Recently, the Tamil Nadu Legislative Assembly passed the Tamil Nadu Private Universities (Amendment) Bill, 2025 (TNPU Bill 2025), allowing the conversion of existing private or government-aided colleges into new entities known as "Brownfield Universities." The difference between Greenfield Universities (GUs) and Brownfield Universities (BUs) is that the former are newly established institutions built on previously undeveloped land, whereas the latter are existing colleges upgraded to university status.

But is it truly necessary to upgrade private and government-aided colleges into private universities? Is this so-called "reform" a step toward the commercialisation of education? Will this move reform or deform the higher education system in the state?

To understand the implications of this amendment, it is important to look at the broader context of higher education in Tamil Nadu.

It is widely believed -- and often reported -- that the quality of higher education in Tamil Nadu surpasses that of most other states in India. This claim holds true in some respects. Graduates from Tamil Nadu who have made their mark across the world, many rising to top positions in globally renowned organisations, often attribute their success to the strong educational foundation they received, particularly in the state's government-run/ -aided colleges.

The past was indeed remarkable but can the same be said of Tamil Nadu's higher education system today? The state now has a growing number of privately managed institutions that produce thousands of graduates every year. But how reputable are they? Is access to these universities truly within reach for students from economically and socially disadvantaged backgrounds? How fairly are teachers treated?

Back to the basics

Before evaluating whether the TNPU Bill truly reforms higher education, it is worth considering how the quality of a higher education system is assessed. Some might argue that accreditation and top rankings define an institution's greatness. However, certain institutions that appear impressive on paper -- through their vision and mission statements or quality policies -- often fail to translate these noble ideas into practice. Yet, they still manage to obtain accreditation and proudly proclaim themselves as numero uno in various parameters.

In my view, an institution that imparts cost-effective quality education, prioritises inclusivity and diversity, upholds social justice, values academic freedom, and prepares students not just for employment but for life by instilling strong values and a sense of purpose truly deserves to be called an institution of eminence. But how many institutions in general, and private institutions in particular, truly qualify for that distinction?

This brings us back to the TNPU Bill 2025. When the Bill was debated on the floor of the House, Tamil Nadu Higher Education Minister Govi Chezhiaan stated that if aided colleges were converted into private universities, they would lose their aided status and no longer receive government grants. He further remarked that the proposed amendments could pave the way for taking higher education in Tamil Nadu to the next level. The question, however, is whether this "next level" would have a positive or negative impact on the state's higher education system.

It is the government's moral responsibility to ensure that the weaker sections of society especially the poor and Dalits -- have access to higher education. Such affirmative action helps bridge the educational divide between the elite and the marginalised. For decades, government-aided colleges have served as a haven for disadvantaged students, offering education either free of cost or at an affordable rate.

Concerns

However, if these aided colleges are converted into private universities and no longer receive government funding, there is a real fear that what were once greenfields of opportunity could turn into brownfields of despair, crushing the aspirations of poor students. Allowing private companies to run educational institutions may lead to the commercialisation of education, where edupreneurs prioritise profit-making and institutional expansion over their social responsibility to ensure inclusive and equitable education.

Further, while many private universities in India boast impressive rankings, they often cater primarily to the affluent, leaving little room for students from economically weaker backgrounds. Consequently, they may continue to serve as status symbols for the privileged, indirectly reinforcing social segregation and limiting accessibility for the underprivileged. Such institutions undoubtedly have good infrastructure, qualified faculty, and a strong focus on research and innovation. But are these factors enough to be considered an institution of eminence? What about value-based education, social justice, inclusivity, and academic freedom?

Beyond the issues of student access and affordability, the amendment also raises serious concerns about the welfare of staff. While this itself is troubling, the larger concerns lie in the commercialisation of education, the erosion of social justice, and the dilution of academic standards. The shift from greenfield to brownfield cannot be considered a fair one.

Views expressed are personal.

The writer is an ELT resource person and education columnist. Email rayanal@yahoo.co.uk

Greenfield to Brownfield: A fair shift?