both the individual and the
collectivity to evolve various faculties and to integrate them by the superior intellectual,
ethical, aesthetic and spiritual powers, should aim at developing a new type of humanity
highly humane, cultured and integrated.
Education should be developed as a harmonizing force, which tries to relate the
individual, environment and cosmos in a total harmony by the purification and cultivation
of various domains of outer space and inner space; Education should be so designed as to
become a powerful carrier of the best of the heritage and it should, therefore, aim at
transmitting to the new generations the lessons of the accumulated experiences of the past
for further progress in the present and the fiiture. Considering that the contemporary
problems of environment, of conflicts and of asymmetrical relationships need to be
resolved as early as possible, the Indian system of education aims at the promotion of the
goals of universal peace stability, security, harmony and unity, based on the principles of
liberty, equality and fraternity.

Within the broad canvas of these objectives, the specific objectives of higher education that are
evolving are:

• To seek and cultivate new knowledge, to engage vigorously and fearlessly in the pursuit
of truth, and to interpret all knowledge and beliefs in the light of new things and
discoveries;
• To provide the right kind of work ethos, professional expertise and leadership in all walks
of life;
• To strive and promote quality and social justice;
• To foster among teachers and students and, through them in society generally, integral
development of values inherent in physical, emotional, rational, aesthetic, ethical and
spiritual education; and
 To promote synthesis of knowledge, with special emphasis on unity of scientific
and spiritual pursuits that would revitalize our country's heritage and promote the ideal of
the whole world as one united family.

The theme of higher knowledge and higher education was fashioned in India by the ancient
Rishis and sages in the Vedic Age, the date of which is uncertain but is supposed to be traceable
to great antiquity. The early Gurukul system of education flourished in the Vedic and Upanishad
periods, but a huge University came to be set up at Takshashila in the 6th Century B.C. Two
other universities, namely, Nalanda and Vikramsila were established in the 4th and 5th centuries
A.D., respectively. India has had a long tradition of inquiry and articulation of concepts of
universe, self, role of state, economy, social order and other related matters. The methodologies
adopted were subjective and objective and included observation, conceptualization, verification,
articulation and teaching.

• As a result, India had gone ftirther in science than any other country before the modem
era— specially in mathematics, astronomy and chemistry, metallurgy and physics.

Indian scientists discovered and formulated and anticipated by force. Scientists

discovered and formulated and anticipated by force of reasoning or experiment some of the
scientific ideas and discoveries which Europe arrived at much later. Ancient India was well
equipped in surgery and its system of medicine survives to this day. A vast literature is also
available on "Vriksha Ayurveda" (Herbal Medicine). In literature, in philosophy and in systems
of yogic knowledge not only ancient India but medieval and modem India reached highest
levels of achievement. The higher education system flourished in ancient India well; and it
continued to influence developments during its subsequent ages, in spite of diverse forms that
developed under the impact of changes in religion, and in social, economic and political life.

1.2. Historical development of University Library Finance and Committee and

Commissions of the Higher Education:
During 18''' centuries there were no libraries in the colleges of India. Due to the efforts of
Lord Minto the Govemor General of Fort William (Bengal) started college libraries with
adequate collection in the year 1811. The origin of the present set-up of the educational systems
and system of university libraries dates back to the first half of the ninteenth century.

1.2.1 Sir Charles Wood's Education Despatch ''' of 1854 has been declared as "the
Magnacarta" of the present day system of higher education in India. He outlined the future
pattern and issued blueprint for university education in India. Among its several
recommendations, an important recommendation was for the establishment of universities in
each of the three presidency towns of Cuicatta, Bombay(Mumbai), Madras(Chennai) on the
model of London University. '^ and then the first university library of India was started by
Calcutta University in 1876. Since then many universities started functioning in the country.

1.2.2 The Hunter Commission gave first official word on progress of academic libraries in the
form of recommendation in 1882. It recommended special grants for academic libraries, but this
grant was refused by the British India Government.

1.2.3 The Raleigh Commission under the chairmanship of Sir Thomas Raleigh made strong
recommendations for the development for academic libraries in colleges and universities in
1902.

l.\4 In 1904, the Indian University Act was passed which conferred statutory right on the
universities to build, equip, and mange university libraries under this Act. Even affiliated
colleges were required to provide for the libraries and to maintain them as pre-condition for their
affiliation with the universities.

1.2.5 In 1917 an Education Commission appointed by British India Government made strong
recommendation for the improvement of library standard. They are look into the affairs of
Calcutta University.

1.2.6 Montford Reforms in 1920, brought changes in the character of functioning of

universities. The universities introduced and opened new teaching and research departments
which needed libraries as a matter of unavoidable necessity.

1.2.7 Report of Hartog Committee brought out in 1929 emphasized the need for developing the
libraries and equipping them adequately with the books and journals; it also observed that most
of the universities libraries were inadequate in their collection and services.)
1.2.8 In 1917 Sir Michael Sadler the committee recommended for the creation of more teaching
residential universities. The commission observed the inadequacy of libraries and maintained
that neither the students nor the under paid staff could afford to buy books and therefore the
university community was more dependent on libraries for their required books.

1.2.9 The University Committee was set up in 1938 to examine the financial provisions of the
university libraries. It felt that the financial conditions of the libraries were not sound and funds
were decreasing and recommended for the larger grants to the libraries. In total there were 20
universities before 1947, i.e. on the eve of country's independence. On attaining independence
in 1947, adequate measures were taken and lot of emphasis was laid on the development and
improvement of the state of higher education. Thus, number of universities and research
institutions accelerated and so also the libraries attached to these universities and research.

1.2.10 The Sargent Report :

In 1944 the Sargent Report, came up with a master plan for the development of
education in post World-War II India. In this report academic libraries were completely ignored
and not even a word was said or written about these libraries and their role in the development
of education, especially higher education.

Thus we can say that" the pre-lndependence academic library had no significance in the
academic life of institutions of higher education, and had only a secondary position in the
system. No one can deny the fact that academic libraries improved during this period compared
to those of the nineteenth and early twentieth centuries. Before the independence there were 20
universities , after getting independence in 1947 , adequate measures were taken and lots of
emphasis was laid on the development and improvement of the state of higher education. Thus
number universities and research institution started functioning and so also the libraries attached
to these universities and research institutions. The table 1 given below presents the details of
different committees/commissions appointed for the development of universities and university
libraries in pre-independent India

10
 Committees/Commissions Formed for the Development of Universities and Libraries
during Pre-independence period.

SR .No. Name of Committee Year of Establishment

1 Sir Charles Woods Despatch 1854
2 William Hunter 1882
3 Sir Thomas Raleigh 1902
4 Indian University Act Passed 1904
5 Sir Michael Sadler 1917-1919
6 Simon Commission 1919
7 Montford Reforms 1920
8 Sir Philip Hartog 1929
9 University Committee 1938
10 Sargent Report 1944
(Table-1.1)

After independence, the Government of India and the State Government has given more
attention to the growth and development of higher education. Adequate measures were taken to
improve the state of higher education and research in the country. In India, the university library
finance did not receive the attention it deserved and the libraries remained ill equipped in respect
of collection, services, and staff They were not managed by experienced and imaginative
persons. The allocations of funds were utterly incapable of meeting the needs of the libraries. In
the Post Independent period various Education Commissions (Ranaganathan Commissions,
Kothari Commission, K.N. Raj Committee, Knowledge Commission etc) plays important role in
the development of academic libraries. The commission took notice of the inadequacy of the
university libraries and emphasized their importance in the educational system. As a result of
these efforts lot of developments are seen in the university systems. Special attention was given
by each university to establish library. They suggested various norms to improve the values of
university libraries.

There were no special recommendations or norms during the British rule for the
provision of funds to university libraries. The budget of the university library had been very poor

11
from the beginning and it was difficult to administer the library. Ranganathan was not very
satisfied with financial position of the library and was waiting for the right opportunity to discuss
the matter with university and perhaps even with the state authorities. During and educational
conference held in Madras in 1926, Ranaganathan "gave a graphic account of the library
network in Europe and the United States of America and compare it with the poor, appalling
facilities existing in India he added that paucity of funds prevented him from developing his
library. Luckily, D.P.Subbaroyan, the Chief Minister of Madras who inaugurated the conference,
heard Ranaganathan"s speech and was impressed. He promised to give more State help to the
university library. Immediately, 6000 rupees was added to the annual grant from the State, and in
addition, 100000 rupees in lump sum was sanctioned by the Madras State Government in the
same year to buy books and periodicals in pure sciences, humanities, and social sciences.
Provision was made for additional grants to the library, as and when new departments of study
and research were established. In the words of Ranganathan," this was the first forward financial
step in the history of the university libraries in India in the second quarter of the twentieth
century. "

Committees/Commissions Formed for the Development of Universities and Libraries

during Post-independence period.

SL.No. Name of Committee Year of Establishment

1 Radhakrishnan Commissions 1948-49

2 UGC 1953
3 Dr. S. R. Ranganathan Library Committee 1957
4 Sidhanta Committee 1961
5 The Kothari Commission 1964-66
6 Carl White Report 1965
7 Review Committee on University Grants 1977
Commission
8 National Policy on Education 1986
9 National Knowledge Commission 2007
(Table 1.2)

12
1.2.11 University Education Commission / Radhalcrishnan Commissions (1948-49)

The process for the growth of the university libraries in India has been taken place with
the appointment of the University Education Commission under the chairmanship of

Dr.S. Radhakrishnan in 1948. The Commission emphasized the importance of libraries

in higher education and research and need for improving the conditions of the university libraries
on serveral aspects like increase in annual grants, open access system, working hours,
organization of the library, staff, grants for purchase of books by the teachers etc.,

The Commission observed that the annual grant for the libraries were not sufficient and
adequate, hence recommended for the allocation of 6 1/4 % of the total budget of the institution
to its library and to spend Rs.40 per student should be allocated for their libraries and this grant
should be augmented by non recurring special grant for purchase of back stock of journals and
books every five years to cope with the arrear of books and journals which are not covered in
regular fixed allocation. Provision of special grants for the purchase of manuscripts may also be
made to the university library.. The recommendation were made based on the needs of the
modem library services in universities for the promotion of research and creative learning (The
major recommendations of the commission regarding development of libraries is listed in
Annexure -1)

1.2.12 University Grant Commission

On December 28, 1953 , a University Grant Commission was established in India on the
model of University Grants Committee of Great Britain with the objectives of supporting and
coordinating the university education and determining and maintaining their teaching standards.
The commission is empowered to review the financial needs of the universities, providing grant
for maintenance and development of the established universities or for any other general or
specific purpose. The main fiinctions of the Commssion were to look after the educational
interests of the country and to oversee the development and financing of all academic
institutions, including their libraries. The UGC has been providing substantial grants to college
and university libraries in India for various purposes like construction of building for the libraries
and for buying books and subscribing journals necessary for teaching and research and
computerization of various library equipments etc. The University Grants Commission was

13
given a statutory form in 1956 by the Act of the Indian Parliament. It was a turning point in the
history of Indian academic libraries. Since its birth the UGC has given top priority to the
development of facilities of academic libraries in the country and the establishment of this body
has been very significant and favourable step in giving direction and assistance in the
development of the university libraries.( Considering the importance of libraries in higher
education, the UGC is in practice of appointing various committees for studying the problems
referred by the Academic Institutions as well as by professionals to improve the library services.)
UGC Appointed an ad-hoc library Committee under the chairmanship of Dr.S.R. Ranganathan in
1957 to look into the conditions of academic libraries and advise the UGC on the vairous
problems connected with provision of growth of the libraries, book purchase, development of
reading habit and encourage the student and researcher in the use of the libraries, library
personnel, their qualifications, status , salary, strength and other factors connected with the
development of the libraries of the universities.The Committee recommended that the UGC and
State Government should help university libraries in the development of the initial collections of
books and back volumes of learned periodicals. The formula suggested by the Committee was
that fiinds be given "at the reate of Rs.l5/- per student and Rs.200/- teacher and research fellow.
There should also be a special initial library grant in the case of a new university and of a new
department in an existing university. UGC has given following important recommendations:

(i) Subject to local variation, the grant to the university library books and journals should
be given on the basis of Rs. 15 per student registered in the university and Rs.200 per teacher.
This should be revised periodically in the light of change in the cost of books and periodicals. A
period of 17 months should be allowed for a proper utilization of the UGC grant,

(ii) A library may spend l/5th of the Commission's grant on books and journals and the
staff required for processing the material

(iii) The library fund of a university or college should be maintained and operated as a
separate library account.

(iv) To enable the proper utilization of book funds and avoid the 'rush-purchase', the
unutilized portion of the budget amount should not be returned but carried forward to the credit

14
of the library and used later on or included in the next year's budget, in addition to the normal
amount sanctioned.

In addition to giving regular grants to the university libraries for books, periodicals,
equipment, and library buildings, the UGC is creating a few "Regional Library Centres' as part
of the existing university libraries. Under this scheme, special grants are being given by the UGC
to a few university libraries in different regions of India. In addition, the Ford Foundation is
helping in the development of the university libraries. The Foundation has given a $ 300,000
grants to develop area studies programs, the grant includes money "to acquire books and
periodicals, microfilms and other material needed by Indian University Centres specializing in
the study of other countries

1.2.13 The Work Flow Seminar

On March 1959 The UGC organised a seminar on "from publisher to reader" - wok-flow
in university and college libraries . The objective of the seminar was to restructure the
administration of the libraries in college and universities. The UGC had made, earlier,
considerable grants for library buildings and purchase of books. Now they were concerned with
the technical aspects of the classification, cataloguing of books and use of reading materials on
scientific lines so as to make universities to improve their libraries and make them really
effective in the total system of education.

1.2.14 The Wheat Loan Program.

During the 1950s and early 1960a Indian academic libraries received huge grants from
the UGC of up to Rs. 100,000 for books, buildings, equipment and even for additional Staff .
At the same time many libraries got additional grants from a special US fund called the Wheat
Loan Program, and these grants helped those libraries to build up their collections. The
American Congress passed a special Act in 1951, known as Public Law 480 to loan India $
19,000,000 to buy much-needed wheat (Two million tons) from the US. Under the agreement of
the loan, India had to buy American books, periodicals, and scientific equipment worth $
50,000.00 to be used for research purposes in Indian libraries. This money India had to pay as
interest on the loan. Part of the money was to be spent on the exchange of scholars -including
librarians- between the two countries. Under the scheme, 36 university and 52 research libraries

15
of India benefited from this program. Many libraries received sizable grants for purchase of
books and back-volumes of journals pertaining to different branches of knowledge. Some of
them also received different types of library equipment like microfilm and micro-cord readers
etc. This helped university libraries to implement modem systems of automation in the
functioning and organize documentation service.

1.2.15 Financial support from U.S. Foundations and British Council

Rockfeller Foundation and Ford Foundation 17 also provided substantial grant for the
development of university libraries in India. British Council and Comman Wealth Foundation,
UNESCO and other organization also extended their helpful hand in the development of the
libraries and library staff in higher education institution in India.

1.2.16 Sidhanta Committee

UGC appointed a committee '" under the chairmanship of Dr. N.K. Sidhanta in August
1961 to look into the aspects of standards of higher education in Indian universities. According
to this recommendation a well organized and properly established library managed by
professionally qualified staff is an integral part of teaching process in the academic institutions,
and in the areas of higher education and research, the libraries play a dynamic role and library is
an intellectual workshop.

(unfortunately Dr. Sidhanata passed away in December 1961, Sri Govindarajalu was
appointed as new chairman in March 1962)

1.2.17 The Kothari Commission, 1964-66

Mr. M.C. Chagla, Minister of Education, appointed an Education Commission in 1964

under the chairmanship of Dr. D.S. Kothari. The Commission looked into the conditions of the
academic libraries of India and found that in spite of their rapid gwoth the condition of these
libraries was far from satisfactory. The Commission was shocked to note that the
recommendations of the Radhakrishnan Commission had not been fully implemented. The
Commission laid emphasis on the importance of and need for libraries in all academic institution
and recommended that every college and university should have a well balanced and well
equipped library according to its needs. Monetary guidelines were also suggested by the

16
Commission: "As a norm, a university should spend each year about Rs.25/- for each student and
Rs.300/- per teacher (or) from 6.5 % to 10% (of the total budget) depending on the stage of
development of each university library it was suggested that "the foreign exchange needed for
university and college libraries should be allocated separately to the UGC .The commission
stated that with ever increasing enrolment in universities and colleges, the demand for the
services of libraries has been constantly growing unlike in the past. The commission also
observed that needs and responsibilities of the libraries being high, the existing grants for
expenditure on books and periodicals were not adequate. It also found that only in four
universities the expenditure on books and periodicals was more than 5 percent of the total
expenditure of the university. In 34 universities the expenditure was 1 to 5 percent and in 5
universities, it was less than 1 percent. Although the universities were getting liberal grants
from the UGC for improving the condition of their libraries, an equitable distribution of the
funds was not made by the universities. The Education Commission which observed the
shortcomings in the libraries, made the following recommendations to improve their conditions:

i) The heads of the departments and the library staff should come together to draw an
integrated plan for library development by considering various library aspects like increase in
enrolment, distribution of students in the faculties, new are of specialization, new subjects etc.

ii) The grants of the library should be sutably phased over a plan period for utilization.

iii) The library should assist the university teachers in keeping abreast of the progress in their
respective fields of studies and provide the necessary resources of their special interest.

iv) The main objective of the library is to bring books, students and scholars together to
encourage their reading habits for pleasure, self discovery, personal growth and sharpening of
intellectual curioosity.
#
v) The University Education Commission had suggested about 6.5 per cent of the educational
budget as reasonable expenditure on libraries. But this could vary from 6.5 per cent to 10 per
cent depending upon the stage of development of each university library. It may also be
suggested that, as a norm, a university should spend each year about Rs.25 for each student
registered and Rs.300 per teacher

17
1.3 Recommendations of various Committees and Commisfions for the growth and
development of university libraries in India Post independence:

1.3.1 University Education Commission / Radhakrishnan Commission (1948-49):

The processes for the development of the university Hbraries in India have been set into
motion with the appointment of the University Education Commission. In the year 1948 under
the chairmanship of Dr. S. Radhakrishnan by the Ministry of Education, Government of India,
The Commission emphasized the importance of libraries in higher education and research and
need for improving the conditions of the university libraries on several aspects like increase in
annual grants, open access system, wor king hours, organization of the library, staff, steps to
make students book conscious, grants for purchase of books by the teachers etc. Commission made
observation that "the library is the heart of all university's work directly; for the humanistic research
the library is both library and laboratory in one". Hence a first class library is essential in a
university. Further the Commission observed "while at few universities, the libraries are fairly
well stocked, grants for their up keep are more or less reasonable, arrangements for lending
books to teachers and students are efficient and reading room space is reasonably adequate, it
was distressing to find that in the most colleges and universities, the library facilities are very
poor and miserable indeed. Not only was the provision for keeping the library up-to-date very
inadequate, but at one place no attempt had been made to weed out old obsolete books or old
editions and replace them with newer editions of the same books". The Commission observed ^^
that the annual grant for the libraries were not sufficient and adequate, hence recommended for the
allocation of 6% of the total budget of the institution to its library and to spend Rs. 40 per student.
The recommendations were made based on the needs of the modem library services in universities
for the promotion of research and creative learning. (The major recommendations of the
commission regarding development of libraries is listed in Annexure-II).

1.3.2 Establishment of UGC:

The most significant event in the history of University education in India was the
establishment of the University Grants Commission (UGC) on December 28th 1953, on the
model of the University Grants Commission of Britain. . The UGC was given a Statutory status
in 1956 by the UGC Act No. 3 of the Parliament, by a Statute of 1956. The establishment of

18
UGC has termed as an important landmark and turning point in the growth and development of
higher education in general and of university libraries in particular. The main functions of the
UGC were to look after the educational interests of the country and to oversee the development
and functioning of all the academic institutions, including the libraries. Since its very inception
the UGC recognised the importance of university libraries and has given high priority for the
development and efficient functioning of the libraries. It considered the library as an asset to
research work and advanced studies and attached greater importance for strengthening the library
facilities in the universities. The UGC apart from extending financial support to libraries in
universities and colleges initiated variety of developmental schemes for upgrading libraries and
the status of library professionals. It appointed various Committees from time to time to review
and suggest means for the said purposes. In this direction the appointment of Dr. S.R.
Ranganathan Committee202 during 1957 is considered to be a milestone.

1.3.3 Dr. S. R. Ranganathan Library Committee (1957):

Dr. CD. Deshmukh, the first Chairman of the UGC, who was himself a great scholar, lover
of books and was aware of the problems of the university libraries appointed a Library Committee
under the Chairmanship of Dr. S. R. Ranganathan in 1957 to give proper direction to the
development of these libraries and to advise the UGC on matters relating to the proper functioning
and proper management on the various problems connected with provision of growth of the
libraries, book purchase, development of reading habits and help students in the use of the libraries.
Perhaps this was the first attempt in appointing a committee headed by a professional librarian
exclusively to look into the problems of university libraries and to systematically Report of the
UGC Library Committee entitled 'University and college libraries' was published in 1959. It is a
most comprehensive and significant document. The recommendations of the committee deal with
important areas like financial requirements/grants, library fund, collection development (book
selection and book purchase), promotion of reading habits, weeding out/ loss of books, services,
staff building, furniture and equipment.

19
Some of the important recommendations of the Committee are given below:

i) Subject to local variation the grant to the university library books & journals should be
given on the basis of Rs. 15 per student and Rs. 200 per teacher. This should be revised
periodically, in the light of charges in the cost of books and journals.

ii) university may spend l/5th of the Commissions grant on books and

journals and the staff required for processing materials.

iii) The library fund of a university should be maintained and operated as a

separate library account.

iv) To enable the proper utilisation of book funds, avoid the rush purchase;

un utilised portion of the budget amount should not be returned but

carried forward to utilise or to include in next year's budget.

v) The practice of appointing a person without prescribed professional

qualifications even as an honorary librarian should be done aWay with.

vi) The professional staff of the library should have designation,

qualifications and salary corresponding to those of teaching staff viz

professors, readers, lecturers.

UGC went a long way to improve the conditions of the university library services and
helped the promotion and co-ordination of higher education and maintenance of standards of
teaching education and research in the universities. Before the acceptance of the
recommendations, the university libraries were financially crippled, amount apportioned for
library budget was so meagre. The grant meant for purchase of books was utterly negligible but
through the recommendation of the said committee, it was made obligatory on the part of the
universities to spend a reasonable share of proposed and allocated grant from its resources as the
matching grant. ( See also Annexure-2).

20
 In 1959, the UGC convened a seminar 203 "From publisher to reader- Work flow in
university and college libraries" in which librarians from several universities in the country were
participated. The seminar provided an opportunity to the university librarians for the first time to
meet together to discuss their problems and arrive at workable solutions. The deliberations of the
seminar gave to the library committee concrete recommendations to be adopted by various
universities which were duly incorporated by the library committee in its report. The report of
the library committee and proceedings of the seminar are important documents in the
development of university and college libraries in India after independence. The UGC finally
adopted these recommendations as norms of working for college and university libraries in the
country. This decision of UGC greatly helped the libraries to receive the much needed support
for developmental activities from the authorities.

Dr. C. D. Deshmukh opined that 'the report of the library committee of the

UGC is a classic in that particular field. The content of the report as also a

supplementary one (proceedings of the seminar for the university librarians)

will...guide the development of the university libraries fo r at least a generation to come'. (See
Annexure-3)

1.3.4 Sidhanta and Sri Govindarajalu Committee (1961):

University Grants Commission in August 1961 appointed a committee 18 under the

chairmanship of Dr. N.K. Sidhanta (unfortunately Dr. Sidhanta passed away in December 1961,
Sri Govindarajalu was appointed as new chairman in March 1962) to look into the aspects of
standards of higher education in Indian universities. The UGC report on standards of university
education (1961) suggested encouragement to students to visit libraries, select books and make
proper use of them The recommendations emphasised that a well-organised and properly
established library managed by professionally qualified staff is an integral part of teaching process
in the academic institutions, and in the areas of higher education and research, the libraries play a
dynamic role and library is an intellectual workshop.

21
1.3.5 Kothari Commission (1964-66):

This Education Commission ^' was appointed under the Chairmanship of Prof. D.S Kothari
in 1964-66 by the Government of India by resolution dated July 14 1964, to advise the
Government on the national pattern of education and on general principles and policies for the
development of education at all stages and in all aspects and for the development of university and
college libraries. It devoted considerable attention to the development of the university libraries on
some of the points like-norms of financial support; long range planning for library development; the
need for the establishment of a well equipped library before starting of university/college or
department; suitable phasing over of the library grants; encouraging students in the use of books;
inter-disciplinary communication; and documentation service in libraries. The commission
mentioned that with the ever increasing enrolment in universities and colleges, the demand for
the services of libraries has been constantly growing unlike in the past. The commission also
observed that needs and responsibilities of the libraries being high, the existing grants for
expenditure on books and periodicals were not adequate. It also found that only in four
universities the expenditure on books & periodicals was more than 5 percent of the total
expenditure of the university. In 34 universities the expenditure was 1 to 5 percent and in 5
universities, it was less than 1 percent. Neither the universities were getting grants from the UGC
for improving the conditions of their libraries nor was an equitable distribution of the fijnds made
available by them for the said purpose. After observing the shortcomings and pitfalls, the
committee made the following recommendations:

i) The heads of departments and library staff should co-operate fully in drawing up an
integrated plan of library development from a long range point of view. Such a plan
should take in to consideration a number of factors such as anticipated increase in
enrolment, faculty wise distribution of students, new subjects and fields of
specialisation, special research projects and so on.
ii) No new university college or department should be set up without taking into
account its library needs in terms of staff, books, journals, space etc. - because
nothing could be more damaging to a growing department than to neglect its library
or to give it a low priority. On the contrary, the library should be an important centre
of attraction on the college or university campus. Library therefore should:

22
- provide resources necessary for research in the fields of special interest to the university.

- aid the university teachers in keeping abreast of development in the field;

- provide library facilities and services necessary for the success of all

formal programmes of instruction

- open the door to widen world of books that lie beyond the boarders of

one's field of specialisation; and

- to loan books to students and scholars together under conditions which

encourage the habit of reading for pleasure, self-discovery, personal

growth and sharpening of intellectual curiosity.

The Commission observed that the expenditure on library in relation to total educational
expenditure of the university has gone up from 1.88 percent in 1951-52 to 4.04 percent in 1960-
61 and suggested about 6.5 percent of the budget as reasonable expenditure on libraries which
may vary from 6.5 percent to 10 percent depending upon the stage of development of each
university library. As a norm, a university should spend about Rs.25 for each student and Rs. 300
per teacher in each year.

1.3.6 Carl White Report (1965):

The Survey of University of Delhi Library, which was also called as 'Carl White
Report' (1965)' ^^ conducted a detailed examination of the working conditions of university
library and made recommendations to improve the situation in other universities too. The
document was referred as UGC's Library Committee Report. 20. ( See also Annexure-4).

23
1.3.7 Review Committee on University Grants Commission:

Review Committee on University Grants Commission (RCUGC) 1977, ^^ having made

detailed study expressed that 'Use of a library is itself a technique and unless students are
trained to use libraries, they may not derive any benefit, the matter needs attention, the main
emphasis should be put for improvement of library facilities. RCUGC 1981 ^'^ was also of the
view that universities should draw up integrated plans of library development from a long range
point of view. It emphasized that an essential thing about the development plan of a university
library is to consider it from the academic rather than the financial point of view and more important
is the proper use of books and journals by students and teachers.

1.3.8 National Policy on Education-1986:

The National policy on Education (NPE), which was adopted in 1986, comprehensive
national policy deals with all facets of Indian education system. Section 8.9 of the policy
attached more importance about libraries and librarians. It emphasises that "together with the
development of books, the nation wide movement for the improvement of existing libraries and
establishment of new ones will be taken up. Provisions will be made for library facilities and
status of librarians improved in all educational institutions". It also laid more stress on higher
education by highlighting its objectives and importance. It stated "higher education provides
people with an opportunity to reflect on the critical social, economic, cultural, moral and
spiritual, issues facing humanity. It contributes o national development through dissemination of
specialised knowledge and skills. It is, therefore, a crucial factor for survival. Being at the apex
of the educational pyramid, it has also a key role in producing teachers for the education
system".

When National Policy on Education was on anvil there were 150 universities and 5000
colleges in India. It was proposed to lay more emphasis on consolidation and explosion of
facilities for all round development of higher education institutions. It was also suggested to plan
and co-ordinate higher education system in each state. Emphasis was also laid on redesigning
programmes and courses, set up standards andintroduce audio visual aids and electronic
equipment's in teaching, learning and research.

24
1.3.9 Programme of Action, 1986:

The Ministry of Human Resources Development announced the Programme of Action

(POA) for the effective implementation of the 1986 ^^ policy on education. The Ministry has
prepared follow up programme and constituted 23 task forces consisting eminent educationists,
experts, bureaucrats and representatives of Central and State Governments. Each task forces have
examined and elaborated upon the implications of the various aspects of the policy and necessary
action was projected. The reports of the task forces were discussed in a series of meetings,
seminars conferences. After discussing the document on programme of action in the meeting of
the Central Advisory Board of Education (CABE) presented in Parliament and the same was
approved.

1.3.10 National Policy on Library Education and Information System (NPLIS):

The library Advisory Committee Report of 1958 by Ranganathan leads to theformation of

a National Policy and Information System in India. The National Information System for Science
and Technology (NISSAT) and Das Gupta, Director, National Library and Chairman Rajaram
Mohan Roy Library Foundation (RRLF) on behalf of the Indian Library Association submitted a
draft policy statement to Government of India. The planning commission working group for VII
Five Year Plan 1985-90 also emphasised the need for the policy in its report 'modernisation of
library services and information services'. A committee under the chairmanship of D.P.
Chattopadhyaya was set-up for the formulation of National Policy and Library and Information
System. ^^

The basic aims and objectives of national policy on library education are listed below:

1) To foster, promote and sustain by all appropriate means, the organisation,

availability and use of information in all sectors.

2) Mobilising, upgrading and initiating new programmes relevant to national

information technology.

3) Training of library and information personnel to suit and recognise their

25
 work as an important quality service.

4) Setting up monitoring mechanisms for rapid development of library &

information facilities and services to national level.

5) Encourage individual acquisition and dissemination for the discovery of

new knowledge in an atmosphere of intellectual freedom.

6) Acquisition and application of knowledge for the people of the country

7) Preserve and make known the cultural heritage at national levels.

1.3.11 Assistance from abroad:

In 1951, the P L 480 Act ^* passed by the American Congress through which United
States extended wheat loan programme to India. The Act provided for a loan of US $
19,000,000.00 to India for the purchase of wheat and specified that USS 5,000,000.00 of the
interest be utilised on higher education for the purchase of American books and scientific
equipment and for the exchange of academic persons between India and the U.S. During 1954 -
61, approximately USS 1,700,000.00 were spent on books and exchange of librarians. A total of
32 university librarians visited US libraries during these years to expose themselves about the
changing concept of libraries, their organisation and services. The contributions made under the
programme (PL480 ) helped a great deal in the growth of 36 university libraries and 52 research
libraries in the country.

1.3.12 Financial support from U.S. Foundations and British Council:

Rockfeller Foundation and Ford Foundation ^' for the development of university
libraries in India. British Council and Common Wealth Foundation, UNESCO & other
organisations also extended their helpfiil hand in the development of the libraries and library staff
in higher education institutions in India.

26
1.3.13 Information Library Network (INFLIBNET):

To prepare universities to face the emerging information society in fiiture, the University
Grants Commission (UGC) started the INFLIBNET Program in 1991 with a mandate to create a
nationwide network of university libraries and research centers in India. It is a major program
towards modernization of libraries and information centers in the country using computer and
communication technology for the establishment of a mechanism for information transfer and
access to support scholarship, learning and academic pursuits. It is a cooperative endeavor in
resource development, sharing and utilization on the national level. The primary goal of the
program to offer speedy and efficient services to users all over the country through a well
articulated and versatile computerized information network, serving as a mechanism for sharing
the available but limited resources.

Objectives of INFLIBNET:

The major objectives of the INFLIBNET Program are:

1) Computerization of libraries and information centers in the country.

2) To establish a mechanism for information transfer and access to support scholarship and
academic work

3) To facilitate pooling, sharing and optimization of library / information resources.

4) To organize library services at macro level at affordable cost and maximize benefits.

5) To provide speedy and efficient services to the end users.

Support for computerization of university libraries:

To initiate a culture of using computers in libraries, the Computer Development

Committee (CDC) of UGC started by providing funds to universities for procuring computers in
their libraries associated with each computer grant to universities during 1991-92. INFLIBNET
has since been helping them in defining computer configuration, software and training of
personnel. Since 1993-94, UGC has been fiinding university libraries with a modest grant of Rs.
6.5 lakhs each to take care of the minimum requirement of university libraries under the

27
INFLIBNET Programme for establishing computer and communication facilities. 105 universities
have been provided such grant so far. The grant is meant for:

Procurement of computer hardware and software.

Establishment of communication facility at individual libraries.

Recurring expenditure to support computer/communication facilities /

salary of one computer expert for five years and for conversion of

Retrospective data.

Besides the above support, 62 university libraries (including 36 already covered in 105)
were also provided with a grant of Rs. 1 lakh each to equipment with core facilities, such as
computer, modem, telephone line and subscription to nearest network. Till recently, in all 135
university libraries have been provided financial support under INFLIBNET Programme.

Activities of INFLIBNET:

The main activities taken up by the INFLIBNET are -

Development of INFLIBNET standard and format

Development of databases

Training Programmes

Onsite Support to universities

Organisation of Annual national conventions

Development of an integrated package for library management

INFLIBNET services.

These activities are briefly described in the succeeding sections.

28
INFLIBNET standard and format:

Realising the need for standards to facilitate information handling

standardisation committee was set up which has finalised a standard and format for serials, books,
theses and dissertations for creating databases. These standards are derived mainly from
UNESCO's Common Communication Format (CCF) and adapted for INFLIBNET. A detailed
manual on the standard and format providing guidelines for data capturing with illustrative
examples has been prepared and distributed to all the university libraries so as to
ensureconsistency and uniformity in record format.

Development of databases:

INFLIBNET has given high priority to the development of databases required by the
academic user community by pooling information from the participating universities. The
databases are prepared based on an agreed set of principles recommended by the Task-Group on
Union Catalogue. The tags, field names, subfield indicators for bibliographic records are mostly
derived from the CCF. The record structure is based in lSO-2709 format and the values of each of
the fields are chosen and rendered so as to conform to the Anglo-American Cataloguing Rules-2
(AACR2) to enable exchange of data across the network.

Training programmes:

NFLIBNET conducts a number of short training courses and workshops regularly for
working level professionals, executives and experts from university libraries for updating the
skills of existing library staff and to promote computer awareness among library professionals so
as to implement the INFLIBNET Program successfully.

Onsite support to universities:

INFLIBNET deputes teams of technical staff to participating libraries who have procured
and installed computers. The team provides necessary assistance in commissioning of the Unix-
based ILMS, database creation activities, on-line and remote access with e-mail facility.

29
Annual national conventions:

To provide exposure to and generate awareness among library professionals in library

automation, FNFLIBNET organizes a national convention every year focusing on a relevant
theme, in different regions of the country. These conventions provide a common forum to library
and information professionals to interact with each other, assess the progress made in
computerization and networking activities and plan for the fiiture.

Integrated Library Management Software (ILMS):

INFLIBNET has developed and provided a number of utilities to support computerization

of libraries, and has now developed an integrated Library Management System (ILMS) software
for automating library house-keeping operations. It was designed after making a comprehensive
study of different library-related ftinctions practiced in university libraries in India. ILMS is the
result of the development efforts put in by INFLIBNET in collaboration with DESIDOC. This
software includes modules for Acquisition, Cataloguing, Circulation and Serials management.

INFLIBNET services:

The services now being provided by INFLIBNET with the available databases are:

Catalogue-based services

Communication-based facility

COPSAT service in collaboration with NCSI.

. Retrospective conversion and resource stiaring:

Retrospective conversion of library catalogue is a major component of the automation

process. The main task of INFLIBNET is to set up an integrated library and information network
at the national level. INFLIBNET is making a mark in both retrospective commission and
resource sharing.

30
1.3.14 National Centre for Science Information (NCSI):

National Centre for Science Information (NCSI) ^^ was set up in 1983 at the Indian
Institute of Science, Bangalore, by the University Grants Commission for providing SDI services
to teacher and research workers in universities from commercial databases such as CA Search,
INSPEC, BIOSIS, GEOREF, etc. Application software was developed in-house for searching
tapes. This service is heavily used by the faculty members and research workers in Universities
and Research and Development (R&D) institutions. For providing document back-up service, the
library collection of the Indian Institute of Science is used. To supplement this collection, it also
subscribes to new periodicals. The Centre conducts an advanced one-year training program on
computer applications and networking for library and information science professionals.

1.3.15 Information Centre in Humanities and Social Sciences:

The University Grants Commission has set up two Information Centers in the field of
humanities and social sciences, one at the S.N.D.T. Women's University, Bombay and the other
at the M.S. University, Baroda. The S.N.D.T. Centre covers disciplines like Sociology, Gujarati,
Women's Studies, Home Science, Library and Information Science and Special Education. The
Information centre at the M.S. University of Baroda covers Economics, Political Science,
Education and Psychology. The objectives of these centers are to improve the information access
to teacher's research scholars and students and to provide for bibliographic support and also to
make available the latest documentation available in the respective disciplines. The Centers have
started functioning during the mid of 1990's and are providing current awareness, information and
reference services. Resources available in university library and other local libraries are optimally
utilized and services developed on a computational data base built up by scanning both Indian and
foreign journals.

1.3.16 National Knowledge Commission Report:

The National Knowledge Commission has been set up by the Prime Minister with the
challenging mandate to transform India of the 21st century into a knowledge society. It is
expected to advise the PM on matters relating to knowledge creation, knowledge dissemination
and knowledge application within the diversity of the Indian scenario. The focus of the NKC is
mainly the following with action oriented sub-themes:

31
1. Build excellence in the educational system to meet the knowledge challenges of the 21st
century and increase India's competitive advantage in fields of knowledge.

2. Promote creation of knowledge in S&T, social sciences and other academic institutions.

3. Improve the management of institutions engaged in intellectual property rights.

4. Promote innovation and entrepreneurship, and knowledge applications in agriculture, industry

and healthcare.

5. Promote the use of knowledge capabilities in making government an effective, transparent and
accountable service provider to the citizen and promote widespread sharing of knowledge to
maximize public benefit.

6. Promote the utilization of traditional knowledge.

To realize this dream which is also being called 'Mission Impossiblel', one major all
pervading area which needs immediate and sustained attention is the Library and Information
Services (LIS) sector. The stakeholders of each focus area will need well organized and
systematic Library and Information Services to support these activities. The Prime Minister, in
his inaugural speech for the National Knowledge Commission on 2nd August 2005, referring
specially to libraries, said "Public libraries are an extremely important element of the foundation
of a knowledge economy". With these views in mind the NKC set up the Working Group on
Libraries with the following broad Terms of Reference:

1. Redefine the objectives of the country's Library and Information Services (LIS) sector.

2. Identify constraints, problems and challenges relating to the LIS sector.

3. Recommend changes and reforms to address the problems and challenges relating to the LIS
sector, to ensure a holistic development of information services in all areas of national activity.

4. Take necessary steps to mobilize and upgrade the existing Library and Information Systems
and Services, taking advantage of the latest advances in Information Communication Technology
(ICT).

32
5. Explore possibilities for innovation and initiate new programmes relevant to our national
needs, especially to bridge the gap between the information rich and the information poor within
the society. 6. Suggest means of raising standards and promoting excellence in Library and
Information Science education including re-orientation and training of working professionals.

7. Assist in setting up facilities to preserve and give access to indigenous knowledge and the
nation's cultural heritage.

8. Set up adequate mechanisms to monitor activities for securing the benefits of acquisition and
application of knowledge for the people of India.

9. Examine any other issues that may be relevant in this context. The Terms of Reference were
the main concerns which the Working Group tried to address in its discussions. Keeping in mind
the objectives of the Library and Information Science and Services (LIS) sector as laid down by
the Working Group, it suggested some major areas which needed extensive discussions by
professionals or experts who have specialized in different fields.

1.4 Contribution of University Library in Higher education in India .

The process of globalization and revolution and technology has been changing higher
education system and development. After India got freedom, the role of higher education and
the importance of the academic libraries in the growth and development of higher education have
been duly recognized. The primary objective of university library is to support the teaching and
research carried out in university department. A well-equipped and well managed library is the
foundation of modem educational structure. Education and library service are twin sisters and
one cannot live apart from the other. The objective of the University Library is to meet the
requirements of the students, teachers and the research scholars in connection with reading
material published from time to time for the purpose of study and research. ^^ (^' The role of
University Libraries in higher education is emphasized in the Atkinson Commission Report
(1976) in the following words; "The library is the core of a university. As a resource it occupies
the central & primary place, because it serves all the functions of a university, teaching &
research, the creation of new knowledge & the transmission to posterity of the learning & culture
of the present and the past." "" ( •*) Academic libraries have been in existence in India since

33
earlier time, but their proper development took place in the twentieth century only. Universities
play a vital role in imparting higher education and libraries therefore, are an important
educational tool in the realm of higher education. According to the Association of Indian
Universities(AIU), National Policy on University Libraries " A University library is no longer
part of an ivory tower world, it is a practical ,service institutions accountable for every aspect of
its performance". Universities have a major role to play as research and teaching centre for the
training of preparation of citizens for the 2 r ' century. On the functions of university library,
Kothari commission said," University library brings books, students and scholars together under
one condition which encourages reading for pleasure, self discovery, and intellectual
curiosity.Every library programmed must support university's total progress. Thus, the basic
role of the library is educational. The university library should be operated as a dynamic tool of
education. It serves the teaching needs of the faculty. It should make available to the intellectual
requirements of students, researchers and teachers in their academic pursuit or supplementing the
study and research programmes of the institution and help conserve and disseminate knowledge.
Without active support of a library, the whole academic functioning will come to a grinding halt.
The developments of university libraries in the country have been parallel to the development of
institution of higher education. Therefore, it would be helpful to know the higher education or
university education scenario for knowing the library system of the universities and colleges.

The objectives of a library in an institution of higher education, as set out by the Education
Commission (1966) are:

1. To provide the resources necessary for research in the fields of special interest to the
college.
2. To aid the teacher in keeping abreast of developments in his field.
3. To provide library facilities and of all formal programmers of instruction.
''• To open the door to the wide world of books that lie beyond condition which encourage
reading for pleasure, self discovery, personal growth and the sharpening of intellectual
curiosity.
University library must be geared to present and future needs and be oriented to the demands of
the modem society's students, research workers and faculty members. What all expected from
university library is, that it should have up-to-date and balanced collection for study and research

34
on every field for everybody. Managing university library requires financial support and man
power to organize its collection and to provide better services to users. Today university libraries
in all over India for example Central or State, affiliating or non-affiliating are facing financial
crisis to develop their collection. Most importantly the subscriptions to periodicals are increasing
every year about 10-20% but university budget for subscription is not increasing in that
proportion. Hence there is an urgent need to increase its budget provisions in books and
periodicals every year. In order to build a good balanced collection in the university library
requires strengthening financial resources which have to come through various funding agencies.
Here we can say that budget in higher education continue to increase due to higher cost for
personnel, facilities, infrastructure and academic support. The financial climate in higher
educadon is definitely challenging.

1.5 Selection of the topic:

The world economy is experiencing unprecedented changes in the 21*' Centuries. New
developments in higher education and science and technology competition, media revolution
and internalization are revolutionizing higher education. We are witnessing several paradigm
shifts in higher education from local to national and national to global education. From state
controlled to open market economy from general education to an educational driven by market
forces from one time education for few to life long education for all from teacher centered to
learner centered education. These changes make new demands and pose fresh challenges to our
established library university system and practices. A time has therefore come for the researcher
to rethinks the present university library financing system from new issue base.

The library finance play an important role as an effective tool to develop the human
resources by imparting the necessary and relevant education to the student society and by the
training them appropriately. A large number of the Universities are suffering from a number of
tangles and enigmas.

From last 60 years lot of changes took place at the social, cultural, economic and higher
educational system. However there is a need to study the financial management of university
libraries in western India with special reference to University of Pune Library. This study has
been examine the existing method of financial management in western India and critical review

35
has been taken while completing the research. This research will help new ideas for enhancement
of university libraries, particularly in western India. This research has taken review of 10 years
of financial records of University of Pune and will make a comparative study with Western India
from April I'*' 1999 to March 31*' 2008 which will focus on the expenditure on library by
universities.

An attempt is made by researcher to evaluate present budgetary provision for state funded
non-agricultural university library particularly from South India i.e. Maharashtra, Goa and
Gujarat.

This study is different from earlier in some aspects. It takes into consideration latest data
from last five years of library expenditure from Maharashtra, Goa and Gujarat. State funded
non-agricultural university and made comparative study of the each university and made
suggestion and recommendation in conclusion.

1.6 Aims and Objectives Of The Study

The objective of this study is to find out whether state funded non agricultural university
libraries were meeting the standards of various norms set by various commissions and
committees. The second important objectives of the study are to suggest a few solutions to the
problems in order to improve library services. Third objectives of the study are to take review of
financial management of university libraries and compare the financial resources to each
other's. Following are few important objectives are carried out while completing this research
work.

1. To study whether university libraries are spending funds as per the norms suggested
by various bodies and experts.
2. To study the sources of funds and its utilization.
3. To suggest the remedies to generate income to university libraries
4. To study the overall requirement of university library in terms of collection, staff,
services etc.
The basic work of the research is to prepare a comparative study of state funded
universities in Western India in terms of financial resources and its utilization and provide policy
option for enhancement of university libraries. The out put of the research will be useful for

36
resource generation, resource sharing and minimize the expenditure of university hbraries for
better result.

1.7 Scope and limitations of tiie study:

There are three states in the western part of India i.e. Goa State, Gujarat State and Maharashtra
State. In Goa there is one university libraries, in Gujarat there are seven university libraries and
in Maharashtra there are 10 university libraries (except agriculture university).. This study
covers total eighteen university libraries. It makes a major difference as far as university library
finances and services are concerned. Their collections, services, and requirements are of special
type. Here comparison is made between these libraries.

1.8 Hypothesis

1. University libraries are not spending money for developing libraries as per prescribed
norms and standards by various committees.
2. Libraries are facing financial crunches due to increase in prices of books and periodicals.
3. whether manpower and high prices in printing and publishing the books and journals
have any impact on library development
4. Whether library financial management norms and standards are changing in the new era
of globalization

1.9 Researcli Metliodology

While analyzing the problems arising out of university library financing different
researchers followed different approaches and methods of research. In this study researcher has
pursued analytical approach in which interrelationship between different variables is sought. This
study has also pursued an interdisciplinary approach in which library financial transaction of the
non-agricultural universities and problems emerging out of these are proposed to be studied from
the point of view of different disciplines. The major objective of this research is to make an
analytical study of different aspects of library financial managements of university of Pune.
University of Pune has been in existence for more than six decades during which it has expanded
numerically in terms of the number of colleges, institutions, and the strength of students etc. It
has diversified greatly in terms of new department s of learning and research. The developments

37
of the University of Pune in terms of number of courses offered, department's faculty, and
students, in noteworthy. The University could get several centers of learning's such as EMRC,
lUCCA, C-DAC and Competitive center etc. Despite excellent an academic accomplishment,
financial transactions as observed that the budge allocated to the Jaykar library was not up to the
mark.
The present study has been carried out by using primary and secondary sources from various
libraries. To achieve these research objectives, a study was carried out using questionnaire as
data collection. Questionnaire were circulated to each of the seventeen university librarians
(State funded non-agricultural University libraries) to collect statistical data relating to various
sources of library funding, fund allocation, and library expenditures in the university libraries.
Statistics were collected for a five-year period, covering the academic years 2004/2005 to
2008/2009.
For the collection of data, following methods were used viz.
• Questionnaires were circulated to each Western non-agricultural state
university librarian for getting the exact primary data regarding particular
university libraries financial position.
Secondary data was collected from the university budgets and university
library reports for last 5 years.
This made it possible to capture recent changes that have taken place. This
research has been carried out in all state ftjnded non-agricultural university
universities in western India with special reference to financial management
of university of Pune Library.

1.9.1 Designing the Questionnaires

Questionnaires have been designed based on the study of literature and also modified based on
the discussions held with Librarians as well as the librarians practicing in the libraries of various
non-agricultural state funded University in western India .

The following types of the questionnaire were designed.

a) General information
b) Information regarding the registered Library users

38
 c) Total collection of the library for the last five years
d) Services provided by the library
e) Annual budget of the University for the last five years
f) Amount of funding received to library during last five years
1.9.2 Data collection

The researcher visited to western India while collecting data from University library and also
collected data from various primary and secondary sources from university budget, financial
documents of University, UGC and other funding agencies to the state funded non agricultural
universities.

1.9.3 Purpose of the Questionnaire

The researcher circulated questionnaire to non agricultural state funded universifies in

western India to test the hypothesis and also to have some idea about how financial
management in university library is managed by University authorities in era of modernization
and globalization. Are university library spending amount as per the set norms by various
commission.

1.9.4 Method of data collection

The questionnaires including covering letter, were distributed to the University

Library in western India by giving personal visits. The data collected through above
mentioned method, was studied and analyzed as follows.

The response were collected within 10 months

See the table

Response received for the questionnaire

State Number Questionnaire Circulated Response Received Total

GOA 01 01 01 100%

GUJRAT 07 07 04 60%

MAHARASHTRA 10 10 09 90%

39
Response received for the questionnaire

• The Study received 100% response from Goa state from University Librarian.

• The study received response 60% from Gujarat state from University Librarian

• The study received response 80% from Maharashtra state from University Librarian.

To summarize, the researcher has taken a sneak review of financial management library and its
development, present scenario of library funding and its mechanism, use of technology in the
libraries, factors influencing libraries in today's scenario followed by the role of libraries.

40
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43