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Despite people's empowerment in democracy, inequalities exist at various levels. Governments with the active support of the United Nations development program (UNDP) are constantly evolving their plans for inclusive education. UNDP programs such as SDG4 (Sustainable development goal, ensure inclusive and equitable quality education and promote lifelong learning opportunities for all) and SDG 5(achieve gender equality and empower all women and girls) are launched to end inequality in terms of education and development (Asongu, Orim, & Nting, 2019). The Indian government is highly concentrating to address education inequality. To deal with the socio-economic diversity, wider adoption, higher education is offered in a myriad of models in India. One can pursue higher education in the regular mode, distance learning mode, and part-time mode. Each of them is synergized to ensure that irrespective of the mode of learning chosen by the students, an equivalent level of curriculum is delivered. After completion of the course, a degree or certificate is awarded to the students. Marks secured by students endorse their level of skills gained during pursuance of the course (Guha & Lawrniang, 2018). In a regular mode of teaching, the traditional method of chalk, walk, and talk is predominant. Whereas, in the distance education system, self-learning material supplemented with contact classes prevails. Institutions engaged in offering higher education institutions are known with different nomenclature namely a) University b) Affiliated Colleges c) Stand-alone Institute. Here the affiliated colleges follow the academic curriculum and examination system prescribed by their affiliating universities, whereas the stand-alone institutes enjoy autonomy in terms of academic structure and curriculum delivery. Stand-alone institutions are empowered to award degrees or diplomas in the discipline that includes health, education, vocational courses, etc. (MHRD, 2012). Some of the Higher Education Institutes are government-funded, whereas the others are functioning on a fully self-financed model and managed by the individual(s) or Society. The third category of institutes is termed aided institutes, which are managed by the private bodies and receiving aid from the government.
Indian higher education system caters to a large number of students. During the year 2018, 2.33 million students had graduated in the Arts discipline, 1.16 million in science, and .96 million in commerce stream (AISHE, 2019). In addition, 40813 students were awarded Ph.D. degrees in the year 2018. Total enrolment in higher education is estimated to be around 37.4 million (AISHE, 2019). Higher education is facilitated by a strong network of around 993 Universities, 41901 colleges, 10726 are standalone institutions and 350 Institutes of higher learning that are affiliated with the University. They impart education to around 350 million students with a teacher ratio of 29: 1 (AISHE, 2019). Irrespective of the type of funding, the University grant commission of India is acting as the regulator for the University system. All the rules and policies endorsed by it have to be adopted by all the universities and their affiliated colleges. All India Council of Technical Education (AICTE) is another regulator that deals solely with technical education in India. Policies formed by AICTE are binding to the institute falling within its jurisdiction.