The development comes alongside a significant expansion in participation in the NIRF rankings. According to the government, the number of NIRF applications increased from 6,272 in 2021 to 14,163 in 2025, while the number of unique institutions participating in the rankings increased from 4,030 to 7,692 during the same period.

The information was provided in a written reply by Minister of State for Education Sukanta Majumdar in the Lok Sabha on Monday.

Indian Institutions in QS Rankings: Major Growth Since 2015

According to the government, the number of Indian institutions appearing in the QS World University Rankings has grown considerably since the NIRF was introduced.

The number increased from just 11 Indian institutions in QS WUR 2015 to 52 institutions in QS WUR 2027.

The government has linked this growth with the broader efforts to improve institutional quality, competitiveness, research, teaching standards and academic outcomes in Indian higher education.

The figures demonstrate not only a rise in India's representation in global university rankings but also a substantial increase in participation by Indian institutions in the country's national ranking exercise.

NIRF Introduced in 2015 to Improve Institutional Performance

The National Institutional Ranking Framework (NIRF) was introduced by the Central Government in 2015.

The framework was designed to provide an annual ranking of higher education institutions and universities across India. One of its major objectives is to encourage healthy competition among institutions and motivate them to continuously improve their academic and institutional performance.

Through the NIRF rankings, institutions can assess their performance against other universities and colleges across several important areas.

The framework has also become an important reference point for students, parents, policymakers and institutions when evaluating higher education institutions.

Five Broad Parameters Used Under NIRF

The India Rankings under NIRF evaluate participating institutions across five broad parameters.

These include Teaching, Learning and Resources; Research and Professional Practices; Graduation Outcomes; Outreach and Inclusivity; and Peer Perception.

Each of these parameters assesses a different aspect of institutional performance, ranging from academic resources and teaching quality to research output, student outcomes, inclusivity and the perception of the institution among academic peers.

The five broad NIRF parameters are:

NIRF Participation Nearly Doubles in Four Years

Participation in the NIRF rankings has expanded significantly in recent years.

The government stated that the number of applications increased from 6,272 in 2021 to 14,163 in 2025.

Similarly, the number of unique institutions participating in the rankings rose from 4,030 in 2021 to 7,692 in 2025.

This expansion indicates that an increasing number of Indian higher education institutions are participating in national benchmarking exercises and seeking to assess and improve their institutional performance.

The growth in participation also provides a broader base for comparison among Indian universities and colleges across different categories.

Government Links NIRF Growth With Global Representation

Minister of State for Education Sukanta Majumdar highlighted the increase in Indian representation in the QS World University Rankings while discussing the progress made since the introduction of NIRF.

The number of Indian institutions featured in QS World University Rankings increased from 11 in 2015 to 52 in 2027.

According to the minister, this growth reflects the progress made by Indian institutions since the introduction of the NIRF framework.

The development is significant because global rankings are increasingly used to assess the international visibility and academic standing of higher education institutions.

Steps to Improve Quality Across Higher Education Institutions

The government has also highlighted several initiatives aimed at improving the quality and overall performance of higher education institutions.

According to Majumdar, a number of initiatives have been institutionalised across Centrally Funded Institutions to strengthen the quality of education.

The Centre also provides financial support to state governments through schemes including the Rashtriya Uchchatar Shiksha Abhiyan (RUSA) and the Pradhan Mantri Uchchatar Shiksha Abhiyan (PM-USHA).

These programmes support various activities designed to improve quality and excellence in higher education institutions.

Support for State Universities and Infrastructure

Government assistance under the higher education schemes includes initiatives aimed at strengthening selected state universities and improving their academic and physical infrastructure.

The support includes quality and excellence initiatives for selected state universities, infrastructure grants and measures aimed at establishing Multidisciplinary Education and Research Universities (MERUs).

Such initiatives are intended to strengthen the higher education ecosystem by improving infrastructure, encouraging multidisciplinary learning and promoting research-oriented academic environments.

Institutions of Eminence Scheme

The minister also highlighted the World Class Institutions Scheme, popularly known as the Institutions of Eminence (IoE) Scheme).

The scheme was launched in 2017 with the objective of developing a distinct category of higher education institutions capable of achieving world-class academic and research standards.

A major feature of the scheme is the provision of greater academic, administrative and financial autonomy to selected institutions.

This greater autonomy is intended to enable institutions to make decisions more effectively, attract high-quality faculty and students, strengthen research capabilities and develop into globally competitive academic institutions within a reasonable period.

NEP 2020 and Higher Education Quality

The government has also pointed to the National Education Policy (NEP) 2020 as an important framework for improving the overall quality of higher education in India.

NEP 2020 places emphasis on transforming higher education through a range of academic and institutional reforms.

The policy promotes multidisciplinary education, encourages the development of critical thinking and analytical skills, and gives greater importance to research and innovation.

It also focuses on strengthening institutional infrastructure and improving the quality of teacher education and training.

Major NEP 2020 Higher Education Focus Areas

The higher education reforms highlighted by the government include:

Promoting multidisciplinary education: Encouraging students and institutions to move beyond rigid disciplinary boundaries and create broader academic opportunities.

Developing critical and analytical thinking: Strengthening students' ability to analyse information, solve problems and apply knowledge.

Promoting research and innovation: Encouraging institutions to develop stronger research ecosystems and innovative academic practices.

Strengthening infrastructure: Improving the physical and academic infrastructure necessary for quality higher education.

Improving teacher training: Enhancing the quality of teacher preparation and professional development.

Together, these measures are intended to create a higher education system that is more multidisciplinary, research-oriented, innovative and globally competitive.

India's Growing Presence in Global Rankings

The increase from 11 Indian institutions in QS WUR 2015 to 52 in QS WUR 2027 represents a notable expansion in India's presence in a major global university ranking.

At the same time, the increase in NIRF participation from 4,030 unique institutions in 2021 to 7,692 in 2025 shows that institutional benchmarking has become more widespread within India.

The rise in NIRF applications from 6,272 to 14,163 during the same period further indicates growing institutional participation in the national ranking system.

The government views these developments alongside initiatives such as RUSA, PM-USHA, Institutions of Eminence and NEP 2020 as part of broader efforts to strengthen Indian higher education.

What the Growth Means for Indian Higher Education

The growing participation in NIRF and the increasing number of Indian institutions appearing in global rankings indicate a greater emphasis on quality assessment, institutional performance and international competitiveness.

For higher education institutions, rankings provide a mechanism to identify areas requiring improvement, including teaching resources, research performance, graduation outcomes, inclusivity and academic reputation.

For students and families, ranking frameworks can provide additional information when comparing universities and colleges, although institutional choice should also consider factors such as programme quality, accreditation, faculty, infrastructure, fees, location, placements and individual academic goals.

Conclusion

The number of Indian institutions featured in the QS World University Rankings has increased from 11 in 2015 to 52 in 2027, according to information provided by the government in the Lok Sabha.

At the same time, participation in the National Institutional Ranking Framework has expanded sharply, with applications rising from 6,272 in 2021 to 14,163 in 2025 and the number of unique participating institutions increasing from 4,030 to 7,692.

The government has attributed this progress to wider efforts to improve the quality and competitiveness of Indian higher education. Initiatives such as RUSA, PM-USHA, the Institutions of Eminence Scheme and NEP 2020 are being used to strengthen infrastructure, promote multidisciplinary education, support research and innovation, enhance institutional autonomy and improve teacher training.

With increasing participation in NIRF and greater representation in global rankings, Indian higher education institutions are increasingly being positioned within both national and international systems of academic benchmarking and comparison.