ABSTRACT
India has a long tradition of offering Higher Education (HE) to both national and international students. However, ensuring access to HE for all has been the greatest challenge. This has led to an overriding emphasis on quality HE that achieves standards on a par with HE systems across the globe. To achieve this objective, the essential challenge is to comprehensively professionalize HE teachers. The choice-based credit system (CBCS), which was a reform measure in HE offering a flexible system of learning, must provide students spatial and temporal flexibility and mobility. Since CBCS is considered an important aspect for enhancing quality in teaching and learning, teachers play a pivotal role in the success of CBCS. With this background, the chapter discusses methods of enhancing quality teaching and learning in HE. It delineates CBCS as a measure of academic reforms, the teacher’s role in CBCS, and challenges teachers face under CBCS. It elucidates ethical issues relating to CBCS. The chapter uses both primary and secondary data for the above purposes. It gives a new perspective to Indian HE policy on teachers’ role for enhancing quality in HE in general and academic reform measures, in particular.
