university news vol-59, no-15, april 12-18, 2021 - AIU

Edited, Printed and Published by Dr Sistla Rama Devi Pani, on behalf of the Association of Indian Universities, AIU House, 16 Comrade Indrajit Gupta Marg (Kotla Marg), New Delhi-110 002. Phones: 23230059 (6 Lines). Fax: 011-23232131, E-Mail : [email protected], [email protected], [email protected], [email protected] (for subscription), [email protected], [email protected], Website: http://www.aiu.ac.in

Printed by Chandu Press, D-97, Shakarpur, Delhi-110 092 Phone: 22424396, 22526936, [email protected]

Licenced to post without prepayment under WPP No. U(C)-109/2021-23 Postal Regd. No. DL (C)-05/1241/2021-23UNIVERSITY NEWS 59 (15) April 12-18, 2021 Regd. No. RNI-7180/1963Published on Monday: 12-04-2021 No. of Pages 204 including covers Posted at LPC Delhi RMS, Delhi-6 on Tuesday/Wednesday every week

DAMODARAM SANJIVAYYA NATIONAL LAW UNIVERSITYVisakhapatnam, Andhra Pradesh, India

ABOUT THE UNIVERSITY : Damodaram Sanjivayya National Law University (DSNLU) was established in the year 2008 by the Government of Andhra Pradesh at Visakhapatnam through DSNLU Act, 2008 to impart quality legal education. The University is recognized u/s 2(f) and 12B of UGC Act 1956 and has the recognition of the BCI.

MISSION: DSNLU is committed to design and deliver legal education, promote academic achievement and excellence in legal research.

VISION: DSNLU endeavours to be a premier law school with state-of-the-art facilities with emphasis on clinical aspects to promote and provide world class education, training, research consultancy and services.

ACADEMICS: The University offers Five Year Integrated B.A., LL.B. (Hons.) and One year LL.M. The academic year is divided into two semesters: The Monsoon Semester (July-November) and the Spring Semester (January-May). Students are required to complete 220 credits before they become eligible to graduate. Each of the credit courses involves 60 hours of the classroom teaching.

ADMISSIONS:

i) Eligibility: DSNLU is governed by CLAT 2021 notification as regards eligibility criteria. ii) Intake: 5 Year Integrated B.A, LL.B., (Hons.) - 120 seats + 18 Extra Seats* (total– 138 seats) One Year LL.M. - Commercial Laws - 24 seats + 3 Extra Seats* (total -27seats)

INFRASTRUCTURE FACILITIES: DSNLU state-of-the-art, technologically advanced and eco-friendly campus is situated in 45.5 acres abutting the hill. DSNLU campus has fully air-conditioned Academic Block, Wi-Fi enabled with LAN facility. The University is a part of National Knowledge Network whereas the Government of India has provided 1GBPS connectivity to the University. Boys and Girls Hostels consists of 160 rooms each with 2 students accommodation in a room as per the University Rules. DSNLU has canteen building accommodating 350 students at a time. DSNLU has 11 KV Sub-station with two 320 KVA backup generators, 1.5 KLD capacity Sewage Treatment Plant, Andhra Bank ATM. 350 Kwp Roof Top Solar Power Plant is also established. The students are facilitated with a world-class library which provides access to online resources like Westlaw India, Hein Online, SCC online, Lexis Nexis, Kluwer Competition Law, Kluwer IP Law, Kluwer Arbitration, Taxmann, JSTOR, Economic and Political Weekly and Manupatra for intensive research. The online resources are available through Remote Xs. Further, DSNLU adopts Turnitin, an anti-plagiarism web tool. All the classrooms are equipped with LCD projectors, internet and public address system. DSNLU Moot Court Hall is a splendor in its own way. The University has seminar and conference hall that are made available for conducting meetings and organizing guest lectures.

5UNIVERSITY NEWS, 59(15) APRIL 12-18, 2021

Table of ContentsEditorial: What Can We All Do to Implement National Educational Policy—2020 Effectively 7

– Dr. Mrs Pankaj Mittal and Dr S. Rama Devi Pani

Dr. Babasaheb Ambedkar Open University, Ahmedabad : A Profile 11

1. Moving from Policy to Implementation: Reform, Perform and Transform – Ramesh Pokhriyal 'Nishank' 17

2. Implementing National Education Policy—2020: Restoring India’s Status as a Vishwa Guru – Pankaj Mittal 19

3. Facilitating Access to Quality Higher Education: The Pathway for A New India – Amitabh Kant and Piyush Prakash 26

4. Higher Education in India: Vision, Purpose, Policy and Strategy – Bhushan Patwardhan, K.P. Mohanan and Tara Mohanan 31

5. Open and Distance Learning as a Solution to the Challenges in Implementation of National Education Policy–2020 – Ami Upadhyay 44

6. The Spirit of the National Education Policy–2020: The Pole Star for Implementers – Leena Chandran Wadia 48

7. Roadmap for the Holistic Implementation of the National Education Policy--2020 – S C Sharma and S Srikanta Swamy 54

8. Holistic Implementation of National Education Policy–2020: A Roadmap – Shakila Shamsu 58

9. National Education Policy---2020 for India as Global Education Destination: Stay Here, Study Here! – Anoop Swarup 67

10. National Education Policy–2020: A Shot in the Arm for Research and Development in India – Rupamanjari Ghosh 72

11. Institutional Reforms for Effective Implementation of National Education Policy–2020 – T S N Sastry 77

12. Building Collaborative Research Culture through Implementation of National Education Policy—2020 – Parimal H Vyas 82

13. National Education Policy---2020: Challenges and Strategic Options – Bhagwati Prakash Sharma and Jaya Sharma 91

14. Empowering Medical Students as Lifelong Learners by Implementing National Education Policy–2020 – Subhash Chandra Parija and Abilash S C 94

15. National Education Policy–2020: Framework to implement Entrepreneurship Education to Transform Higher Education in India – Balvinder Shukla, Anupam Narula and R Sujatha 99

6 UNIVERSITY NEWS, 59(15) APRIL 12-18, 2021

16. Issues and Challenges in the Implementation of National Education Policy–2020 for Transforming Higher Education Sector in India – Francis C Peter 106

17. Financial Implications of National Education Policy–2020: Call for Collective Responsibility towards investing in the ‘common Good’ – Mona Khare 115

18. Education Policies in India: Past, Present and a Roadmap for the Future – Ashok Kumar Arora, Ripudaman Singh and Anupam Sharma 124

19. Multiple Exit Option in Engineering Stream: A Thought on National Education Policy–2020 – Shailendra Jain 129

20. New Education Policy–2020: Should the Concept of E-Universities Be A New Normal? – M M Saxena 131

21. National Education Policy–2020: Overcoming Challenges and Opening up New Vistas – R Limbadri 132

22. Challenges and Solutions for Equity and Access in Higher Education: With Reference to National Education Policy—2020 – S P Singh 136

23. Equity and Inclusion in Higher Education: Challenges and Opportunities for the ODL System under the NEP–2020 Regime in India – Debal K Singha Roy 138

24. National Education Policy–2020: Issues and Challenges in Implementation – Manoj Kumar Saxena and Ambika Kanwar 146

25. Higher Education in National Education Policy–2020: A Review – Sunil Behari Mohanty 149

26. Adopting NEP–2020 towards building World Class Higher Education in India – T Sasipraba, B Bharathi and Kaja Bantha Navas 160

27. How to Reach the Standard of Research and Innovative through Higher Education Hierarchy in Open Universities as Set in NEP–2020: with Special Reference to Life Sciences – Anirban Ghosh 164

Convocation Karnataka State Law University, Hubballi 171

Campus News 177

Theses of The Month (Social Sciences) 181

Advertisements 185

Opinions expressed in the articles are those of the contributors and do not necessarily reflect the views and policies of the Association


EdiToriAlWhat Can We All do to implement National

Educational Policy—2020 Effectively

The Year 2020 marks an exciting beginning of a new era for Indian higher education with the launch of the new National Education Policy—2020. National Education Policy 2020 aims to make way for large scale, transformational reforms in education sectors. The Policy built on the foundational pillars of Access, Equity, Quality, Affordability, Accountability, Employment, Entrepreneurship and Indian character is aligned to the 2030 Agenda for Sustainable Development and aims to transform India into a vibrant knowledge society and global knowledge superpower by making education more holistic, flexible, multidisciplinary, suited to 21st century needs and aimed at bringing out the unique capabilities of each student.

The Policy had made a serious attempt to address the issues of increasing intellectual abilities and harnessing the dividends of human capital. The country spends billions of rupees to educate students and support programs to help ameliorate inequities, but we know that all things aren’t equal. In fact, the one truth about our social structure is that there are the haves and the have-nots, and the potential for a widening of those two groups looms large for future generations if timely measures are not taken.

Some of the major issues in the field of higher education identified by the NEP include: lack of emphasis on skill development including life skills, employability and entrepreneurial skills; rigid separation of disciplines and therefore leading to want of holistic learning in students, with early specialization and streaming of students into narrow areas of study; limited teacher and institutional autonomy; low quality of research and publication; lack of competitive peer-reviewed research funding across disciplines; severe fragmentation in higher educational ecosystem; ignorance of learning outcomes; ineffective regulatory system; affiliation system; low standards of education; want of sufficient funding; vast deviation from the proven traditional knowledge system and lack of pride for the system. In view of this, the policy attempts a complete overhaul and re-energising of the higher education system to overcome to deliver high-quality futuristic higher education. The Policy therefore has dedicated almost 11 chapters to core higher education; 5 chapters to other key areas relevant to higher education like Professional Education, Adult Education and Life Long Learning, Promotion of Indian Languages, Arts and Culture, Technology Use and Integration, Online and Digital Education: Ensuring Equitable Use of Technology; and three chapters for making it happen which include strengthening Central Advisory Board of Education; bringing the focus back on education and learning by rechristening Ministry of Human Resource Development (MHRD) as the Ministry of Education (MoE). Some of the key recommendations of the Policy on higher education are:

Increase GER to 50 % by 2035 •Moving towards a more multidisciplinary undergraduate education; •

Moving towards a higher educational system consisting of large, multidisciplinary universities and •colleges, with at least one in or near every district, and with more HEIs across India that offer medium of instruction or programmes in local/Indian languages;

Establishment of a National Research Foundation to fund outstanding peer-reviewed research and to •actively seed research in universities and colleges;

‘Light but tight’ regulation by a single regulator for higher education. •

Creating Academic Bank of Credits •


Setting up • Multidisciplinary Education and Research Universities (MERUs)Setting up the National Res • earch Foundation.

The policy, inter alia, aims to eliminate problems involved in quality, pedagogy, structural inequities, access asymmetries, rampant commercialization and varied other dimensions. The great challenge with us now therefore, is the strategic implementation of the Policy. There is indeed a need to prepare a robust action plan leading to successful implementation all the recommendations of the policy in targeted timelines. NEP—2020 has vision to instill among the learners a deep-rooted pride in being Indian, not only in thought, but also in spirit, intellect, and deeds, as well as to develop knowledge, skills, values, and dispositions that support responsible commitment to human rights, sustainable development and living, and global well-being, thereby reflecting a truly global citizen. Thus, it has become a Magna Carta of Indian Education System in true sense. No doubt, its strategic implementation is a great challenge for all us and we all agree that the system requires a great overhaul right from the from scratch.

The whole higher education system is now gearing up to formulate implementation strategies to make the policy a success by the end of the decade and half. Implementing reforms of any kind, has never been an easy task in the education sector of any country; but it has been particularly difficult in India for obvious reasons. The primary reason is the scale or magnitude of the sector which is voluminous in quantity; vast in geography; dense in population; varied in cultural, socio-economic, ecological diversity. Almost everyone in the country is a stakeholder of education directly or indirectly but there is a range of direct beneficiaries which include students, parents, teachers, employers etc. who have stakes in education outcomes.

Association of Indian Universities (AIU) as an apex representative body of higher education plays a significant role in providing policy inputs in the field of higher education to the Government and has immensely contributed to the major policy decisions since its inception. On receiving the present draft policy document, AIU, while appreciating the initiative of the Government for revisiting the National Policy on Education which was due for a long time, thought it appropriate to deliberate on various aspects of the document and provide concrete inputs on it. AIU is working on the project with a multipronged approach like organizing webinars and interaction sessions; bringing out publications etc. As culmination of all the events of 2020—21, we are organizing National Seminar of Vice Chancellors on the theme ‘Implementing NEP–2020 to Transform Higher Education in India’ on the occasion of AIU Annual Meet being held on 14th — 15th April, 2021. As a run up to this theme, 5 zonal Vice Chancellor meets were held on the themes: (i) Equity and Access in Higher Education Including Promotion of Indian Languages, Art & Culture (ii) Reimagining Teacher Education, Vocational Education and Professional Education (iii) Promoting Quality, Research and Internationalization in Higher Education (iv) Holistic and Multidisciplinary Education with Technology Integration (v) Governance Reforms and Financing of Higher Education. The Seminar is being organized with an aim to gather views, suggestions and innovative strategies of experts and erudite scholars for implementation of various recommendations of the Policy on Higher Education and provide a well-structured input to the Government; and insights to practitioners of higher education on implementation strategies of NEP–2020. This is also an effort to cull out some of the strategies that could help turn the policy into practice, which include acknowledging divergent views and interests, communicating the rationale for reform, fostering consensus, engaging stakeholders – including teachers – in designing and implementing the strategies, ensuring there is sufficient capacity and resources, and building partnerships with education institutions to design and implement the policy.

This Special Issue of the ‘University News’ is being brought out to supplement the National Seminar on the same theme. we hope that the issue will provide a broad array of suggestions to policymakers, educational organizations, and other stakeholders in the educational and public policy arena at a time when the Government is committed to implement the policy in letter and spirit.

The response was indeed overwhelming, which shows the concern of the academics, particularly, Vice Chancellors for the system. The articles have stirred the whole system. The comments, suggestions and viewpoints mentioned in the articles were thought provoking which makes one feel the significance of this exercise and importance of the platform like AIU and the University News to discuss such things. I regret that we could not include all the articles in the Issue because of the space constraint though many of them deserved to find a place in the Issue. The articles included in the Issue consist of a varied spectrum of topics reflecting a wide range of views on different aspects of the theme. The contributions would definitely be of great implication for reforming the higher education system of the country. We are indeed very thankful to all the contributors.

NEP–2020 will not be able to make India, a ‘Vishwa Guru’ unless we all educators endorse and implement it in letter and spirit. Let’s all unite in the task of bringing about the aimed changes in our system of higher education by implementing NEP–2020 that will elevate our nation to higher echelons of knowledge revolution.

dr. Mrs Pankaj Mittal&

dr. S. rama devi Pani


dr. Babasaheb Ambedkar open University, Ahmedabad, Gujarat is hosting the Annual Meet—2020–21 of the Association of indian Universities (AiU) and National Seminar of Vice Chancellors on implementing National Education Policy–2020 being held on 14—15 April, 2021. The Meet is being inaugurated by Hon’ble Prime Minister of india, Shri Narendra Modiji and will be graced by many Eminent dignitaries.

A seed of vision planted by Government of Gujarat in 1994 has grown into a lush green ‘tree of knowledge’ in its fruitful journey of 27 years and counting. Dr. Babasaheb Ambedkar Open University (BAOU), houses its headquarter in state-of-the-art ‘Jyotirmay Parisar’ in Ahmedabad city. It is the only Open University of the State of Gujarat and a mighty contributor in the State’s higher education through open and distance learning mode. The University impacts the lives of citizens of Gujarat with easy access to higher education without any barriers of age, time and space; for it offers more than 70 programmes of Regular and Vocational-Professional courses comprising of Ph.D, M.Phil, Postgraduate, Graduate, PG Diploma, Diploma and Certificate; with more than 250 Study Centres in a number of districts across Gujarat encompassing urban and rural areas. Some important facts about the University are presented inbox-1.

Some Facts About the University

Gujarat State Legislature passed the ‘Gujarat Act •No.14’ in the year 1994, and the foundation of the University was laid on 13th April 1994.

It is the only State Open University in Gujarat. •

The University provides Higher Education through •Open, Distance and Online mode without any boundaries of age, caste, and geographical space.

Total Number of Study Centres: 254+ •

Total Number of Regional Centres: 06 •

Total Number of Cumulative Registrations: around •8,00,000 + students

Total Number of Active Students of last three •years: 3,87,496 students

Total Number of Programmes: 70+ ranging •from Certificate, Diploma, Under Graduate, Post Graduate, Post Graduate Diploma and Research programmes M.Phil. and Ph.D.

The university • has four schools, each of which constitutes of specific academic and administrative operations:

School of Humanities and Social Science (SHSS)

School of Computer Science (SCS) School of Commerce and Management

(SCM) School of Education, Distance Education and

Educational Technology (SE)

Prof. Ami Upadhyay is the Vice Chancellor at •present.

Milestones Achieved in last 02 Years

In leadership of the Vice Chancellor, Prof. Dr. Ami Upadhyay, University has achieved many milestones in different academic, societal and administrative fields. Some of them are presented here.

Setting Up of Atri Special Learner Support Centre

This centre is established at the university campus, it works for educating and empowering physically handicapped persons, HIV/AIDS positive persons, jail-inmates, transgenders, sex-workers and other weaker communities of the society.

Setting Up of Gargi–Centre for the Holistic Development of Women

This centre is established at University for women’s academics, extension, employment and excellence. Women of all ages, with different social and economic background engage themselves with the centre and witness a positive transformation in their lives.

Setting Up of Gurukul–Model Learner Study Centre

it is a model study centre at University campus which serves as a model for the university’s more than

dr. Babasaheb Ambedkar open University, Ahmedabad : A Profile


250 study centres across Gujarat, and the opening term of ‘Gurukul’ Study Centre, witnessed admission of more than 1000 students in various courses offered by University.

Setting Up of Eklavya Student Support Portal

University has developed a one-stop destination for students to access and download their information. This ICT enabled tool opens a unique window for each student.

Setting Up of Dronacharya – Centre for Innovation, Startup and Entrepreneurship

This centre is started under the Government of Gujarat’s Student Startup and Innovation Policy (SSIP) to promote startup and innovation culture in students. University shall receive a grant of Rs. 1 Crore each for two years, i.e. 2 crores for students under the Student Startup and Innovation Policy of the State Government.

Setting Up of Commonwealth of Learning

The University was chosen as India - Country Chapter Pioneer by Commonwealth of Learning, Canada for Commonwealth Wise Women Project, a mentoring project for empowering women and young girls of underserved communities.

Setting Up of Regional Centres

Establishment of 06 Regional Centres at; Kutch, Patan, Bhavnagar, Chhota Udaipur, Surat, and Rajkot which are headed by the University representatives, for smoother functioning and facilitation for students of near-by districts.

Setting Up of ‘Tej –Trusha Talent Hunt’

Dr. Babasaheb Ambedkar Open University is the first Open University in India to commence this cultural, literary, and sports – talent hunt competitions in the Open Distance Learning system to provide a platform to students’ potential and support them in their holistic development of personality.

Organised All India Round Table Conference of Women Vice Chancellors

In the chairpersonship of Vice Chancellor, Prof. Ami Upadhyay; a conglomeration of women vice-chancellors from more than 20 States of the country

discussed challenges, solutions and best practices in higher education, and the need of women’s leadership.

Launched a Course on ‘Panchayati Raj’

To orient the women sarpanches of Gujarat in order to make them truly empowered and self-reliant; the university conducted an assembly of Women Sarpanches of Gujarat.

Setting Up of Chaitanya Studio

Faculties have engaged themselves in the audio-visual teaching on daily-basis. The university houses state-of-the-art studio, it produces high quality audio-visual academic content which is webcast on university’s portals for easy access by students; studio also provides facilities for post-production, storage of content and archival of content.

Setting Up Vivekananda Library

Vivekananda Library is one amongst the only 05 libraries in Gujarat providing Sugamya Library membership. This library has a collection of 64,082 books, it also provides 7 lakh audio books in more than 17 languages for print disabled and blind students.

Setting Up Kashyap Auditorium

Kashyap Auditorium is a 750-seater auditorium at the university campus is equipped with modern amenities and utilized for academic and other multipurpose functions.

Providing Ease of Access through Social Media Platforms

Remarkable presence on various Social Media Platforms like Face Book, Twitter, Instagram, Youtube, Telegram, Whatsapp etc. for academic purposes and for ease of access for students.

innovative implementations in last 02 Years

Implementation of • Open Educational Resources Introduction of • Lateral Entry and Flexible ExitImplementation of • Choice Based Credit System in its true spiritPromotion and Execution of • National Education Policy 2020 in academicsIndigenous Self-Learning Materials • (Print & Digital)


New Syllabus • - development and introduction of New Syllabus for the first time since its establishment in 1994Cost-free education • for the wives and children of indian army martyrsUniversity offers • On-demand Admissions and On-demand Exams to facilitate specific needs of studentsFor the larger benefit of its students, BAOU offers •flexibility in the choice of language in exams, i.e. Gujarati, Hindi, and EnglishSpecial aids and facilities for students and •faculties for Research Publications and Projects for promoting research in higher education and thereby benefitting society at largeSubject Experts’ Video Lectures • recorded at “Chaitanya Studio” functioning from morning 8:30 to evening 7:30 for content development. (Omkar-e Portal)Indigenously developed repository of more than •4000+ hours of video lectures in the form of MOOCs of various coursesActive Counseling Sessions • conducted at University Model Study Centre and other Study centres across GujaratDigital and Cashless Campus •

reforms in Examination

Barcode and QR Code - • Fully operational, transparent and indigenously designed and developed examination system with the use of Barcodes and QR codes.Fully secured, operational, transparent and •indigenously designed and developed Online examination

Indigenously designed and developed • Online Assignment Submission System for Students

Indigenously designed and developed system for •Submission and Evaluation of Assignments

Accurate results • of all the examination in minimum time (less than a month since two years)

reforms in research, innovation and industry Collaboration

Research Grants - • Special funding for faculties to conduct Minor and Major Research Projects;

and encouraging researches in various fields. The University funds researches from its own repository.Publication Grants • for promoting scholarly publications, University has taken a decision to award Rs. 5000/- to the faculty on publication of Research Article/Paper in SCOPUS or CARE listed Journals by UGC.

To celebrate University’s Silver Jubilee, publication •of 25 Books is promoted by every school of the University.

University has signed MoU with various •Government Departments and International/National Industries and Organizations to train and support students for their innovation University such as Astrakhan State University, Russia; Research for Resurgence Foundation, Nagpur; Education Department of Government of Gujarat, Knowledge Consortium of Gujarat and Schoolguru Eduserve Private Limited; Vardhman Mahaveer Open University, Kota; Stree Chetana, Ahmedabad; Vidyamandir Trust, Palanpur; Gujarat State Network of People Living with HIV/AIDS, Surat; Blind People’s Association, Ahmedabad; Shishuvihar, Bhavnagar; Research for Resurgence Foundation, Nagpur, for promoting research in indigenous fields; Shiksha Sanskriti Utthan Nyas, New Delhi for encouraging ancient knowledge systems of Bharat.

Social reforms and Extension Activities

The University is aware of its social responsibility; •we have adopted three villages namely, Chharodi, Dantali and Jaspur.

Education, awareness and sensitization •programmes are carried out at Dantali and Jaspur villages. Instructive posters are also pasted on various locations of the village.The transgenders study at our university, their fees •are paid by the state government to bring them into the mainstream, it financially sponsors higher education of the Jail inmates.As part of Social Responsibility of the University, •professors and staff members reached out to the women working in Arvind Mills and ONGC, BSF and CRPF Army, Police personnel, Defence personnel, Jail-inmates, slum areas and remote areas of Gujarat, to educate them regarding the


essentiality of education and motivate them to pursue higher education from the only Open University of the state, established by Government of Gujarat.Each employee of the University has contributed •salary of one day to Chief Minister Relief Fund for COVID-19; and other such cases as and when situation arose.During COVID-19 crisis Vice Chancellor, Prof. •Dr. Ami Upadhyay distributed grocery kit to class-4 employees, peons, sweepers, security staff, etc.

University encouraged the study centres, students •and faculty members to download Ministry of AYUSH’s initiative of ‘Ayush Sanjivani’ mobile application for understanding the measures adopted by public for enhancing immunity and keeping themselves healthy in the difficult COVID-2019 situation.

University along with ‘The Green Dreams’ •Team planted 5000+ green saplings on ‘world Environment Day’. Study Centres and students across Gujarat were inspired to participate in ‘tree plantation’ activity.

University organized • ‘Cleanliness Drive’ for a fortnight, 16th January, 2020 to 31st January 2020, with an aim to promote awareness regarding hygiene and cleanliness. Every member of the University, including Professors, students, along with Vice Chancellor, Prof. Dr. Ami Upadhyay; enthusiastically contributed in this drive. Programmes and competitions comprised of oath-taking, tree plantation, campus cleanliness, slogan writing, power-point presentation, extempore, film-watching, poster-making, discussion, rally, and more. The fortnight concluded with prize distribution and an enhanced awareness of environment preservation.

University’s Women's Development Cell •conducted Workshop on "Sexual Harassment" in the village of Jaspur that is adopted by the university. Women were oriented on gender equality, discrimination, and a documentary on the subject was also screened.

infrastructural and Environment Friendly reforms

University has adopted UGC’s campaign of

“catch the Rain” with an aim of water conservation, minimum wastage and equitable distribution. In the University Campus, 08 Water Storage Wells are built, through which rain-water is accumulated along with the groundwater, resulting in the rise of the ground water level. University has Water Harvesting system since 2015. The water accumulated through these Water Storage Wells is then provided to the entire University Campus for various purposes via Borewell. University has 50 KVA Solar Energy system through which daily 200 units of electricity is produced. It has taken up exercise for water and electricity budgeting with Green Campus and Green Audit. Indigenously designed and fully equipped Centre for Electronic Data Processing and Data Centre for maintaining the Campus Network, Data Center, IP Telephony and Wireless Network to enhance the computing facility of the Institute by deploying several dedicated servers to run various applications which will include fully Wi-Fi Campus and CCTV Surveillance System at all walks of Campus and every building of the campus is eponymous of the Great Indian Rishis/Scholars.

Awards and recognition

Pride of the Nation Excellence Award – 2021Prof. Ami Upadhyay, Vice Chancellor has

been conferred with “Pride of the Nation Excellence Award – 2021” for achievements in Academics and Administration from Shri Om Birlaji, Hon’ble Speaker of Lok Sabha; Shri Manoj Sinhaji, Lieutenant Governor of Jammu and Kashmir; Government of India; Shri B.P. Singhji, Eminent author and former Governor, Sikkim; and Shri Manoj Tiwariji, Member of the Parliament.

Award of Honour Prof. Ami Upadhyay has been conferred with

an “Award of Honour” for achievement as Open and Distance Learning Administrator by Commonwealth Educational Media Centre for Asia (CEMCA), Indian Distance Education Association (IDEA), and University of Mumbai, Institute of Distance and Open Learning (IDOL).

NGS Vibrant Leadership Awards 2020Prof. Ami Upadhyay, Vice Chancellor has been

conferred with “NGS Vibrant Leadership Awards 2020” presented by Home Minister of State, Shri Pradipsinh Jadeja for Excellence in Innovative Practices in Higher Education.


The Best Vice Chancellor in Open and Distance Learning Award

Prof. Ami Upadhyay, Vice Chancellor has been conferred by Golden Aim Award (National) for Excellence and Leadership in Education with ‘The Best Vice Chancellor in Open and Distance Learning’ in Open and Distance Learning.

Prof. Ami Upadhyay Vice Chancellor has been appreciated with a certificate of ‘Recognition of Exemplary Contribution towards Education’ for transforming students into future leaders through stellar guidance, and imbibing outstanding leadership skills by career Launcher.

Most Innovative Government University

Dr. Babasaheb Ambedkar Open University, •received ‘Most Innovative Government University’ for the ICT based innovations in Open and Distance Learning Education at National Education Awards - 2019 organized by ABP News Network.

Student Awards

A visually challenged student of Special B.Ed •Course, Shri Madhani Sonalben Girdharbhai was conferred with an Award for ‘Best Self Employed’ person of the year 2018-19 by Vice President Shri Venkaiah Naiduji.

Dr.Babasaheb Ambedkar Open University’s •transgender student, Shri Manvi Vaishnav was awarded with ‘Community Leadership’ award in 2019 for bringing a positive difference to the transgender community. Team BAOU’s efforts of ‘reaching the unreached’ are gratified with its students receiving such recognition.

Technology Awards

Dr. Babasaheb Ambedkar Open University has won •the ‘Best ICT Enabled University 2015’ award in ICT4SD conference and awards.

Dr. Babasaheb Ambedkar Open University •was conferred with CCI Technology Education Excellence Awards 2015 under the category ‘Best University in Open & Distance Learning/ Satellite or TV or webinar-based Learning Systems’.

Membership and Association

Dr. Babasaheb Ambedkar Open University

has membership and association with national and international institute of prominence.

Member of International Council for Open and •Distance Education (ICDE)Member of Asian Association of Open Universities •(AAOU)Member of Commonwealth Educational Media •Centre for Asia (CEMCA)Member of Association of Indian Universities •(AIU)Association with Commonwealth of Learning •(COL)

other Academic initiatives of the University

oMKAr ( • Open Matrix Knowledge Advancement Resource) is a technology-enabled domain, constituting a repository of e-resources of information and knowledge, making the e-content accessible to millions of students and aspirants across the globe.

oMKAr-e • (Open Matrix Knowledge Advancement Resource for Empowerment): Considering the demand of today’s learners, BAOU is the first State Open University in India to successfully launch internet enabled open access free-of-cost digital learning platform for online and self-driven courses that pro-activates learning. OMKAR-e encourages device independent learning with the help of technology. It provides flexible learning timings – 24 × 7.

Educational Apps: • Five Indigenously designed android mobile educational apps for providing vital information about the university have also been launched. Apps made available by BAOU on Google Play Store such as Info@BAOU, Courses@BAOU, StudyCentre@BAOU, I Want to Study@BAOU, Mobipedia@BAOU.

Swadhyay TV and Swadhyay radio • Swadhyay TV and Swadhyay Radio are the two

rare initiatives that took place for the first time by any State University. These initiatives by BAOU facilitate web-based learning through video and radio respectively.

Virtual Classroom •A classroom without walls, a Virtual Classroom,

facilitates web-based learning in an interactive


mode. A distance learner gets a feel of face to face interaction like a conventional classroom setting with facilities like hand rising to ask queries, chatting and power point presentation. A group of learners can be benefitted by interacting with a domain expert present at any remote location of the world. Software facilitates easy recording, retrieving and archival. In order to facilitate distance learner for face to face interaction like a conventional classroom, BAOU has setup 8 Virtual classrooms across Gujarat.

VANdE Gujarat Educational Channel

University broadcasts live/ recorded content on Government of Gujarat’s educational channel number 16 VANDE (Video Audio Network for Development and Education) Gujarat.

ASK-ME Kiosk

A student friendly initiative by BAOU, an ASK-ME kiosk is an internet enabled digital touch screen device displaying detailed information about the university free of cost. Visitors and guests are made aware about the university, courses it offers, study centres’ locations, etc. by ‘ASK ME KIOSK’. Student by entering his/her enrolment number can retrieve information related to his/her courses, current progress, admission status, results, grade cards, examination schedules and other information. When installed in public places or libraries, this device helps the students to avoid visiting a cyber café.

Association of Indian Universities

Welcomes

the delegates to the

95th Annual General Meet-2021

and National Seminar of Vice Chancellors

hosted by

Dr Babasaheb Ambedkar Open University, Ahmedabad

For any queries, please contact:Dr. S Rama Devi Pani

Chief Nodal Officer of Vice Chancellors’ MeetMobile : 9582573719


* Union Minister of Education, Ministry of Education Government of India

In the inaugural address of the Conclave on ‘Transformational Reforms in Higher Education’, Hon’ble Prime Minister Shri Narendra Modi ji had cited India’s former President Dr A P J Abdul Kalam --- “the purpose of education is to make good human beings with skill and expertise. Enlightened human beings can be created by teachers”. The National Education Policy holds true to the vision of Dr Kalam. I believe that with effective implementation of the National Education Policy--2020, India is set to witness a path-breaking reform in the way -- how students learn, how teachers teach, and how education is governed while focusing on capacity building of education practitioners and integration of technology. The NEP--2020 has the potential for catalytic transformation to provide the nation with better students, professionals, and better human beings. The NEP’s mission is to empower the students as per the needs of the 21st century. The education will now be more experiential, holistic, inquiry-driven and learner-centric. It will aid in up-skilling and re-skilling 33 crore students of India, the world’s largest education system governed by democracy, studying in more than 15 lakh schools; and 1,043 universities and 45,000 colleges.

We must collate our efforts for effective implementation of the National Education Policy. I urge all the educational administrators and stakeholders that the implementation of NEP--2020 should be looked at as an opportunity and as a responsibility. This will include the coherent and cohesive efforts of the Ministry of Education, CABE, Union and State Governments, education-related Ministries, State Departments of Education, Boards, National Testing Agency, the regulatory bodies of schools and higher education, National Council of Educational Research and Training (NCERT), State Councils of Educational Research and Training (SCERTs), schools, and HEIs. The efforts need to be synchronous and efficient at the same time.

While the Ministry of Education has taken the lead in implementing the NEP in both letter and spirit; it will also play an active role in supporting the states and UTs. In the same stride, the ‘Shikshak Parv’ was organised from 8--25 September, 2020. The Parv acted as a catalyst for active deliberation on the themes and implementation plan of NEP-- 2020; and gathered around 15 lakh suggestions. Thereafter, a Conference of Governors on ‘Role of National Education Policy in Transforming Higher Education’ was also organised by the Ministry. Post which, nine task forces were formed to suggest the implementation strategies at the higher education level. These milestone events shall act as initiators for the states and other implementation agencies to enable the implementation of NEP--2020 in both letter and spirit.

Basis these deliberations, the Ministry of Education had defined activities with delineating goals, outcomes and timeframe. The Implementation Plan of Higher Education has been divided into 16 broad themes covering 89 Action Points and 181 Activities. The Department of School Education and Literacy has prepared a task list of 297 tasks based on the NEP--2020 recommendations. I am glad to share that the NEP Implementation Plan for School Education has been formalised into ‘Students’ and Teachers’ Holistic Advancement through Quality Education (SARTHAQ)’. The implementation plan fosters the spirit of federalism, education being a concurrent subject. The Ministry of Education has requested the States and Union Territories (UTs) to adopt/adapt the implementation plan; on the basis of local contextualisation, and as per the needs and requirements of the respective States and UTs . An Output-Outcome Framework 2021-22 has also been prepared.

I am glad that the importance of effective implementation of the National Education Policy has been understood as not just a strategy but as a reformative yet transformative step towards the provision of quality education for ‘All’. I must mention

Moving from Policy to implementation: reform, Perform and Transform

ramesh Pokhriyal ‘Nishank’*


that the era of implementation has now started. As an initiation step, while the NCERT is working on the formulation of National Curriculum Framework for School Education, Teacher Education, Adult Education, Early Childhood Care and Education (ECCE). A unique indigenous toy-based learning – pedagogy for all levels of school education is also being developed. This will transmute the teaching – learning process from mundane and rote learning to an holistic yet engaging and joyful experience. The National Mission on Foundational Literacy and Numeracy will be launched soon. National Professional Standards for Teachers(NPST) will be developed. This will enhance teachers’ capabilities and will be followed by all 92 lakh teachers of public and private school systems in the country. Further, 56 lakh school teachers will be trained through the National Initiative for School Heads and Teachers for Holistic Advancement (NISTHA).

Meanwhile, at higher education, a sequence of reforms will be carried out, such as introduction of multi-disciplinary courses with multiple entry and exit options, formation of Academic Bank of Credits(ABC), etc. Facilities of Information and Communication Technology(ICT) and digital learning will be integrated and strengthened across both school and higher education.

The much awaited legislation of the Higher Education Commission of India (HECI) will also be introduced this year. The Ministry of Education will realign the existing National Apprenticeship Training Scheme (NATS) for providing post-education

apprenticeship, training of graduates and diploma holders in Engineering. Over Three Thousand Crore Rupees will be provided for this in the next 5 years. Further, for promotion of Innovation and Research and Development (R&D), an outlay of Rs. 50,000 Cr over the next 5 years has been kept for the National Research Foundation (NRF). Its significant beneficiaries will be Higher Education Institutions, including Centrally Funded Technical Institutes (CFTIs) like -- IITs/IISc/IISERs/NITs etc.

I also feel elated to state that the implementation of NEP--2020 has already started. The plan of action for the 1986 Education Policy came in 1992. It took almost 6 years for the government of that time to prepare a plan of action. The present government under the guidance of the Hon’ble prime minister took hardly 6 months to come with an implementation plan to transform the education system of the country.

The initiation of NEP implementation in a realistic, flexible and collaborative manner has set India’s path to regain Vishwa Guru’s position. i must extend my best wishes to all the stakeholders involved in translating the policy’s vision to the grass-root level and prepare the youth to meet the diverse challenges of the 21st century while being entrusted with Indian ethos and values. Thus, with the zeal to ‘Reform, Perform and Transform’, I am sure that under the esteemed leadership of Honourable Prime Minister Shri Narendra Modi Ji, the day is not far when our education sector will be second to none.


Education is the most important attribute for any country to enable it to achieve its full human potential, developing an equitable and just society, and promoting overall national development. The education sector across the world has recently observed transformations in the programme structure and outcomes due to rapid scientific and technological advancements. Therefore, the education system of a country must align itself with the changing employment landscape and global ecosystem. In India, there is a need to focus on universal access to quality education to reap its demographic advantage and for maximising country’s talent and resources. The pedagogy should inculcate critical thinking and problem-solving approach in students thereby making education more experiential and enjoyable. The newly launched National Education Policy –2020 (NEP–2020) 2020 in India is a remarkable step in this direction. It has been developed on the philosophy and thought of ancient Indian knowledge, wisdom and truth and drafted considering the local and global needs. The NEP of India is a forward looking, innovative and student-centric policy documented and prepared by committee chaired by Dr K Kasturirangan, Former Chairman, ISRO. The policy is most democratic as for the first time in the country’s history, suggestions were obtained from more than 2 lakh people, starting from the basic panchayat level of society to that of experts.

The fundamental principles envisaged in the policy, which would be guiding both the education system at large as well as an individual institution within it, are:

R • ecognizing, identifying, and fostering the unique capabilities of each student, by sensitising teachers as well as parents to promote each student’s holistic development in both academic and non-academic spheres;

Giving highest priority to • achieving Foundational Literacy and Numeracy by all students by Grade 3;

Enabling • Flexibility, so that learners can choose their learning trajectories and programmes, thereby being able to select their own paths in life, as per their talents and interests;

Having • No hard separation between the arts and the sciences, between curricular and extra-curricular activities, between vocational and academic streams, etc. in order to eliminate silos between different areas of learning;

Implementing • Multidisciplinary and holistic education across the sciences, social sciences, arts, humanities, and sports for a multidisciplinary world in order to ensure the unity and integrity;

Emphasizing on conceptual understanding • rather than rote learning and learning-for-examinations only;

Encourage • creativity and critical thinking for logical decision-making and innovation;

Inculcating • Ethics and human and constitutional values like empathy, respect for others, cleanliness, courtesy, democratic spirit, spirit of service, respect for public property, scientific temper, liberty, responsibility, pluralism, equality, and justice;

Promoting multilingualism and the power of •language in teaching and learning;

Inculcating • Life skills such as communication, cooperation, teamwork, and resilience;

Focusing on regular formative assessments for •learning rather than the summative assessment that encourages today’s ‘coaching culture’;

Extensive use of technology • in teaching and learning, removing language barriers, increasing access for divyang students, and educational planning and management;

Respect for diversity and respect for the local •context in all curriculum, pedagogy, and policy, always keeping in mind that education is a concurrent subject;

Full equity and inclusion • as the cornerstone of all educational decisions to ensure that all students are able to thrive in the education system;

implementing National Education Policy—2020: restoring india’s Status as a Vishwa Guru

Pankaj Mittal *

* Secretary General, Association of Indian Universities, AIU House, Kotla Marg, New Delhi-110002. E-mail : [email protected]


Synergy • in curriculum across all levels of education from early childhood care and education to higher education;

Teachers and faculty as the heart of the •learning process – their recruitment, continuous professional development, positive working environments and service conditions;

‘ • Light but tight’ regulatory framework to ensure integrity, transparency, and resource efficiency of the educational system through audit and public disclosure while encouraging innovation and out-of-the-box ideas through autonomy, good governance, and empowerment;

Ensuring • Outstanding research as a prerequisite for outstanding education and development;

Continuous review • of progress based on sustained research and regular assessment by educational experts;

Deep-rooted pride in India • and its rich, diverse, ancient and modern culture, knowledge systems and traditions;

Education as a public service • – access to quality education must be considered a basic right of every child; and

Substantial investment in a strong, vibrant public •education system as well as the encouragement and facilitation of true philanthropic private and community participation.

The NEP–2020, if implemented in letter and spirit, has the potential of transforming India into a Vishwa Guru, the global superpower. The policy emphasises that the curriculum and pedagogy of our education system must be able to develop among students a deep sense of respect towards the fundamental duties and constitutional values; share of bond with one’s country; and conscious awareness of one’s roles and responsibilities in a changing world. The NEP will empower teachers at all levels of education and help them to teach effectively while making use of technology. The policy will also help in recruiting and retaining the best teaching professionals to aid in shaping citizens for the next generation. It envisages a quality education for all, irrespective of their place of residence, origin, caste etc: the policy particularly focuses on the betterment of historically marginalised, disadvantaged and underrepresented groups. This article will highlight

the impact of NEP–2020 on governance of higher education; restructuring of universities; reforming of programmes; internationalisation of education; re-energising faculty; and creating opportunities for students.

Governance of Higher Education

At present, the Indian Higher Education System is governed by multiple regulatory bodies comprising of UGC, AICTE and seventeen statutory professional councils like NCTE, MCI, BCI, ICAR, NCI, COA, DCI, ICAR etc. To remove structural overlaps in terms of functioning of these regulatory bodies and to segregate the functions of regulation, funding and accreditation, the policy has recommended setting up of a Higher Education Commission for India (HECI) as an umbrella institution. The commission shall have the following four independent verticals each having its own well-defined roles and functions:

i. National Higher Education Regulatory Council (NHERC).

ii. Higher Education Grant Council (HEGC). iii. National Accreditation Council (NAC). iv. General Education Council (GEC).

The National Higher Education Regulatory Council shall be responsible for regulating the higher education with a view to coordinating and maintaining the standards of higher education in the country. It will function as the common single point regulator for the entire higher education sector including teacher education but excluding medical and legal education. NHERC shall regulate in a “light but tight” and facilitative manner based on the concept of public self-disclosure of finances, infrastructure, faculty/staff, courses and educational outcomes etc.

The Higher Education Grant Council on the other hand will only perform the function of disbursing grants. It will carry out funding and financing of higher education based on transparent criteria after assessing and evaluating the institutional development plans submitted by higher education institutions and the progress made on their implementation. HEGC shall also disburse scholarships and developmental fund for improving the quality of academic programmes.

The National Accreditation Council (NAC) will take into account the accreditation of Higher Education Institutes (HEIs) in the country. At present,


NAAc undertakes institutional accreditation while NBA undertakes program-wise accreditation. The National Accreditation Council will consider both of the above as well as multiple accreditation bodies, if required. The NAC will be a ‘meta-accrediting body’, which will approve the bodies who can further accredited the institutions and their programmes. The accreditation of institutions in future will depend primarily on basic norms, public self-disclosure, good governance and outcomes. The NAC may approve multiple institutions as recognised accreditors while developing a robust system of graded accreditation. It is also proposed that in the long run, accreditation will become binary process as per the global practices.

The General Education Council (GEC) will frame the National Higher Education Qualification Framework (NHEQF) in sync with the National Skills Qualification Framework (NSQF). The GEC will frame expected learning outcomes and graduate attributes at different programme levels. It shall also set up norms for credit transfer, equivalence etc. through the NHEQF. The GEC shall also identify 21st century skills that are required to make our students global citizens.

The policy also envisages that the existing Statutory Professional Councils like the Indian Council for Agricultural Research (ICAR), Veterinary Council of India (VCI), National Council for Teacher Education (NCTE), Bar Council of India (BCI), Nursing Council of India (NCI) etc. shall act as professional standard setting bodies. They will be the members of GEC and shall draw the curricula, lay down academic standards, and coordinate between teaching, research and extension in their domain areas. These bodies will set up standards for different professional programmes, which would lead to a profession requiring a license to practice like medical, architecture, law etc. It is felt that this architecture will ensure functional separation and eliminate overlapping of roles between different bodies and will help in effective governance of higher education in india.

restructuring of Universities

The NEP 2020 has recommended that higher education institutions shall be transformed into large multidisciplinary universities, colleges and HEI clusters, each of which should have at least 3000 students. The aim will be to increase Gross Enrolment Ratio in the higher education from 26.3

per cent to 50 per cent by 2035. This will be achieved by giving graded autonomy to around 40,000 colleges and converting them into independent, autonomous degree awarding colleges. The whole procedure will require a lot of mentoring and hand-holding by the affiliating universities as mentors for these colleges so that they can work towards empowering the latter to function independently. A lot of capacity building of teaching and other staff would also be required for this. Further, the NEP has classified universities into three categories:

i. Research Intensive Universities; ii. Teaching Intensive Universities; and iii. Autonomous Degree Awarding Colleges.

The Research Intensive Universities will give equal emphasis to research and teaching but would be more research focussed. On the other hand, the Teaching Intensive Universities will also conduct both research and teaching, but their main focus will be on teaching. The last category, i.e., Autonomous Degree Awarding Colleges may also indulge in some research activities, but their primary focus will be on teaching of UG/PG courses. Thus, the NEP will result in realignment of the university structure. The policy suggests that all the universities will be multi-disciplinary in nature, i.e., there will be no programme specific or single faculty universities like Law Universities, Medical Universities, Technology Universities, Agriculture Universities etc. All these universities over the time would be required to add disciplines and academic programmes to become multi-faculty. This will ensure holistic development of students with some basic knowledge of all the fields and give them the freedom of choice, should they wish to pursue any other subject.

While giving impetus to online education, the policy further suggests that the highly accredited institutes will now be able to conduct both open and distance learning (ODL) and online learning programmes. This will help in improving the GER to 50 per cent as envisaged in the policy and at the same time give a lot of flexibility to the students in terms of pursuing education along with work or for pursuing two degrees at a time. The new UGC regulations on online education issued in early September, 2020, has already given the freedom to run online programmes by NAAC “A” grade universities and has mandated


that 40 per cent of the courses in a regular programme can be done through Massive Open Online Courses available on SWAYAM, the Indian MOOCs platform. To remove any type of interference in functioning of the universities, the NEP also gives autonomy to universities with good accreditation rating to establish a Board of Governors (BoG) to independently govern the university free of any external interference. The Board of Governors shall consist of a group of highly qualified, competent and dedicated individuals having proven capabilities and a strong sense of commitment to the institution. The BoG shall be responsible and accountable to the stakeholders through transparent self-disclosures of all relevant records. Board of Governors can work in an independent manner and will be responsible for taking decisions on behalf of the University including the appointment of Vice Chancellor, which will be done through a rigorous, impartial, merit-based and competency-based process, led by an Eminent Expert committee constituted by the BoG. The Board of Governors shall also ensure the continuity of university policies during the leadership transition, i.e., whenever the Vice Chancellor completes the tenure and is replaced by a new Vice Chancellor. The restructuring of universities as envisaged in the NEP 2020 shall lead to having large, multidisciplinary universities in future with a lot of autonomy and independence that would certainly improve the quality of higher education.

reforming Programmes

In our ancient Vedic culture, students were taught about 64 kalas which not only comprised of kalas like music, dance and art but also included kalas like humanities, languages, science, medicine, technology etc. The NEP considers our ancient Vedic system comprising of ‘knowledge of many arts’ as the base for formulation of liberal education for 21st century students. This liberal system of education gives freedom to each student to pursue knowledge in his or her own field of interest without creating any artificial boundaries. Under the domain of liberal education, the NEP has transformed the three-year graduation programme into a four-year programme, having multiple entry and multiple exit facilities. For instance, if any student has to leave the graduation programme midway due to any reason like health, financial, marriage etc, he will get a certificate on completion of one year, a diploma on completion of two years and after completion of the third or fourth

years, can obtain a degree. The main advantage of this is that a student can resume his education at any point of time in life and from any university in the country by getting a lateral entry into the system. The studies pursued earlier will not go waste and he can resume the studies from the second or third year if she/he already possesses a certificate or diploma. Moreover, if one is not able to continue studies further, a job can be secured based on the certificate and diploma qualifications. The policy has further abolished the MPhil degree in view of the fact that normally every individual who completes MPhil further goes for a doctorate degree. Also, in the earlier UGC regulations, the MPhil degree holders got exemption from UGC-NET to be eligible for appointment as lecturer which was abolished in UGC Regulations of 2010.

While advocating for holistic and multidisciplinary education, the policy also emphasises on education through projects in the areas of community engagement, environment education and value-based education. In keeping with the global requirements, education to become global citizens is recommended, which would empower learners to be aware of global issues and become active promoters of more peaceful, tolerant, inclusive, secured and sustainable societies.

Another significant reform in the NEP is regarding admission to PhD programme. Now, the Master’s degree would no longer be the only criteria for admission in PhD. A Bachelor’s degree holder with research would be eligible to directly get admission in the PhD program. Similarly, the duration of Master’s degree shall be of 2 years if the Bachelor’s degree is of the 3-year duration, but one can obtain a Master’s degree in one year if she/he has completed a four-year Bachelor’s programme with research. Therefore, a very flexible structure has been given in the NEP for the benefit of students. The policy also focuses on experiential learning of students through internships. Therefore, it has been made compulsory for students of every program to undergo internships during semester or winter breaks in the industry, business houses, schools, studios, with craft persons, research institutions etc. institutions are now supposed to allow active engagement of the students with the practical side of their learning which would be helpful in improving their employability and entrepreneurship opportunities. The policy further suggests an integrated BEd programme of 4 years so that the students who


wish to become a teacher can be effectively groomed in the aforesaid duration. The NEP also emphasises on ensuring the quality of online degree to be at par with the degree obtained via the regular mode.

Another significant reform in the NEP is on assessment and evaluation of students. The policy focuses on continuous assessment and evaluation of students throughout the semester rather than on a three-hour examination at the end of semester. The continuous assessment of students can be done through various techniques like projects, activities, face-to-face interactions, group discussions etc.

The well drafted reforms in the programme structure will not only give a lot of flexibility to the teachers in trying innovative ways of teaching while using different pedagogical tools and technology, but will also give a lot of freedom to the students to learn at their own pace, the subjects of their choice with emphasis on experiential learning.

internationalisation of Higher Education

The policy emphasises on promoting India as a global study destination providing premium education at affordable cost to restore its status as a ‘Vishwa Guru’. The policy has laid the path for opening of campuses of high performing Indian universities abroad in order to promote our cultural heritage, ancient knowledge system, and the Indian system of medicine like Ayurveda, naturopathy, yoga etc. Apart from this, the top 100 universities of the world will be allowed to open their campuses in india. A legislative framework for such an entry shall be put in place while giving special dispensation regarding regulatory governance and content norms at par with autonomous institutions in India. To promote research collaboration and student exchanges between Indian and foreign universities, the credits acquired in foreign universities may be considered for being awarded a degree by Indian universities. This is going to be a revolutionary step in view of the fact that around 7-8 lakhs students from India goes abroad for their higher education and only about 46000 students come to India to pursue their higher education and that too from neighbouring countries like Nepal, Bangladesh and Afghanistan. The primary focus of the policy is to increase the number of inbound students from other countries to india and to take measures to retain the outbound ones who go abroad in large numbers to study in foreign universities. This can also result

in the saving of a large amount of foreign exchange for our country. Also, having foreign campuses on Indian soil will help in promoting international collaborations in terms of faculty exchange, student exchange, curriculum exchange, semester exchange, research collaborations while inducing a spirit of competition in Indian universities, which may help in improving the quality of our higher education. To promote the internationalisation of higher education in India, international offices will be set up in universities to ensure an international experience to the foreign students in Indian universities.The NEP 2020 has laid a lot of emphasis on internationalisation of higher education which can help in making India a global hub for providing quality higher education and also result in Indian universities to slide up in global rankings.

re-Energising the Faculty

The NEP acknowledges the importance of faculty in promoting the quality of higher education and has proposed that the faculty be given the freedom to design their own curricular and pedagogical approaches within the approved framework. It seeks to empower the faculty to work effectively through innovative teaching, research and service as these will be the key motivators for them to do truly outstanding and creative work. The policy also recognises the need for reducing the student teacher ratio, excessive workload of the teachers to ensure that teaching remains a pleasant activity and there is adequate time for interaction with students, conducting research and performing other university activities. The faculty has been given complete freedom to decide what to teach within the overall framework, how to teach, assess and evaluate students based on continuous evaluation of their students throughout the semester/year, rather than depending upon a three-hour examination. The policy focuses on acknowledging, rewarding and incentivising faculty members based on their performance rather than the number of years spent. To produce good academic leaders and administrators, the policy focusses on identifying good faculty having leadership qualities and administrative acumen and preparing them for leadership roles by training and grooming them for the future roles. Recognising the importance of online teaching and seeing its potential during the COVID times, the NEP also focusses on the capacity


building of teachers to equip them with the skills and nuances of effective online teaching.

The capacity building of faculty and incentivising them for the good work will go a long way in promoting quality education. The autonomy will also certainly encourage and motivate them to try new technological and pedagogical tools to excel in their teaching.

Promoting research

The policy while stressing on the importance of research has mentioned that the research and innovation investment in India is only 0.69 per cent GDP as compared to 2.8 per cent in USA, 4.3 per cent in Israel and 4.2 per cent in Korea. The policy while stressing on increasing the total funding on higher education to 6 per cent of GDP has also strongly emphasised on increasing the research funding at par with the developed countries. It recognises the need for increasing research funding to universities for inculcating an environment of research and culture of innovation in the country. The policy has recommended establishment of National Research Foundation (NRF) which will completely oversee and monitor funding of research grants to universities. The National Research Foundation will avoid overlapping of research grants from different sources and carry out linkages of universities with various funding sources. The primary activities of the NRF will be to:

(a) fund competitive, peer-reviewed grant proposals of all types and across all disciplines;

(b) seed, grow, and facilitate research at academic institutions, particularly at universities and colleges where research is currently in a nascent stage, through mentoring of such institutions;

(c) act as a liaison between researchers and relevant branches of government as well as industry, so that research scholars are constantly made aware of the most urgent national research issues, and so that policymakers are constantly made aware of the latest research breakthroughs, so as to allow breakthroughs to be optimally brought into policy and/or implementation; and

(d) recognise outstanding research and progress.

The establishment of National Research Foundation and increase in the research funding to

match with international standards will certainly improve the research output of the country, leading to better world rankings.

Creating opportunities for Students

The NEP is a forward-looking and student-centric policy, in which a lot of freedom is given to students in terms of selection of subjects and courses, options of multiple universities and pace for the completion of a programme. Students can now take a break from their studies and resume their education from where they left off at any point of time. The transfer of credits from online mode to regular mode and vice versa, from foreign university to Indian University, and from one programme to another will give a lot of flexibility to the students to choose and modify their learning path. The policy focuses on use of open education resources like National Digital Library of India (NDLI), e-pg pathshala, e-pathshala and platforms like SWAYAM for online teaching and learning. The policy further focuses on the need for bridging the digital divide across the country by providing equipment and services in rural areas of the country in the least possible time frame. The NEP focuses on blended learning, i.e., combination of online and offline learning and addresses the issue of employability of students by focussing on vocational education alongside that of academic learning. It is imperative that vocational education should be integrated with higher education so that the status of vocational programs can be brought on par with regular degree programs. The policy also underlines the importance of giving due prestige, dignity and honour to skill-based education. The most innovative concept introduced in the policy for the students is the establishment of Academic Bank of Credit.

Academic Bank of Credit (ABC) will prove to be a game changer for the students by providing wings to the students for a free flight of knowledge. ABC is conceptualised as a digital/virtual/online entity to function like a Commercial Bank with students as account holders to whom the bank shall provide a variety of services including credit accumulation, credit verification and credit transfer. ABC shall provide credit deposit accounts to all the students who are studying in any recognised Higher Education Institute (HEI) or even to those who are not students at present but wish to pursue education as a learner who wants to upskill. The academic credits earned by a student from multiple institutions, both


through online or regular modes, shall be credited to her/his account. After accumulation of credits up to a given threshold, a student can redeem the credits for an academic degree at any convenient time. The ABC shall facilitate student mobility across the system including movement between campus-based education and ODL; movement between skill-based programs and formal degree programmes; and movement between Indian and foreign Universities. It will also allow the students to learn over a long span of time, thus promoting lifelong learning.

The students who may or may not have enrolled in a higher educational institution but wish to pursue education in the pursuit of knowledge and want to consolidate their academic records for employment or educational purposes, can register with ABC. It enables a student to accumulate institutional credits from numerous and/or various sources into his credit account. The ABC shall be a service to facilitate the integration of the campuses and distributed learning systems, by creating student mobility within the inter and intra university system. It will help in seamlessly integrating skills and experiences into a credit-based formal system by providing a credit recognition mechanism, which will help students to plan their own learning objectives and decide the pace at which they would like to learn. It shall promote access, equity,

quality, relevance, flexibility, mobility, collaboration, transparency, recognition and integration to improve the competitiveness and efficiency of our education system. ABC shall prove to be a panacea for the students for pursuing quality lifelong education while exercising freedom of subject, freedom of time, freedom of university, freedom of country and freedom of speed.

Conclusion

With the new NEP 2020, the country has got an innovative and ambitious policy, which is well-grounded in the roots of Indian Ancient Knowledge system after a long wait of 34 years, or rather, after a whopping 185 years since the infamous minutes of Macaulay in 1835. Since the NEP focuses on the holistic development of students, it has the potential to restore India’s status as a Vishwa Guru. The essence lies in its implementation in letter and spirit in a time bound manner. For this, all stakeholders, i.e., the central government, state governments, statutory professional councils, state councils of higher education, universities, colleges, vice chancellors, principals, administrators, faculty and students have to work hard with passion to ensure that the vision set in the policy actually sees the light of the day.

HANDBOOK ON MANAGEMENT EDUCATION 2012

The 10th edition of “Handbook on Management Education” contains State-wise information on 509institutions in 178 universities conducting management programmes. The information of Institutions in theHandbook includes: Year of establishment of Department/Institute; Name of its Head/Director; probabledate of Notification/last date for application; Number of seats available; Seats for NRIs/Foreign students;Eligibility; Application procedure; details of Common Entrance Test; Fees; Hostel Facilities, etc. Alsogiven are ‘Faculty Strength’, commencement of academic session and System of Examination. Informationon 34 non-university institutions, the programmes of which have been recognized by AIU and list ofinstitutions conducting PGDM recognized by AIU as equivalent to MBA.

PP 348+xxvi Paper Back (Rs 300/- + Postal charges

Rs 25/- each)

Rush pre-paid orders to:-

Publication & Sales DivisionAssociation of Indian Universities

AIU House, 16 Comrade Indrajit Gupta Marg (Kotla Marg)New Delhi 110002

EPABX 23230059 (six lines)FAX 011-23232131

E-Mail: [email protected]: http://www.aiu.ac.in

HANDBOOK ON ENGINEERING EDUCATION (2016)The 12th Edition of “Handbook on Engineering Education” is primarily meant for students seeking admission toEngineering/Technology/Architecture programmes at the undergraduate and postgraduate levels. It containsState-wise information on 1050 colleges/institutes/ university departments in the country. The information ofInstitutions in the Handbook includes: Year of establishment of Institute/ Department/ name of its Principal/Director; probable date of Notification/last date of application; Number of seats available in each Engineering/Technology branch; seats for NRIs/Foreign students; Eligibility; Application procedure; State-wise CommonEntrance Test Rules for B.E/B.Tech/B.Arch courses; Fees; Hostel facilities, etc. Also given is ‘Faculty strength’,commencement of Academic Session, and System of Examination. Brief details of Post-graduate courses are alsoincluded.PP : 574+xlvi Paper Back

(Rs. 600/- + Postage Rs. 50/- each)Send Pre-paid Order to :


16, Comrade Indrajit Gupta MargNew Delhi – 110 002

EPABX : 011-23230059 Extn. 208/213, Fax : 011-23232131E-mail : [email protected], Website : http://www.aiu.ac.in


* CEO, NITI Aayog, Sansad Marg, New Delhi-110001** Senior Associate, NITI Aayog, Sansad Marg, New Delhi-110001

The ancient Indian education system was an epitome of excellence demonstrating multidisciplinary teaching; diversity of scholars from around the world; extensive research and debate; as well as real time interactions with the tangible world of practice. These aspects continue to exemplify the much-lauded practices of a thriving education system even today, despite the transformational changes in the world since. While these are lofty goals on their own, the burgeoning populace of India presents an additional challenge of delivering high-quality education at unprecedented scale, albeit at affordable costs.

This Essay attempts to present some potential interventions towards meeting these markers of excellence while traversing the growth of Indian higher education system and the concomitant challenges of access and quality.

The Current indian Higher Education System: A Pulse Check

The modern Indian higher education system has come a long way since independence to become the third largest education system in the world. It caters to over 37 million students, next only to the US and China. In the last decade itself, the overall Gross Enrolment Ratio (GER) increased from 15 per cent in 2009-10 to 26.3 per cent in 2018-19 (AISHE, 2018-19). While the number of students enrolled has increased from 20 million to 37 million (an increase of 85 per cent) in the same time period, the number of universities and colleges has increased by 127 per cent and 54 per cent respectively to 993 universities and 39,931 colleges. This is a great achievement in terms of increasing access to higher education.

On the equity front, the Gross Enrolment Ratio (GER) for females (26.4 per cent) is higher than that of males (26.3 per cent), with nearly half of the enrolled students being girls. The GER for SC and ST students also increased from 11.1 per cent and 10.3 per cent in 2009-10 to 23 per cent and 17.2 per cent

respectively in 2018-19. Despite these commendable developments in terms of access and equity of higher education, there is a lot of ground yet to be covered for India to have an inclusive and vibrant higher education system.

Meeting the Sustainable development Goal 4: Quality Education for All

The global education development agenda reflected in the Sustainable Development Goal 4 (SDG--4) of the 2030 Agenda adopted by India in 2015 seeks to “ensure inclusive and equitable quality education and promote lifelong learning opportunities for all” by 2030. The National Education Policy (NEP) 2020 reiterates the commitment by setting the target of 50 per cent GER in higher education by 2035 (GoI, 2020).

Access

The current GER in higher education is 26.3 per cent with 37.4 million students in higher education. With the current population rate, it can be estimated that we would need approximately 33.7 million additional seats in higher education to achieve a GER of 50per cent by 2035. This would require an enormous amount of human and financial resources in the next 15 years.

Equity

The rise in GER across various identities such as gender and socio- cultural groups Scheduled Cast (SC)/Scheduled Tribe(ST)/Other Backward Class (OBC) is a result of the persistent efforts and welfare measures taken by the central and state governments such as scholarships, free residential schools for girls from marginalised communities and monetary incentives. However, as the All India Survey on Higher Education (AISHE) data demonstrates, regional inequity still plagues the country. For instance, the GER in higher education in Tamil Nadu is 49 per cent but in Bihar, it is still 13.6per cent. Similarly, there are only 7 colleges per lakh population in Bihar as compared to 50 in Telangana. In order to achieve the goal of 50 per cent GER by

Facilitating Access to Quality Higher Education: The Pathway for A New india

Amitabh Kant* and Piyush Prakash**


2035, a strategic roadmap targeting low-performing areas is critical.

A study by the world bank in 2008 used National Sample Survey Office ( NSSO) data from the years 1983 to 2004, with statistical estimates of educational attainment, access, and transition to higher education across socially and economically disadvantaged groups. One of the significant findings of the paper was that variation across states in enrolment is largely due to variations in completion of higher secondary education. The Unified District Information on School Education (UDISE)--2018-19 data shows that the GER drops from 79.6per cent at the secondary level to 58.56per cent at the higher secondary level. This is the point where maximum students drop out. These figures are alarming for some eastern and north-eastern states. As a result, the pool of students for higher education also shrinks, leading to a GER of only 26.3per cent in higher education –– much below the world average of 37per cent.

Quality

The Indian Higher Education Institutes (HEIs) have been credited for having produced outstanding scientific and technical manpower, which has propelled the transition of India’s economy towards a knowledge economy. The IT manpower of the country has proven its mettle across the globe, as has the scientific community. However, low rankings in the research domain –– in comparison to the US and China –– are a matter of concern.

There are only 15 researchers per lakh population in India as against 111 in China and 423 in the US. Out of the total scientific publications in the world, the share of Indian scientific publications therefore stands at a low 4.8 per cent vis-à-vis 18.6 per cent for China and 17.8 per cent for the US. A closer analysis of the data from AISHE 2018-19 reveals that PhD enrolments constitute only 5.5 per cent of total student enrolments in India, with only 2.5 per cent of the colleges in the country running PhD programmes. This explains the research deficit in the nation. It is quite evident that we need to create a conducive environment so that more students take up research in india.

The quality of an educational system is also characterised by the quality of its graduates and their

employability. The India Skills Reports 2019 by the Wheebox (2019) shows that only 46.3per cent of India’s graduates are employable (Wheebox, 2019). Though the number seems low, recent improvements have been encouraging. The employability increased from 33 per cent in 2014 to the current 46.3 per cent and can be attributed to recent initiatives by AICTE to improve employability in colleges.

The National Education Policy–2020: A Catalyst for Transformation

NEP–2020 marks a monumental development in the country’s education system. Advocating a forward-thinking, cogent reform, NEP–2020 is an amalgamation of need-based policy, cutting-edge research and best practices, paving the way for a New India. It does a thorough analysis of issues pertaining to access, equity and quality in the higher education system of India. The recommendations suggested therein are revolutionary, progressive and catalytic in nature. The potential interventions to “ensure inclusive and equitable quality education and promote lifelong learning opportunities for all” under SDG Goal – 4 have been discussed below in the light of recommendations of NEP–2020.

Access: Bringing Higher Education to the doorsteps of Students

As discussed achieving the goal of 35 per cent GER by 2035 would require 33.7 million additional seats in higher education. However, relying only on the brick-and-mortar model of education might not be the prudent way forward –– both financially and logistically. The following measures have the potential to propel our country towards universal higher education.

Open and Distance Learning and Online Degrees

There is a pertinent need to expand the scope of Open and Distance Learning (ODL) and Online Degrees (OD). As per AISHE Report 2018-19, at present the distance mode of education accounts for only about 10 per cent of the total higher education enrolments (AISHE 2018-19). The latest UGC regulations allow Higher Educational Institutions having an National Assessment and Accreditation Council (NAAC) score of 3.26 and above or having a rank of 1-100 in the University category


of the National Institutional Ranking Framework to start full-fledged online programmes without prior approval of the UGC. However, the following measures need to be taken to ensure the success of these initiatives:

a) In order to make OD and ODL programs more utilitarian, equal treatment be given to them as the regular degrees/ diplomas/ post-graduate programmes. It must be ensured that they are not deprived when it comes to admission to higher courses and employment scrutiny– both in the public and private sectors.

b) In order to increase the reach of OD, convergence with existing schemes of the Government of India will be instrumental. The Bharat NET Yojna needs to be leveraged for community online study centres at the Panchayat level in coordination with the Ministry of Rural Development and the Ministry of Panchayati Raj. In urban areas with high mobile device penetration, the recently announced public Wi-Fi Access Network Interface (PM-WANI) schemes to set up wi-fi hotspots that can democratise online learning by offering free internet connections. For optimising its usage, PM-WANI could be restricted to essential educational and related sites for students.

Reducing Dropouts at Higher Secondary Level

The drop in GER from secondary to higher secondary is 34per cent as per UDISE 2018-19 data. As already highlighted, this leads to a smaller pool of students eligible for higher education. Clearly, without improving the access and retention rate at the school level, we won’t be able to achieve the access goals of 50per cent GER in higher education by 2035. To address this issue, a couple of steps might need to be taken differently:

a) National Sample Survey Office (NSSO) surveys have identified the reasons for school drop-out as: no interest in studies, low academic performance, domestic work, economic activities by boys, etc. A targeted approach will have to be taken to address the root causes of drop-out.

b) State Institute of Open Schooling (SIOSs) will have to be strengthened on the lines of National Institute of Open Schooling (NIOS) in a phased

manner, starting with states with high incidence of dropouts and lower GERs.

Equity: Making Sure that Every Student learns

The Government of India has been taking a targeted approach towards the overall development of socio-economically disadvantaged groups. These targeted approaches are based on the identification of geographical areas with a high incidence of poor educational indicators, namely the Educationally backward Districts and Educationally backward blocks.

The NEP–2020 has widened the ambit of Socio-Economically Disadvantaged Groups by covering gender identities, caste and tribe identities, urban poor, minority identities, out-of-school children and vulnerable children. Therefore, it is an opportunity to ensure that every single child in the country from the remotest of places gets a quality education. The key lies in identifying the geographical areas for setting up Special Education Zones (SEZs). NITI Aayog has done a similar exercise to identify what we know today as Aspirational Districts. The following measures may be taken to set up SEZs:

a) A composite index based on certain developmental indicatorscritical for education may be prepared;

b) Each block or district may be assigned a score on the basis of the above indicators;

c) The poorest performing areas may be designated as SEZs.

The Gender Inclusion Fund and Inclusion Fund for SEDGs as proposed in the NEP will provide the necessary human and financial resources to design and implement evidenced-backed interventions in improving the educational status in these SEZs.

Quality: Facilitating Education that Matters

The National Education Policy 2020 strives to achieve all markers of excellence –– multidisciplinary teaching, diversity of scholars from around the world, and profound research and debate.

Research Output

India’s Research & Innovation investment was only 0.69 per cent of its Gross Domestic Product


(GDP) in 2018-19 as per AISHE data. Investments are critical to support budding and established researchers and the innovation ecosystem in the country. The proposal to establish a National Research Foundation to fund research in a non- partisan and merit-based approach will facilitate budding researchers to undertake path-breaking studies. The following measures may also be considered to infuse a culture of research in the country:

a) School education is a feeder to higher education. The students should be exposed to inquiry-based learning from the very beginning. The Atal Innovation Mission at NITI Aayog has established tinkering labs in schools to give the students hands- on experience on the latest technologies and the principles of design thinking. Similar programs may be designed by state governments to develop a research temperament within students from an early age.

b) The current appraisal system of faculty in higher educationis not conducive for research. There are many states that are yet to adopt the Academic Performance Index (API) system for technical colleges. The API gives considerable weightage to research output and publication in high impact factor journals. Since such measures are not fully adopted, the status quo might not change.

Multidisciplinary Education

The National Education Policy recommends that all HEIs should eventually be transformed into large multidisciplinary universities and colleges with 3,000 or more students. The curricula of all HEIs should be made multidisciplinary to integrate humanities and arts with science, technology, engineering and mathematics. Such a step will play an instrumental role in developing a rounded and holistic understanding of the world among students. This would also open opportunities for more and more collaboration between students and faculty.

Employability

in the multidisciplinary education proposed by the NEP–2020, students will be provided internships and research opportunities so that they may actively engage with the practical side of their learning and, as a by-product, further improve their employability.

The central government and AICTE have already taken a lead in this direction by mandating internships as part of the engineering curriculum. In addition, tie-ups with internship aggregators and government-supported internship opportunities in urban local bodies is a great step towards leveraging the private and public sectors to increase internship opportunities for students. The following measures may further boost the employability of students:

a) Creating mandatory credit courses for soft skills, introductory – Information and Communications Technology (ICT), programming and commu-nicative skills as part of the multidisciplinary degree will ensure that every student at any HEI would possess these critical employability traits.

b) Project-Based Learning should be made a mandatory part ofthe curriculum to ensure practical application and appreciation of various disciplines among students.

Financing Higher Education institutions

The various recommendations of NEP will require continued financial support to achieve its vision and goals. The Higher Education Funding Agency (HEFA) will play a critical role in meeting the financial commitments for implementing the NEP at this level. However, there is a need to explore innovative financing mechanisms to translate the ideas of NEP on the ground. The following measures may be considered:

a) One of the untapped areas that can make higher education institutions dynamic and self-sufficient is Public- Private Partnership. Indian Institutes of Information Technology (IIITs) are a great example where the government provides initial capital and operational expenditure for a period of five years. After this, the institutions run on their own by generating revenue through student fees, research consultancy, short-term courses, endowments etc. many such partnerships need to be forged.

b) The government recently modified the Viability Gap Funding Scheme (VGF) to include social infrastructure projects, including education. Universities can get funding up to 60 per cent as Viability Gap Funding from the central and


state governments for greenfield projects. They could get close to 80per cent of the funding as Viability Gap Funding and an additional 50per cent as operational cost in initial years for pilot projects in education. Universities must leverage such schemes to transform their institutions.

Governance Structure to Support Transpormative Changes

The implementation of progressive ideas recommended in the NEP–2020 may not be possible in the existing governance framework that drives the higher education system of India. There are issues of conflict of interest where the regulatory body also plays the role of the academic body. Therefore, the separation of functions in the form of four councils viz. i.) National Higher Education Regulatory Council (NHERC) – a single point regulatory body (Excluding Medical and Law) ii.) National Accreditation Council (NAC) for graded accreditation. ii) Higher Education Grants Council (HEGC) for financing and scholarships; iv) General Education Council (GEC) to frame expected learning outcomes for higher education programmes, as proposed in the Policy will ensure fair, transparent and effective implementation of the reform ideas recommended by the NEP–2020.

Conclusion

The NEP–2020 envisages an unprecedented range of possibilities for the Indian Higher education system that can help restore it to its former glory. The choice and independence offered to Indian students in the form of learning at their own pace, multiple entry and exit options, credit banks and multidisciplinary degrees can be path-breaking initiatives. These initiatives can unshackle multiple and dynamic learning arenas for an agile and ambitious youth. The new India that prides itself on the vivacity of its youth can now have the wherewithal to empower them to carry the country confidently forth in the rapidly evolving knowledge-driven world.

references1. GoI, MHRD (2019). All India Survey on Higher

Education–2018—19, Department of Higher Education, Ministry of Human Resource Development, Government of India.

2. GoI, MHRD (2020). National Education Policy -2020, Ministry of Human Resource Development, Government of India

3. wheebox (2019). India Skills Report. wheebox

HANDBOOK ON MANAGEMENT EDUCATION 2012

The 10th edition of “Handbook on Management Education” contains State-wise information on 509institutions in 178 universities conducting management programmes. The information of Institutions in theHandbook includes: Year of establishment of Department/Institute; Name of its Head/Director; probabledate of Notification/last date for application; Number of seats available; Seats for NRIs/Foreign students;Eligibility; Application procedure; details of Common Entrance Test; Fees; Hostel Facilities, etc. Alsogiven are ‘Faculty Strength’, commencement of academic session and System of Examination. Informationon 34 non-university institutions, the programmes of which have been recognized by AIU and list ofinstitutions conducting PGDM recognized by AIU as equivalent to MBA.

PP 348+xxvi Paper Back (Rs 300/- + Postal charges

Rs 25/- each)

Rush pre-paid orders to:-


AIU House, 16 Comrade Indrajit Gupta Marg (Kotla Marg)New Delhi 110002

EPABX 23230059 (six lines)FAX 011-23232131

E-Mail: [email protected]: http://www.aiu.ac.in

HANDBOOK ON ENGINEERING EDUCATION (2016)The 12th Edition of “Handbook on Engineering Education” is primarily meant for students seeking admission toEngineering/Technology/Architecture programmes at the undergraduate and postgraduate levels. It containsState-wise information on 1050 colleges/institutes/ university departments in the country. The information ofInstitutions in the Handbook includes: Year of establishment of Institute/ Department/ name of its Principal/Director; probable date of Notification/last date of application; Number of seats available in each Engineering/Technology branch; seats for NRIs/Foreign students; Eligibility; Application procedure; State-wise CommonEntrance Test Rules for B.E/B.Tech/B.Arch courses; Fees; Hostel facilities, etc. Also given is ‘Faculty strength’,commencement of Academic Session, and System of Examination. Brief details of Post-graduate courses are alsoincluded.PP : 574+xlvi Paper Back

(Rs. 600/- + Postage Rs. 50/- each)Send Pre-paid Order to :


16, Comrade Indrajit Gupta MargNew Delhi – 110 002

EPABX : 011-23230059 Extn. 208/213, Fax : 011-23232131E-mail : [email protected], Website : http://www.aiu.ac.in


* Former Vice Chairman, University Grants Commission, Bahadur Shah Zafar Marg, NewDelhi-110002** Co-founder, ThinQ, India, Former Faculty, University of Texas, MIT, Stanford University, National University of Singapore and IISER, Pune *** Co-founder, ThinQ, India, Former Faculty, National University of Singapore, Singapore

The principles of access, equity, employability and quality have been central to India’s education policies and recommendations since the Kothari Commission Report in 1966 and the first National Education Policy in 1968. Now, looking at this history, we see that even though some progress with respect to access and equity has been achieved, our progress in quality and employability has been hardly satisfactory. The quality of education has been going down steeply, despite best efforts. In our view, the main reason for this is ineffective implementation and insufficient attention to WHAT students learn and HOW they learn.

Dr K. Kasturirangan committee has put forth an imaginative and path breaking recommendations in the National Education Policy 2020 (NEP 2020). In this document, we have tried to augment, enlarge and crystallize few concepts and key recommendations of NEP 2020 to re-imagine and articulate a new Vision, Purpose, Policy and Strategy for actualizing necessary reforms in Indian Higher Education by 2040.

The Vision

Our vision of future India is that of a vibrant self-reliant nation where citizens enjoy a state of flourishing and well-being in all dimensions of life: physical-biological, pragmatic-economic, intellectual, socio-emotional, ethical and aesthetic. A population in which many people suffer from health problems lacks physical-biological well-being; a population in which a significant subset is poor lacks pragmatic-economic well being; a population in which educated people believe whatever they see in social media suffers from serious intellectual ill-health; a population in which people are absorbed in their smart phone screen and are unable to regulate their feelings of anxiety and stress are socio-emotionally ill; and a population in

which individuals feel no remorse for wrong doing and have no consideration for fellow creatures lack ethical wellbeing.

But going beyond these issues of ill-health, our quest needs is to allow citizens to have a high degree of fitness in all these dimensions of well-being, and to flourish as individuals and as a nation.

We may view the ultimate purpose of education from pre-school to doctoral programs as this multidimensional fitness and well-being of the individual, society, nation, humanity and the planet. To accomplish that purpose, it is imperative that we strive for a radically new form of education that paves the way for the succeeding generations to achieve what we have dreamed about. What kind of flagship education will guide our young to travel in that direction? What will help them make India not only the global hub of research, knowledge, intelligence, and innovation, but also the world leader to help humanity overcome its problems of inequity, absence of safety, hunger, poverty, intolerance, hatred, cruelty, and greed, transmuting our nation into a true leader?

With these underpinnings in place, the vision statement may be articulated as follows:

“A vibrant higher education system grounded in the integrated foundations of modern culture and the Ancient indian culture that empower learners for a better pragmatic-economic, socio- emotional and intellectual-ethical future for themselves, their country, humanity, and the global good in harmony with sustainable development goals by embracing cutting edge technology”.

To achieve this vision, we need to clearly articulate the goals of education for each of our educational programs: primary, secondary, higher secondary, undergraduate, graduate and doctoral, in a seamless manner. We need to translate these goals into curricula, which includes syllabuses, teaching-learning materials, classroom pedagogies, assessment, and educational policies. A detailed roadmap to move in this direction with a possible set of initiatives and a plan of action is attempted in this article.

Higher Education in india: Vision, Purpose, Policy and Strategy

Bhushan Patwardhan *, K.P. Mohanan** and Tara Mohanan**


National Education Policy–2020

broadly speaking, National Education Policy– 2020 (NEP–2020) has two types of recommendations. The first includes the principles of social justice such as access and equity, and employability. The second relates to the quality of education. As stated in the previous section, even though some progress has been made with respect to access and equity, progress in quality has been hardly satisfactory. Admittedly, despite best intensions and efforts, the quality of education appears to be going down steeply. Many a time, documents on education remain as documents, not translated into effective action that influences what students learn and how they learn. This remains a potential danger for NEP–2020 as well. In our view, the main reasons for the limited success in the past include:

i. Lack of clarity and specificity in the central concepts that describe what we expect students to learn, and the resultant vagueness in working out the implications of these concepts to the design of syllabuses, learning-teaching materials including textbooks and classroom practices, assessment, and educational administrative policies.

ii. Related to (i), putting the entire burden of raising the quality of education on teachers in classrooms, with very little attention to other factors such as syllabus design, design of teaching-learning materials, pedagogy, student assessment instruments, and policies.

iii. Absence of a coherent action plan to achieve objectives.

The vision of higher education articulated in the previous section is in harmony with the aspirations

spelt out in the NEP–2020, in such a way that it can be translated into reality by 2040, by addressing the challenges of designing curricula and using appropriate pedagogy.

The Goals of EducationNEP–2020 elaborates the purpose of education

and recommends a number of valuable learning outcomes for India’s education system to pursue as its goals. For instance, it states: “… education must develop not only cognitive capacities - both the ‘foundational capacities’ of literacy and numeracy and ‘higher-order’ cognitive capacities, such as critical thinking and problem solving – but also social, ethical, and emotional capacities and dispositions.” It also recommends certain means we should adopt to achieve those goals:“Pedagogy must evolve to make education more experiential, holistic, integrated, inquiry-driven, discovery-oriented, learner-centred, discussion-based, flexible, and, of course, enjoyable.”

Enlightenment and empowerment may also be considered as important goals of education. Enlightenment can help to create thinking and sensitive citizens of the society. Empowerment may provide means to an educated individual to earn a living for an individual, as well as to contribute to the economy of the nation. In India, the aspect of empowerment has overpowered the issue of enlightenment.

To translate this vision into reality, the government, state-run agencies, and the various boards of education need to plan carefully, and invest sustained effort. The process also needs the support of parents, teachers and administrators in education, and also citizens with a commitment to the future of the country. We propose a three-pronged approach to bridge the gap between the vision and its implementation:

lEArNiNG oUTSidE oF ForMAl EdUCATioN

The assumption that higher education can be offered only in terms of a structured university curriculum has been implicit in many attempts at educational reform for a long time. However, it is necessary to acknowledge that the connection to the industry and society at large is an extremely important component of the learning process, which is unacknowledged in the current system. The UGC is currently considering the possibility of revising the broad framework of BA, BSc, and BCom curricula to dedicate one semester of the program to having students (and ideally, Faculty as well) go out of campus for their study. Urban students could go to rural areas and vice versa. Such single-semester outreach programs should be suitably structured and creditised so as to offer special incentives to students, both direct and indirect. It is possible to design several innovative ways in which students and institutions can be engaged with the society. One of the potential initiatives along these lines is that of Service Learning (SL).


1. Clarifying the important concepts in the vision statements

2. Formulating syllabuses that articulate the goals of educational programs, namely, the learning outcomes we expect students to achieve by the end of the program, in terms understanding, abilities, attitudes and habits of mind; and

3. Articulating an action plan for implementing the educational goals in terms of comprehensive learning materials for students (textbooks, videos, and other resources); teaching materials for teachers; guidelines on classroom activities and assessment; and programs for teachers to develop the capacity to use the teaching-learning materials.

The goals and means of NEP–2020 can be formulated as follows:

Goals: Education must aim to develop in learners higher order cognitive capacities, as well as social, ethical, and emotional capacities and dispositions. Higher order cognitive capacities include higher order literacy and numeracy, critical thinking, problem solving, and inquiry abilities; and an understanding of the concepts along with the core bodies of knowledge relevant to the given program.

Means: The pedagogy must be experiential, holistic, integrated, inquiry-driven, discovery- oriented, learner-centered, discussion-based, flexible, and enjoyable. To convert these into a feasible action plan, we need to specify the understanding, abilities, attitudes, dispositions, and habits of thought that we expect to empower learners with by the end of each program. Such specification must have sufficient clarity and detail, so that its implications guide curriculum design: syllabuses, teaching-learning materials, classroom activities, assessment tasks, as well as teacher education for every program, for each successive year, and for individual ‘subjects’.

The quality of a curriculum is a function of the value of the learning outcomes related to the goals and the effectiveness and efficiency of the pedagogical strategies related to the means to achieve the goals.

The Concept of Cognition

NEP 2020 requires education to help learners develop cognitive capacities at two levels. The first level involves foundational and higher order capacities. At the second level, it also expects education to develop social, ethical, and emotional capacities and dispositions. ‘Cognizing’ is ‘knowing’. Cognitive Science studies cognition — bacterial cognition, plant cognition, human cognition, and so on. It covers such

lEArNiNG rESoUrCES ANd ClASSrooM PEdAGoGiESGiven the widespread use of Internet learning resources that students have started on their own, and

the recent upheavals triggered by the corona virus, it is clear that we need to carefully rethink our paradigm of higher education through class-taught courses. That a significant burden of higher education needs to move into the virtual space has become more of an imperative than ever before. We need to confront that exposition through traditional ‘lectures’ are not always conducive to or necessary for triggering learning in students. In many cases, they can be replaced by videos, podcasts, and readings already available on the Internet. In many cases, careful curetting of such materials from some of the best researchers and thinkers in the world can result in far richer learning than from regular class lectures. There is a treasure trove of learning resources available on internet through YouTube and other sources. If such resources are properly used, the role of faculty members would need to shift from typical ‘lecturing’ (summarizing and elucidating textbook knowledge) to responding to student questions on what they do not understand in the learning resources, and engaging in discussions with them to explore further, make connections, and provide further insights, something that the video professors cannot do. In other words, the pedagogy of lecturing needs to be replaced by the pedagogy of flipped classrooms, in which learners use the learning resources instead of classroom expositions for their initial learning, and come prepared to class to ask questions, answer questions, and engage in discussions, using the classroom for consolidation and additional learning. It is high time that tertiary education in India reconceptualised the role of the faculty in higher education, instead of relying on a pedagogy that was best suited to a pre- printing era when even mass printed self-learning resources were not freely available to learners.


things as perception, attention, recognition, memory, learning, problem solving, and decision-making. Humans share these cognitive processes with other creatures to varying extents.

The higher order cognitive capacities that NEP 2020 expects students to develop may be viewed as those of academic cognition: the abilities of thinking like mathematicians, scientists, philosophers, historians, literary critics, and so on. These abilities need to be grounded in an understanding of the concepts of academic knowledge and inquiry. Academic cognition is the combination of these abilities and understanding.

Foundational literacy includes the ability to read and write words and sentences. Higher order literacy is the ability to process and communicate academic

knowledge through the spoken and written forms of language. Similarly, foundational numeracy calls for familiarity with numbers and the arithmetic skills of adding, subtracting, multiplying, and dividing. Higher order numeracy is essentially the thinking that goes into making sense of numerically coded information. Both literacy and numeracy of the higher order involve cognitive capacities like critical thinking.

A syllabus for primary education needs to specify foundational abilities. However, given that foundational literacy and numeracy are pre-requisites for higher order literacy and numeracy, and the aim of a K-10 program includes higher order abilities, foundational abilities need not be specified in a syllabus for secondary education. We may view these higher order cognitive capacities as those required in a General Education Program.

WHAT iS ProBlEM SolViNG?A PROBLEM is a gap between a desirable state and an existing state; and A SOLUTION is an action or practice that results in an alignment of the two states.

The term ‘problem finding’ denotes the activity of identifying and formulating problems. Problem solving may be defined as the activity that leads to solutions to problems. It involves identifying and formulating the problem, finding solutions, and choosing the best one. And in the case of those that require action, it also involves implementing the best solution such that the problem is removed, or at least, minimized. The first step calls for thinking; the second also involves action.

Problems can also be those of knowledge (epistemic problems) in the world of ideas, far removed from pragmatic considerations. Academic inquiry and research deal with such problems. Inquiry is the investigation of a question, relying on our own experience, observation, thinking, reasoning, and judgment, to look for an answer and arrive at a conclusion. We inquire because of curiosity — our desire to find out something we don’t know, or don’t understand. The process of inquiry involves several closely connected parts. It often starts with an idea triggered by reflection, and crystallizes into a question during the process.

Rational inquiry is a specific form of inquiry. By ‘rational’, we mean ‘in accordance with reason.’ Collective rational inquiry requires us to: identify and formulate the question to investigate; think through appropriate ways to look for answers, and implement them; arrive at conclusions, based on the answers; critically evaluate the conclusions, our own as well as those of others; and justify the conclusions to the satisfaction of the inquiry community.

Research is collective rational inquiry that aims to make a contribution to Academic Knowledge. By academic knowledge, we mean bodies of knowledge that come under categories like mathematics, physical sciences, biological sciences, human sciences, the humanities, medicine, engineering, and technology. Academic knowledge is generated and evaluated by researchers, and transmitted to learners through formal education in educational institutions.

The solution to a pragmatic problem may require a solution to an epistemic problem. Thus, to look for a solution to the general pragmatic problem of cancer requires us to solve the epistemic problem of the causes of cancer, and use that understanding to develop a course of action. For a doctor to solve a particular problem of the illness of a particular patient, she would need a diagnosis to understand the causes of the problem, and then use that understanding to look for a cure.


ASSESSMENTTowards the end of the 20th century, considerations of objectivity and avoidance of corruption led India to adopt a system of computer-gradable Multiple Choice Questions (MCQs) for Board Exams, Aptitude Tests, and Entrance Exams. These MCQ-based tests/exams are designed such that each question has to be answered in less than two minutes. In some tests, like the Eligibility Tests for school/college teachers, the time available to answer a question is just one minute. Very clearly, such questions leave no space for thinking — let alone critical thinking or creativity — before answering. This form of assessment is deeply flawed in terms of equity, operationalization, and validity.Equity: Given the coaching industry that trains the young to do well in exams, those who do well are typically from the urban population, and belong to the higher end of the socio-economic spectrum, — those who can afford to pay the exorbitant fees set by the high-end coaching factories. This defeats the entire consideration of equity, because the system discriminates against the poor and the rural.Validity: The validity of measuring instruments (such as achievement tests, entrance tests, aptitude tests and intelligence tests) depends on what the instrument seeks to probe into. To design an intelligence test, for instance, we need to have a clear idea of what ‘intelligence’ is, and a theory of intelligence that connects the abstract quality of intelligence legitimately to measurable atomic attributes.Our entrance tests are designed for high-speed mechanical application and recall of memorized information. They are therefore not operationalized to probe into higher order cognitive abilities such as deep understanding, critical thinking, and innovativeness. In these tests, candidates with the surface smartness to answer questions at high speed without thinking can score high marks. By selecting such candidates, we actively eliminate the thinkers and the creators in India’s student and teacher populations. This strategy guarantees reducing the country’s systems to mediocrity: Einstein, Srinivasa Ramanujan, and Tagore would have flunked these tests and exams, and would have been denied the opportunity to pursue higher education or teaching.Reliability: As far as we can tell, the validity of these testing instruments has never been investigated, let alone demonstrated. This means that there is every possibility of arbitrariness in the selection for higher studies and for employment. There is a high probability that those who are assigned to the top 1% in one test may not score as well in an equivalent test given to them a week later, and that they may end up below the top 10%. The reverse is equally probable: someone who falls in the 89th per centile in one test may rise to the 99th per centile in the second test. Given admission criteria set by institutions at, say, 94%, selection for admission would be entirely arbitrary.We would like to recommend that all forms of tests and examinations that rely on two minute or one minute MCQs be done away with, and that they be replaced by questions or tasks that call for deep understanding, critical understanding, critical thinking, and inquiry abilities. Such questions, called ‘Enhanced MCQs’ (EMCQs), can be framed in a computer gradable format if we allow for sufficient time for thinking and reflection, ranging from 10 to 20 or 30 minute per question; 10 to 20 options to consider for each question; different options for each question to carry different marks; the need to tick multiple options in order to get full marks for a question; and penalty for picking inappropriate options.To avoid public panic and unnecessary media storms, an assessment reform of this kind will have to be done in a careful, tactful and graduated manner. For this, we recommend the following phases:Phase 1: Identifying a small number of talented academic faculty (say between 10 and 20) who can learn

to create EMCQs, and training them in the art and craft of EMCQs.Phase 2: Creating a question bank of a reasonable number of EMCQs.Phase 3: Trying out the EMCQs in aptitude tests of the kind needed for NCERT’s Talent Search.Phase 4: Sensitising the students and the public to the need of reform in the nature of assessment, and

winning their supportPhase 5: Using EMCQs in entrance tests Phase 6: Using EMCQs in final Board ExamsPhase 7: Training faculty in creating EMCQs, and in classroom activities aligned to such questions.


The Concept of General Education

The General Education Curriculum (GEC) aims at learning outcomes that are of value to all educated individuals, regardless of specializations, careers, and vocations. The general education strand needs to be common for all programs, in suitable proportion. This would empower graduates to acquire the additional attributes needed for employability, and should they choose a path outside employment, gain sufficient capabilities for livelihood, including entrepreneurship. Given NEP 2020, we assume that the GEC would be part of the compulsory education in the K– 10, and continued in tertiary education, especially as part of all Bachelor’s degrees. We also assume that this strand of the curriculum would take up about 10% of the curricular time, effort, and resources.

The Purpose of Education

The quality of the curriculum of any program is derived from its underlying conception of the ultimate purpose of education. We assume that the goal of the human institution of education as a whole is to nurture those forms of intelligences (information, understanding, skills, abilities, attitudes, habits, and mindset) that are of value to the human species.

Why aim at this goal? Because we assume that the ultimate purpose of education is to empower the young to develop a set of physical, societal, intellectual, economic/pragmatic, ethical, aesthetic, and spiritual (as distinct from ‘religious’) capacities that enable them to strive for their own well-being and that of others in their community and country, humanity and the planet.

Education is one of the most effective means to transform the world into a better place in the spirit of the vision statement given earlier, and of sustainable development goals.

Given this goal and purpose, and the value system underlying them, we need to be clear about the attributes that are essential for an educated individual in order to work for their physical, societal, intellectual, pragmatic, economic, ethical, aesthetic, and spiritual wellness, and to participate in the struggle to make the world a better place. We turn to that question in the following section.

The Concept of an Educated Person

Any attempt to rethink higher education must begin with a sufficiently clear and precise response

to the question, “What do we want learners to learn?” This question needs to be discussed and debated at the national level among all stakeholders of education: students, parents, educators, education administrators, employers, and the government. To ensure that such a discussion does not degenerate into a cacophony of personal opinions, it would be useful to begin with a first draft, and invite others to submit concrete recommendations for addition, deletion and modification, along with the reasons for their suggestions.

Attributes of an Educated Person

A University-Educated person with 15-16 years of formal education must have the following attributes:

A. Independent learning, reading, and communication: The capacity for independent learning: intellectual curiosity, combined with learning from sources of documented knowledge in the library or on the Internet, independently of teachers and schools. The ability to read, understand, and critically evaluate articles, books and videos meant for educated non-specialists and the capacity to communicate ideas and feelings with clarity and precision.

b. Information and Understanding: Access to the relevant information and the abilities needed for participating intelligently and effectively in a discussion or debate on a public issue, a critical understanding of the evidence and arguments for/against the core ideas of academic knowledge.

c. Intellectual Capacities: The capacity for critical thinking, inquiry, and integration, which includes thinking like a mathematician-philosopher-scientist without requiring specialized knowledge, combined with thinking like a designer-inventor-engineer-doctor- manager-leader-entrepreneur. The capacity to live in the world of ideas and critically engage with them. The capacity to gather data to test an empirical claim. The ability to sift away propaganda, myths, and dogma in the search for truth in anage of fake news. The capacity to reason, and spell out the steps of reasoning, in a variety of contexts. The capacity to make informed rational ethical decisions on the basis of ethical principles shared across human communities. Other cognitive capacities such as perception, introspection, attention, intuition, insight, imagination, memory, and problem solving. The capacity to pursue courses of action to achieve the goals derived


THE ANCiENT WiSdoM iN THE ModErN World

What kind of university education can make students become educated? Can we establish contemporary Gurukula University? This is not going to be easy, but if we do not aim higher and spell out each strand of the curriculum, even small improvements would remain unrealised. It is important to unearth the implications of getting outside the box. For instance, suppose a newly setup university were to design an undergraduate program that:

1) Abandons ill-conceived and harmful distinctions like physics vs. chemistry or natural sciences vs. ‘social’ sciences;

2) Organises the entire curriculum around questions to investigate, (instead of departments and schools);3) Devotes the first year to compulsory foundation courses on trans-disciplinary inquiry and trans-

disciplinary understanding;4) Devotes the second year to compulsory foundation courses on multi-disciplinary questions (e.g., who

are we as members of the human species? how did the physical, biological, and cultural worlds evolve to be the way they are now? How do we minimise the most serious problems that confront the world today (e.g. violence, poverty, inequity, dissolution of democracy, ...)?

5) Devotes the third year for preparation for specialisation at the Master’s level.The role of a teacher is extremely important in this process. It is necessary to understand the classification of the concepts of teaching implicit in the words for ‘teacher’ in Sanskrit: Adhyapak: A teacher who merely transmits information; Upadhyaya: One who helps learners connect and integrate fragments of information into knowledge, and develop understanding; Acharya: One who, in addition to these, provides training in a set of skills; Pandit: One who goes above and beyond these and is able to give deep insights in the specialized subject; Drashta: One who brings visionary views, nurtures inquiry and critical thinking; Guru: One who is able to awaken wisdom and shows pupil a way from darkness to light. We note that attributes of educatedness are directly relevant to the classification of teachers in the Ancient Indian system.If we extend the categories from teachers to the entire curriculum design, we may say that we must aim to raise our curriculum from an adhyapak curriculum to a gurukula curriculum. The decision-makers who seek a gurukula education are obliged to permit (1)-(5). It would be valuable to draw out the implications of bringing the ancient categorization to the modern world, to the specifics of curriculum design and educational policies. We are all aware that there was a vibrant and rich pursuit of knowledge, inquiry, and education in Ancient India. It would be of immense value not only to India but also to the world to bring this knowledge system back to the design of modern universities. For this, it is important to introduce university students to the ancient bodies of knowledge such as Panini’s linguistics, ancient Indian mathematics and astronomy, ancient medicine, ancient logical systems such as Buddhist, Jainist and Nyaya logics, and so on. But this is hardly sufficient: it is equally important to integrate that knowledge with the modern/western systems.The ancient Indian tradition was not a monolithic one. There were traditions that subscribed to the concept of a creator god, but there were also those that denied the existence of a creator god. Charvaka viewpoints were equally respected. There were traditions that accepted the infallibility of the Vedas as a source of knowledge, but there were also those that rejected it. There were monistic systems of advaita, as well as systems of dvaita that subscribed to the dualism of purusha and prakriti. This culture flourished in an academic ethos of doubting, questioning, disagreeing, and debating, with an awareness of the uncertainty and fallibility of human knowledge and the impossibility of absolute knowledge.Take the following quote: “Whence this creation has arisen – perhaps it formed itself, or perhaps it did not – the one who looks down on it, in the highest heaven, only he knows – or perhaps he does not know.” Mandala 10, hymn 129, verse 7. As we see it, the intellectual humility present in this verse is worthy of an Einstein and Feynman, but modern India has replaced it with intellectual arrogance and smugness of certainty. It is important for Education in India to bring back what we have lost, and create an intellectual culture of doubting, questioning, disagreeing, and debating, with an awareness of the uncertainty and fallibility of human knowledge and the impossibility of absolute knowledge, consistent with the view of educatedness.


from one’s value system, and critically examines the rationality of the link between the actions and value system.

D. Citizenry: An awareness of and commitment to one’s rights and responsibilities as a member of a community, country, and humanity; a sense of global citizenship and sustainable living. A set of qualities that come under character, such as honesty, truthfulness, integrity, courage, stamina/grit, and self-discipline.

E. The Socio-Emotional Component: The ability to regulate one’s attention and emotions, such that one can engage with life’s demands, with unfamiliar situations, and with fellow human beings, in a rational, ethical, and mature way. A set of qualities that characterize a ‘good’ human being, such as empathy, compassion, consideration for others, gratitude, forgiveness, generosity, tolerance, non-violence, including a commitment to a range of universal ethical values. Emotional maturity that includes the ability to liberate oneself from undesirable emotions like hatred, anger, hostility, irritability, intolerance, cruelty; and to nurture desirable emotions like love, compassion, caring, consideration and respect for others; the ability to accept criticism in a positive spirit; a sense of self-worth and confidence without feeling superior or arrogant; accepting support and offering support where needed, and the capacity for collaborative team work

F. Attitudes and Habits of Mind: Academic habits of mind such as intellectual curiosity, looking for counterexamples to knowledge claims; detecting logical contradictions; being wary of one’s own biases; and clarity and precision of communication. A deep awareness of the uncertainty and fallibility of human knowledge; intellectual humility; a commitment to the values of truth, rationality, clarity, and rigour of thinking; doubting and questioning; and democracy in the exchange of ideas and beliefs, with no place for ‘authorities’.

G. Beauty: An appreciation of beauty across different forms and traditions of art, and the ability to defend aesthetic judgments based on shared perceptions and shared aesthetic values.

If we wish to place educatedness at the heart of our higher education, it is crucial that we drastically rethink the nature of our syllabus, assessment practices, classroom pedagogy, and teaching learning materials.

The Curriculum

A curriculum for an educational program is the sum total of the educational intervention to achieve its objectives. An ideal curriculum should have the following components:

A) The goals: The learning outcomes of the program related to WHAT students should learn. This is specified in the Program Syllabus, as distinct from the syllabuses of the individual courses that constitute the programme.

B) The purpose: The philosophy of education related to the goals and means to address the question WHY students should learn what is prescribed in the curriculum.

C) The means: The pedagogical strategies related to HOW to help them to learn what is expected.

The means in (C) includea. Learning Materials such as textbooks and

learning resources, from which students can learn what is specified in the Program Syllabus,

b. Teaching Materials such as lesson plans, notes on learning materials, to help the teachers facilitate the learning process,

c. The activities that teachers employ within the classroom and outside the classroom to guide and facilitate the learning process, and

d. Assessment tasks to find out if and how well the students have achieved the learning outcomes specified in the syllabus.

The curricula for Bachelor’s programs of the affiliated colleges are normally not designed by the faculty in the colleges, but by the affiliating university. Hence, the successful implementation of the Bachelor’s curricula in affiliated colleges calls for a professional development system for the faculty to address (a) - (c) successfully in their classroom practice and continuous assessment to supplement the final exams (d).

Blended Pedagogy

We should not continue to classify education based on mode of delivery such as campus-based, correspondence, external, distance learning, online, etc. It does not make sense to offer education exclusively by any of these modes. Our education must be provided


through blended pedagogy by using the strengths of every mode of delivery. Broadly this can be divided into four parts.

a) A substantial component of most programs involves delivery of information. Earlier ‘lecture notes’ that gave information to students was their power. Today in the 5G world teachers are not required to do this. Students are much smarter at getting information if they are properly mentored. This component can be handled by creating an online information repository where students can self-learn. Social robots can do this job easily.

b) Every program involves a theory component where the available information needs to be used to understand the basic principles of the respective subjects. This can be done by developing high quality MOOCs supported by teachers as mentors.

c) Understanding the importance of theory requires intense interaction with teachers. This component will have to be in the classroom where the teacher is an active facilitator.

d) Hands-on / practical / internship / apprenticeship programs which can happen in campus laboratories/ workshops/ industry sites / any other suitable place.

If we divide the entire teaching of a program equally into these four broad components, the actual need for ‘Teacher on Campus’ may be required only for about half of the teaching duration of any academic program. In the case of non-professional undergraduate programs the proportion may vary. In any case we should be able to offer at least 40 % of the teaching with help from technology, be it online or otherwise. The new Regulation of the UGC allows this. For this purpose we will need an entirely different breed of teachers. This approach may save a significant portion of resources and may substantially reduce the number of academic faculty.

Adopting such a blended approach may have several advantages: First, it may empower students to earn academic credits for component (a) at their own pace and convenience. Second, the quality of education will improve because of a new focus on learning-by-doing in the blended mode. Third, infrastructural needs on the campus may be reduced. Fourth, mass production of poor-quality degrees under the pretext of open/ distance/ online programs can be controlled.

Fifth, access to education will be enhanced due to use of technology in delivery. Sixth, the cost of education will be drastically reduced, making it more affordable.

indicators of Quality

It is important to remember that while professional programs like MBBS, BTech and LLB aim at producing professionals in a given field, there are no particular professions meant for those who have undergraduate degrees such as a BA or a BSc in subjects like physics, philosophy, mathematics or history. The graduates in these disciplines may not find jobs that call for specialized knowledge of their principal subjects. Assuming that education ought to prepare learners to meet the challenges that graduates are faced with in their life after graduation, what do these courses prepare graduates for? A sensible position would be that it helps them develop an educated mind, such that graduates have the capacity to learn what they wish to learn, or are required to learn as part of their professional obligations; can communicate clearly and precisely; can work productively in teams; are good at critical thinking, problem solving, and decision making; and so on.

The indicator of the quality of our professional undergraduate programs would be the percentage of graduates who become high calibre practitioners in their respective fields. The indicator for non-professional undergraduate programs would be how well-educated they are, regardless of their specialisation. Measuring this capacity would call for developing our own instruments to measure the educatedness of individuals. The indicators of the quality of programs of higher education are given in Table 1.

Making a significant improvement in these indicators should be the primary target for 2040.

Educatedness, Employability, and Economy

As stated earlier, enlightenment and employability have been the driving powers of education. In this section, we argue that as far as general education is concerned, empowerment is derivative of enlightenment.

Indeed, expertise in the respective area of specialization is an important consideration for professional and vocational programs. However, this does not automatically translate as employability. For instance, those who receive degrees in engineering,


medicine or management may choose to be self-employed, through private practice, entrepreneurship, or other means of remuneration such as financing, banking, farming, cooking or private consultation. Unless we factor in those who choose these paths, the per centage of graduates who are employed will not be a reliable indicator of the economic viability of an educational programme.

The bulk of learners in higher education in India are registered in programs that offer BA, BSc or BCom degrees. Thus, as far empowering graduates to make a decent living is concerned, our primary consideration ought to be these programs. Even after factoring in those who choose self- employment, it is widely acknowledged that the majority of even those graduates of our undergraduate programs who seek employment are unemployable. The population is rapidly increasing and so is the number of educated individuals; however, their skills are not aligned to the changing needs of the society and capacity of

the nation to create new jobs. This in turn has been causing educational imbalance.

The solution to this problem is not equipping them with the skills and information needed for particular jobs. In fact, attempting that would be a serious mistake. As NEP 2020 points out, one doesn’t know what job one would need to do in the future, and what abilities it would require. A liberal arts education prepares one for a variety of jobs, and transitions across jobs. Such an education is crucial in today’s fast changing world. Clearly, our undergraduate education needs careful revamping. However, unemployability is only a symptom of the problem, not its cause. The cause, what makes our system of education dysfunctional, lies in the fact that we mass produce degree holders who are not educated in the real sense of the word.

What does ‘educated’ mean? What distinguishes a well-educated degree holder from a poorly educated degree holder? And what is the difference between a well-trained degree holder, and a well-educated degree holder? The answer lies in the attributes that we have indicated as being those of a generally educated person.

The general education strand needs to be common for all programs, in suitable proportion. And a well-educated person will automatically have the attributes that make them employable if they choose the path of employment. They would have already acquired enough capabilities to make a decent living through self-employment. This includes a change in our culture, about our attitudes of ‘respectable’ and not so respectable career paths. we need a culture in which farmers, tailors, cooks, goldsmiths, wood workers, tabla makers, and home makers are as equally respected in society as IAS officers, CEOs, doctors, engineers and lawyers. The undue glamour attached to hollow ‘graduate degrees’ needs to be recalibrated. We need citizens to be well- educated whether or not they have degrees and certificates, whether or not they are home makers or CEOs. If not, our society will continue to be dysfunctional.

As mentioned earlier, unless tempered with considerations of excellence in quality, the pursuit of employability can be detrimental to the quality of education we provide. We may now add that even for employability, the pursuit of educatedness ought to be the primary consideration.

Table-1 indicators of Quality of Higher Education Programmes

Type of Program indicators

Doctoral Number of students from prestigious universities abroad seeking admission to Indian programs; number of publications and citation index of the graduates after they have graduated; appointments in prestigious organizations

Master’s: Research-Oriented

Admission to prestigious PhD programs

Master’s: Professional

Number of high caliber specialist practitioners

Master’s in Basic subjects

Number of graduates with specialist understanding capableof innovative application.

Undergraduate: Master’s- oriented

Number of graduates admitted to high caliber PhD programs abroad

Undergraduate: Professional

Number of high caliber general practitioners

Undergraduate: Vocational

Number of accomplished practitioners

Undergraduate:Educatedness-Oriented

The educatedness of the graduates, as measured in terms of a test that probes in the relevant attributes


Educatedness is a concretization of the aspirations of liberal education recommended in the NEP 2020. General Education includes the ideas of liberal education, but goes beyond it in many respects. As the NEP 2020 recommends, we believe that some of the courses in the general education program can and should be introduced in Professional Bachelor’s Programs such as BE, B.Tech, MBBS, LLB, BArch, B.Pharm., and such.

It is unwise to prioritize one domain of knowledge over another in terms of their practical considerations. All types of knowledge are equally good and important. Undue overemphasis or glamorization of particular disciplines such as technology or medicine is conducive neither for education system nor for the society. For instance more focus on STEM (Science, Technology, Engineering, Mathematics) or within science more emphasis on PCM stream (Physics Chemistry, Mathematics) has adversely impacted disciplines of humanities and social science. After independence, our governments promoted more number of premium national institutes in technology, management and medicine such as IITs, IIMs and AIIMS, which is good. However, importance of similar stature national institutes in humanities and social sciences should not have been ignored. The creation of unitary institutions and national research laboratories in the higher hierarchy to the universities and continuation of affiliating college system are few other problems of Indian higher education system. A concept of typical Indian Institute of Technology, Indian Institute of Management, All India Institute of Medical Sciences and such has created uni- dimensional individuals with myopic vision or possibly underdeveloped right brain. For a large and culturally diverse society like India, a comprehensive seat of learning with multiple disciplines of knowledge is necessary. The NEP 2020 makes this clear by defining the term University correctly. Making a significant improvement in terms of the quality of education and parameters of educatedness should be an important target for 2040.

Transforming the Ethos of Education

The strategies recommended in the previous sections are bound to create a profound transformation of education in India, all the way from pre-school to doctorate. Thus, the role of the educational culture

that these changes are to be located in should not be underestimated. This would mean slow and patient efforts to educate the students, their parents, teachers, textbook writers and editors, education administrators, NGOs, education boards, and policy makers on what these changes represent and how we can affect the cultural transformation needed for the changes. The paradigm of Intelligence-and-Wellbeing-Oriented liberal education is different from the currently predominant Economy-Oriented formal education, which carry the following axioms on the purpose of education:

a. Economic advancement of the Individual in the view of typical learners and parents. To help the young do well in exams so that they can proceed to specialized higher studies to help them compete in the job market to make a good living

b. Economic advancement of Corporations in the view of the corporate sector. To equip the young with the information and skills to make them employable, to serve the manpower needs of the industry

c. Economic advancement of the Nation in the view of the government. To develop the human resource needs for the economic progress of the nation

In terms of the economy-oriented paradigm of education, we see that economic advancement or economic development (often measured in terms of GDP) is economic flourishing, as one of the strands of flourishing. In terms of this general concept, consider the following positions on the purpose of education:

d. Future Flourishing of the Learner: To help the young develop the capacity to work towards their biological, material/economic, emotional, intellectual, aesthetic, and ethical flourishing.

e. Future Flourishing of the Nation: To help the young develop the capacity to work towards the collective material/economic, socio-emotional, intellectual, aesthetic, and ethical flourishing of the nation.

f. Future Global Flourishing: To help the young develop the capacity to work towards the material/economic, socio-emotional, intellectual, aesthetic, and ethical well-being of the planet and its creatures, including humans.


The well-being oriented paradigm of education assigns priority to d-f, but it includes a-c. Within the economy-oriented paradigm, students and parents are concerned only with certificates from prestigious institutions and programs, and the grades they are assigned in these programs. So they often ask about the ‘scope’ of a particular degree, by which what they mean is - If the students get a degree in X from institution Y, how much money can they make?

Such campus placement-based, salary package-driven education culture may bedetrimental to basic ethos of education.

we need to educate the entire nation to switch from degrees and grades to the quality of learning. Educated people in the true sense have a far better opportunity to pursue their well-being, including economic well-being. The NEP 2020 rightly states that one never actually knows what one’s job is going to be in the long term, or what work it will entail. The purpose of a liberal arts education is not simply to prepare for one’s first job, but also for one’s second job, third job, and beyond. With the coming fourth industrial revolution, and the rapidly changing employment landscape, a liberal arts education is more important and useful for one’s employment than ever before. This is what we must help students, parents, and others understand and appreciate, so that they can wean themselves from the culture of Economy-Oriented formal education to the culture of Intelligence-and-Wellbeing-Oriented liberal education. That is going to a gigantic task.

initiatives implemented

The University Grants Commission (UGC) has taken a number of significant initiatives to improve the quality of higher education along with promoting quality, access and equity. The ten verticals of UGC Quality Mandate include: Student Induction Program, Learning Outcomes based Curriculum Framework; ICT in Teaching Learning Process; Life skills; Social and Industry Connect; Evaluation Reforms; Career Progression and Alumni Network; Faculty Development and Mentoring; Strengthening accreditation process, and promoting Research and Innovation. The focus on value based education and respect to environment and sustainability have been strengthened through Mulya Pravaha for value education and Satat guidelines for sustainable campus.

Additionally, in line with the NEP 2020 recommendations of liberal education with a multiple- entry multiple-exit mechanism, the UGC is attempting to create a student-centric, flexible, multidisciplinary academic system. The Academic Bank of Credit (ABC) Bank is one such step in this direction. A new Scheme for Trans-disciplinary Research for India’s Developing Economy (STRIDE) to promote quality research by faculty and students has been announced. The UGC has set up a Consortium for Academic and Research Ethics (CARE) to identify, continuously monitor, and maintain a ‘Reference List of Quality Journals’ across disciplines. The Semester Outreach Program, Service Learning, Embedded Internship Programs, Apprenticeships, Work-Linked Education Programs are few more examples of new initiatives in the advanced stage of implementation.

A National Think Tank

To think through, oversee, and implement the intended initiatives the government should set up a National Think Tank (NTT), to be responsible for putting together detailed syllabuses, teaching- learning materials, recommended pedagogical strategies, assessment tasks, and policies, grounded in sound educational philosophy, and the cognitive neuroscience of learning.

As part of NTT, a team of high calibre educator-thinkers should be established on priority to develop the Program Syllabuses, sequenced syllabuses, textbooks, MOOCs, assessment tasks, and teaching resources. The next step would be to select a few highly motivated teachers from the academia across the country, to be trained as mentors to provide value-added help to the learners who need additional help to learn from the MOOCs and textbooks.

It is not necessary that NTT be housed in a centralised building in a capital. We may view this as a distributed network, with members working from different locations, but interacting with one another through the digital channels, and coming together when needed, for face-to-face meetings. We recommend that NTT be composed of different clusters of specialisations, and different layers, ranging from the national, to the state and to high calibre individual institutes and universities.


Conclusion

In this chapter, we have attempted to connect a philosophical vision of the future of India with what learners actually learn, and how teachers help them to learn. Working out that connection with sufficient clarity and precision is an important means to achieve the vision, resulting in a gradual transformation over the next thirty years.

The vision and its actualisation would be mediated through a clear statement of an educational philosophy of the ultimate purpose of institutional education, from KG to PhD. The design of curricula for various programs need to be guided by that purpose, with the Program Syllabus clearly spelling out the understanding, abilities, habits of thought and attitudes that we expect students to imbibe through the program. To achieve the learning outcomes specified by the Program Syllabus, we need to produce learning materials for students as well as resources for teachers. For the success of the programs, the assessment tasks need to be designed such that they actually probe into the learning outcomes specified in the syllabus.

At the heart of these proposals is the thrust on Higher Order Cognitive Capacities (HOCCs) mentioned in NEP 2020. What we have presented in this chapter may be viewed as a detailed action plan to achieve those outcomes.

Central to this enterprise is a clear understanding of what we expect of educated citizens, regardless of their specialisation, career paths, or professions. In alignment with this idea, the chapter has outlined a desired syllabus for General Education as a strand that runs from school education to PhD. The programs of specialised education such as Bachelors in Physics, professional education such as Civil Engineering, and vocational training such as Physiotherapy, need to be built on the foundations provided by the General Education Curriculum.

As part of this enterprise, we have made several specific proposals. One of them involves going beyond campus learning to such paths as learning from curetted internet resources, service learning and apprenticeship learning. We also propose a way of unifying the ethos and substance of Ancient Indian knowledge with the ethos and substance of modern knowledge, using examples from medicine, logic, and philosophy.

Finally, to actualise the vision and linked proposals, we have recommended setting up a NTT as a virtual, multi-sector, multi-speciality think tank to provide extensive professional guidance and oversight.

Acknowledgment

The authors thank Prof. Dhande, former Director, II T Kanpur for reviewing the draft and for offering valuable suggestions.

disclaimer

The views expressed in this chapter are personal positions of the authors. We have restricted scope of this chapter mainly to scholarly academic aspects and have refrained from discussing the structure and governance aspects. We feel that ‘Structure should follow the Strategy, which should follow Goals and Purpose’ and NO T the other way. We feel that the Laws and Regulations should be primarily based on academic pursuit and not merely to suit administrative, political or economic conveniences. We have tried our best to articulate a global position on higher education that would be of value to India, and at the same time, attractive to the pursuit of higher education outside India, without any intention to either glorify or undermine any historical, geographical, or cultural perspectives. Several terms, concepts and models in this chapter have not been fleshed out in detail due to limitations of space. However, a more elaborate version with extensive examples will soon be available, perhaps with a range of position papers on the different strands briefly mentioned in the chapter.


National Education Policy–2020 released under the flagship of Hon’ble Prime Minister Shri Narendra Modiji and the guidance of Hon’ble Education Minister, Shri Ramesh Pokhariyal ji is forward-looking and aims to fulfill the requirements of 21st century bharat. it has the holistic aim of transforming the nation to a “more vibrant, socially engaged, cooperative communities and a happier, cohesive, cultured, productive, innovative, progressive and prosperous nation” (GoI, 2020). It covers the targets of Sustainable Development Goals as well. The success of the policy however, depends on the successful implementation and practice of the same. This article shall examine the policy’s vision in purview of the higher education system and aim to provide solutions for realising the same. The policy recommends institutional restructuring while overhauling the whole Higher Education system. Some of the recommendations along with implementation strategies are presented here.

large Multidisciplinary Universities

The policy envisions transforming higher education institutions into large multidisciplinary universities with more than 3,000 or more students. This transformation requires a huge investment in terms of not only infrastructure but human personnel too. Open and Distance Learning universities can suffice this vision because the structure and system of the open universities are such that they have study centres across the states in case of state universities and whole country in case of IGNOU. In India, there are 16 State Open Universities including two new ones in Punjab and Kerala. They are spread across vast geographical areas, covering every district as well as urban and rural areas in the state they are established in. Unlike conventional universities and colleges, these do not have fixed number of seats for admitting the students in most of the courses; allowing them to reach more than 3,000 students at any given point of time. Though UGC ODL Regulation as well as other regulatory

bodies with whose approval Open Universities offer ODL programmes have norms for the number of students that can be admitted, still they have more scope for more numbers to be accommodated. Open universities also have flexible system which allows them to offer a vast variety of courses ranging from arts, humanities, social sciences, languages, sciences, vocational and professional courses as well. India has a rich heritage of knowledge from ancient Indian universities like Takshashila and Nalanda, which were large multidisciplinary research and teaching universities.

The legacy can be best implemented by central and state open universities of the nation.

research and Teaching intensive Universities

Since the policy lays equal importance on quality teaching and research-intensive universities, it widens the spectrum of functioning of universities. They will not only be limited to offering regular graduate and post-graduate programmes, but also be the facilitators in research activities and teaching multidisciplinary and skill-oriented courses. Open universities may be able to execute these activities with more ease, as their faculty, academic counselors and expert resource persons are not confined to one particular premise. Also, many conventional universities are mostly categorised by a particular field, like Sports, Engineering, Technological, or Agricultural; Open Universities on the other hand are more flexible in this regard as through the online or offline modes they can offer a wide variety of subjects to students, and also cater to the local needs in the form of offering courses on local languages and local skills. In the 21st century, one is beginning to witness a shift towards ODL and Online Teaching and Learning, which has been emphasised by National Education Policy too. In fact, research through Open and Distance Learning or online modes will be of equal importance. Open universities can play role as a centre or hub for the research on ODL or online teaching learning.

Community Engagement

community engagement is one of the key focus areas of this policy. Open universities can engage in

open and distance learning as a Solution to the Challenges in implementation of National Education Policy–2020

Ami Upadhyay*

* Vice Chancellor, Dr. Babasaheb Ambedkar Open University- Ahmedabad- 382 481 Gujarat


various different forms in community service and community engagement. Through the network of study centres, open universities can reach the unreached areas and districts. As a part of holistic education, local population can be enrolled in higher education by engaging them with local industry, businesses, arts, crafts, skills, etc. Environment education, value-based education, management of natural resources, sustainable development, etc., can be easily included in the list of subjects in curriculum and even a set of programmes with the same thrust area can be introduced by open universities to gainfully engage the youth and adults of rural and urban areas through study centres and regional centres across respective states. As a part of social responsibility, open universities also have the scope of adopting certain villages, wherein they will be responsible for education, spreading awareness and providing them with the basic rights. Girls and women can be encouraged, trained and be imparted with skills to make them socially and economically independent. Open universities can create a group of mentors and educate these girls to create leaders of tomorrow. Hence, all-round community engagement is more feasible with the structure and system of open universities.

Gross Enrolment ratio The policy also aims to increase the Gross

Enrolment Ratio in higher education from 26.3 per cent (2018) to 50 per cent by 2035. It says, “More HEIs shall be established and developed in underserved regions to ensure full access, equity, and inclusion. There shall, by 2030, be at least one large multidisciplinary HEI in or near every district” (Goi, 2020). Gross Enrolment Ratio is one of the major challenges that our nation is striving to meet. In this field also, open universities reach out to the underserved regions, where conventional universities have lesser scope. Growth, development and strengthening of open universities can efficiently attract larger student enrolments. Open universities have the pedagogy which can cater to a number students by engaging them with self-learning material, academic counseling, extra-curricular and co-curricular activities, training and raising awareness, and more. The policy mentions establishing a large multidisciplinary HEI near every district. Open universities already have a network of study centres established in every district under their territory and this can make a note-worthy improvement in the Gross Enrolment Ratio of the state and eventually the nation.

Promotion of Cultural Studies and 64 Kalaas/Arts

This visionary policy establishes that being well educated in one’s language, culture, and traditions is a huge benefit to educational, social, and technological advancement of an individual as well as that of the nation. There is a need to develop a curriculum and pedagogy in the coming years that are going to be strongly rooted in our local culture, tradition, heritage, custom, language, philosophy, and promoting traditional ways of learning. This policy aims at resurrection of lost native treasures such as languages, arts and culture, which are the pre-requisites of creating globally competent, skilled and dynamic individuals. The policy states: “Students are the prime stakeholders in the education system. Vibrant campus life is essential for high-quality teaching-learning processes. Towards this end, students will be given plenty of opportunities for participation in sports, culture/arts clubs, eco-clubs, activity clubs, community service projects, etc,” (GoI,2020).

Here, it is to draw one’s attention towards the roles and responsibilities of state open universities to promote the local culture relating to the State, with case of Dr Babasaheb Ambedkar Open University, Gujarat. Gujarat is a land of cultural richness and diversity, which is the pride or identity of Gujarat— ‘Asmita of Gujarat’. Each state open university can be encouraged and funded for establishing a cultural centre, which would be a holistic hub for teaching and research, and also be a reservoir of culture, known as State Asmita Centre like bAOU can establish ‘Gujarat Asmita and Research Centre’. Gujarat Asmita and Research Centre established by state open university will be able to further follow suggestions by the NEP fruitfully, having study centres/learner support centres across Gujarat with local staff and support.

Policy intends to develop HEIs that teach in local/ •Indian languages; People's Linguistic Survey of India (PLSI) initiated by the Bhasha Research and Publication Center (BRPC) identified that, in Gujarat, 50 languages including 24 are spoken in tribal regions, 11 of nomadic communities and five from the coastal region. Gujarat is among six states in the country that have over 40 languages. Now having Learner Support Centres in all these regions, it will be surely convenient as well as advantegeous for open universities to work fruitfully.


Promoting local Literature can be effectively done •by state open universities; well-known laureates of Gujarati literature are Hemchandracharya, Narsinh Mehta, Mirabai, Akho, Govardhanram Tripathi, Mahatma Gandhi, KM Munshi, Umashankar Joshi, Zaverchand Meghani and many more. Literature in the form of bhajans, bhavais, poetry, novels, and dramas are rich and picturesque, depicting “shaurya-gatha” of Gujarat and its “asmita”. BAOU has UG as well as PG in Gujarati Literature and the same in Hindi and English too. Even the courses on Translation Studies add value to literature studies what the NEP talks about.

This will also provide impetus to Translation •Studies, translation and interpretation of literary works, and serve as well as support the purpose and workings of the visionary establishment of Indian Institute of Translation and Interpretation with their wide pool of regional and international language experts. It shall encourage the translation of rich and uplifting literature of the nation and provide such books for the interested learners in regional languages. This will also translate great Gujarati literature in Hindi as well as English for the readers and researchers across the globe.

The policy also intends to mainstream the •inevitable features of culture such as the knowledge of Music, Festivals, Art and Craft. Gujarati folk music, indigenous to the state, originating from the Barot, Gadhvi and Charan communities, is well-received across the globe. It will also resurrect the use of local musical instruments. Knowledge of festivals reawakens the lost rituals, customs and traditions which are closely related to ancient Indian knowledge systems and mythology.

Promotion of local art and craft, and handicraft •skills, is another recommendation made by the policy; art and crafts of Gujarat are most unique and are not only popular within the Indian continent, but also across the world. This industry of art and crafts of Gujarat consists of a number of jewelry, metalwork, embroidery, furniture, clay items, handmade carpets (durries), stone crafts, and other materials. The brass industry in Jamnagar is considered to be one of the largest in India. There are a wide range of embroideries, such as Rabari, Bavaria and Banni

embroidery, and Patola embroidery, which is the prime style that stands out from them all. Paintings, Warli art, Tangalia and Woodcraft are indigenous arts, which have turned into major industries. Activities like teaching-learning of art and craft shall promote the craftsmen, artisans, and generate trade and business of the local products. These activities will eventually lead to the success of ‘Make in India’ movement. Under Recognizing Prior Learning (RPL) Open university can introduce these skill courses helping these industries to flourish as well as strengthening villages discouraging forced urbanisation.

National Education Policy talks of visiting •another state for ten days to understand the culture of that state. In this case, state open universities can play the role as a link connecting to cultural study centres of that state. Through these state open universities, students can have easy access to education as well as its art and culture. In the case of Gujarat, the state has many Gujarats within it. Gujarati culture at Kutch is different from Gujarati culture at Dang-Aahava or Dharampur or Bhavnagaror Choota Udepur. So, a state open university if funded and directed in a proper way, can provide every facility related to the cultural studies and research.

It will have everything that will help students •to understand the languages, literature, history, mythology, food habits, habitats, art, lifestyle, etc. After staying with university for three or four days, studying the culture and having a glance over it, the learner may choose to visit the part of Gujarat of his own choice.

cultural studies should not be limited to the •school level, but should be an important aspect during higher education as well. The structure and infrastructure of state open universities is such that it has wider canvas in terms of access and reach to the masses of the state. Our university has a robust network of more than 200 study centres/regional centres across Gujarat, connecting major districts as well as interior belts.

Every year, the university enrolls thousands of •students; hence, it has the potential to reach out to artists and craftsmen who shall teach arts and skills to generate employable individuals. It might not be possible for some universities to arrange


for teachers/trainers for various languages under three language formula described in National Education Policy 2020 or artists for 64 arts. In that case Open Universities can do that quite easily by preparing course content, courses, programmes.

Further, not only higher education, but policy •has introduced the concept of teaching home language/regional language to children till the 5th Standard, in this scenario, state open universities can offer their crash courses/certificate courses for training English medium teachers in regional languages. This shall be a suitable and cost-effective alternative for training teachers to teach in the local language.

Each state open university is linked with its study •centres/regional centres across the state; in this situation, each centre can be a Language Lab for training teachers as well as Skill Lab with regards to the promotion of arts, languages and culture. For example, Kutch Centre of Dr Babasaheb Ambedkar Open University runs a Skill Lab for teaching Kutchi art, culture, language, handicraft, and local skills. Further, to know Gujarat means to know the cities and districts of the state such as Kutch, Dwarka, Champaner, Dang, Chhota Udaipur, Saputara, and more. Each one has its own local language, literature, culture, arts, handicrafts, skills, festivals, traditions, customs, rituals, belief-system, and more.

Moreover, state open university and its own •cultural centre can be a potential one-spot destination, providing the flavour of the entire state of Gujarat in terms of Cultural Studies, Translation Studies, Promotion of Arts, Languages and Culture in all the possible forms and means as Gujarat attracts lakhs of tourists every year.

Conclusion

Presently, there are 14+2 state open universities in India. If each state open university establishes its own cultural centre, it will prove to be a huge contribution in the successful implementation of National Education Policy 2020 with regards to the “Promotion of Indian Languages, Arts and Culture”.

If state open universities offer their Cultural Studies’ courses and programmes in both online and offline modes across all study centres; it will fulfill the purpose of Choice Based Credit System and Academic Credit Bank, such that a learner from any state can learn the culture of other states of the nation. Strengthening open universities shall surely increase Gross Enrolment Ratio, promote Open/Distance/Online Learning, and at the same time it will boost teaching-learning-research in the areas of Language/Art/Cultural Studies.

It can be culminated thus that certain vital issues and challenges that our nation might face in the implementation of this forward-looking National Education Policy can be resolved with Open Universities and Open and Distance Learning system. The policy states, “It is through the development of a strong sense and knowledge of their own cultural history, arts, languages, and traditions that children can build a positive cultural identity and self-esteem.” (NEP, 2020, pg. 53) Fact of the matter is that cultural awareness results in an individual’s growth and societal development.

They will be able to create individuals who are rooted in ‘Bharatiyata’ and yet possess global competency. Our nation’s Open and Distance Learning system will not only solve the issues of higher education, but will also be instrumental in achieving targets of Sustainable Development Goals and Government of India’s initiatives like ‘Beti Bachao, Beti Padhao’, ‘Make in India’, ‘Digital India’, ‘Ek Bharat Shrestha Bharat’ and more, as initiated by the Hon’ble Prime Minister Shri Narendra Modiji.

references

1. India (2020). National Education Policy—2020, Ministry of Human Resource Development, Government of India.

2. Mittal, Pankaj and Sistla Rama Devi Pani. (Ed.) (2020). Reimagining Indian Universities. New Delhi: Association of Indian Universities.

3. Pandey, Umesh Chandra and Verlaxmi Indrakanti. (Ed.) (2018). Open and Distance Learning Initiatives for Sustainable Development. Hershey PA: IGI Global.


* Senior Fellow, Observer Research Foundation, NKM International House, 5th Floor, 178, Backbay Reclamation, Babubhai Chinai Marg, Mumbai-400020, E-mail: [email protected]

in the months since the National Education Policy–2020 (NEP–2020) has been made available to the public [GoI, 2020], widespread discussions and debates on all aspects of the policy have been taking place throughout the country. It is generally acknowledged that the policy is a transformational one, capable of delivering the necessary changes to the indian education system. indian youth constitute one of the youngest populations in the world [SRS 2018], and the NEP–2020 can enable them to realise their potential as a workforce, not just for their own benefit and that of their families but also that of society, the economy, and the country. The Prime Minister has been exhorting everyone to seize the opportunity to turn the new decade into India’s decade. However, it is also apparent that the transformative potential of the policy cannot be leveraged by students unless all empowered stakeholders in the system – managements of higher education institutions (HEIs), faculty members and staff, decision makers in governments both at the Centre and in the states, and all regulating and professional standard setting bodies – imbibe the spirit of the policy and collaborate towards creating the flexible, responsive, yet integrated higher education system that can cater to the interests and aspirations of individual students. Successful implementation of the policy calls for leadership at all levels, by educators and educationists, managements of institutions, and most of all by motivated faculty members who are willing to lead the transformation.

The challenges facing the Indian higher education system are well known and well documented in multiple reports prepared by expert committees and researchers [NKC 2009, YPC 2009, DNEP 2019, Wadia and Shamsu 2020]. These include: i) the extreme fragmentation of our educational institutions with as much as 64% of our colleges enrolling less than 500 students [AISHE 2019]; ii) the early specialisation and streaming of students into disciplinary silos; iii) persistent challenges of access to higher education for many groups of disadvantaged students; iv) the

lack of institutional and faculty autonomy; v) the relatively unattractive working conditions and career progression of faculty; vi) the neglect of research at universities and colleges; vii) poor governance and leadership of HEIs, both public and private; and viii) a regulatory system that has unfortunately stifled innovation and creativity rather than encourage it [DNEP 2019]. The NEP 2020 has taken cognisance of these challenges and put forward a comprehensive and cohesive policy that addresses all of them. The difficulty with implementing the policy, however, is that it describes the vision for the future higher education system of India in vivid detail but does not prescribe the pathways for realising the vision. The policy leaves it to the leadership of HEIs, supported by their faculty members, to chart their own individual pathways towards the transformed higher education system envisaged in the policy. The task of dismantling the old reality and constructing a new one poses considerable challenges and will not be easy to accomplish. This article argues that the compass that can guide implementers every step of the way is a keen understanding of the spirit of the policy. It illustrates how the spirit of NEP–2020 can help to make appropriate implementation choices.

Although most of the recommendations in the DNEP 2019 have become part of NEP 2020, there are two key recommendations that have not been accepted. These include: i) the suggestion to create a new National Education Commission (NEC) or the Rashtriya Shiksha Aayog (RSA) in DNEP 2019. Its role has instead been assigned to a strengthened Central Advisory Board of Education (CABE) in NEP 2020; and ii) the suggestion in DNEP 2019 to have professional councils continue to regulate professional practice but give up their regulatory role with regard to educational institutions and education in the respective professions, has not been accepted in the case of legal and medical education. This article discusses the rationale and the spirit behind these recommendations in DNEP 2019.

The Spirit of NEP 2020: A Keen Focus on Students

The NEP 2020 is centred around students - their abilities, their interests, and their aspirations - and

The Spirit of the National Education Policy–2020: The Pole Star for implementers

leena Chandran Wadia*


the policy seeks to create an enabling and flexible framework that HEIs can make use of to support each individual student. ‘It is based on the principle that education must develop not only cognitive capacities - both the ‘foundational capacities’ of literacy and numeracy including scientific, ICT, financial, and cultural and civic literacy, and ‘higher-order’ cognitive capacities, such as critical thinking and problem solving – but also social, ethical, and emotional capacities and dispositions’ [NEP 2020]. The policy therefore emphasises multidisciplinary education that provides students with considerable choice across subjects in the arts, humanities, social sciences, and sciences, and also includes sports, vocational and professional subjects.

In this spirit it becomes natural for HEIs to offer the new four-year undergraduate program (FYUP) that creates the space for students to explore their interests and to acquire a broad-based liberal education that gives them the exposure and the perspective they need, for life and for citizenship. This is in line with the aim of the policy of ‘producing engaged, productive, and contributing citizens for building an equitable, inclusive, and plural society as envisaged by our Constitution’ [NEP 2020]. Naturally HEIs will have to assist students with exercising their choices and with making the best of such opportunities through providing them with career counselling and guidance. HEIs in turn are empowered by the policy to enable student choice to the maximum extent possible, particularly through the Academic Bank of Credits that enables sharing of courses within and across institutions, both public and private. Student choice must also be made available, to the extent possible, within the 3-year undergraduate program. The latter has been retained by the policy keeping in mind the need for flexibility of options for HEIs as well as students, particularly those who have concerns about affordability. NEP 2020 also enables cluster approaches to providing multidisciplinary education and also commits to setting up model, public, multidisciplinary education and research universities (MERUs), that will aim to set the highest standards for multidisciplinary education in India.

The provisions in NEP 2020 for equity and inclusion, beyond the regular provisions for affirmative action include: i) the introduction of special education zones, particularly in the aspirational districts, to balance the disadvantages due to geography; ii) the option for HEIs to offer higher education in Indian languages for students who have completed school education in the vernacular medium; as

also iii) a ‘Gender-Inclusion Fund’ to combat the systematic dropouts observed among women across all categories [Varghese et. al. 2019]; among others. HEIs on their part, the bulk of whom are in the private sector, are being supported and urged by the policy, to appreciate the power of inclusivity and diversity within a classroom to enhance the quality of education, and to provide scholarships for up to 50% of students. The multiple entry and exit option introduced in the policy will also support students who have dropped out for either financial or social reasons, by giving them an opportunity to return to their studies at a later date. In the long term, lifelong learning will be enabled for youth and adults across all disciplines, through the multiple entry and exit option, coupled with the Academic Bank of Credits and the provisions for vertical and horizontal mobility across disciplines, enabled through the defining of a National Higher Education Qualification Framework (NHEQF) suitably intertwined with the existing National Skills Qualification Framework [NSQF 2013].

The policy relies on HEIs and their faculty members to inculcate critical thinking, problem solving, collaboration, communication, and several other 21st century skills through the exploration of alternative pedagogies involving learning by doing, teamwork etc., and through the integration of vocational education. Such an approach is consistent with the spirit of the policy of empowering students and helping them explore their abilities and interests in a holistic manner. Providing vocational education through HEIs has the potential to not just provide jobs to students and contribute to the economy, but to bring HEIs closer to industry and to their communities, valuable connects that are either weak or non-existent at present. With the advent of Industry 4.0 and emerging technologies such as robotics, nano technology, quantum computing, internet of things, autonomous vehicles and so on, the traditional distinction between white-collar work following university education and blue-collar work following vocational education has blurred considerably, a development that will help to combat the mindset prevalent today that vocational education is inferior. A report by the Ministry of IT, Government of India, called out a USD 1 trillion digital opportunity for India which led to NASSCOM partnering with the government to launch India’s digital skilling platform Future Skills Prime on November 18, 2020 [Wadia and Dabir 2020]. That vocational education is seeing


considerable uptake from students is clear from the fact that the Bachelor of Vocation (B.Voc.) degree launched by the UGC in 2013, to provide vocational education and skill development as part of college/university education, has grown from an initial list of just 127 colleges approved in 2014, to nearly 1000 as of the academic year 2020-211. Some innovative models for B.Voc. have also come to the fore such as that of the School of Vocational Education at the Tata Institute of Social Sciences (TISS), Mumbai, and of the Dayalbagh Educational Institute, Agra, among others [Wadia and Dabir 2020]. More HEIs can come forward to devise innovative and effective ways of partnering with industry for their mutual benefit and for the benefit of students.

Post-graduate Education, research and the Empowerment of Faculty Members

Masters and PhD programs in the country suffer from low enrolments, just 10.81% and 0.45% respectively [AISHE 2019], and many are not of very high quality. The consequence is that faculty members in higher education, most of whom are inducted after their Masters’ degree, do not receive adequate pre-service training that covers training in pedagogies. Induction training for new faculty by the HEIs themselves is also relatively rare, so training of teachers relies mainly on faculty development programmes. Given that most Masters’ programmes in the country do not have a research component, many faculty members also do not have training and experience in conducting research. The emphasis of the new National Research Foundation (NRF) announced in policy, on capacity building within the university system is therefore very natural and represents a huge opportunity for faculty members to take advantage of the mentoring as well as the research funding that the NRF will provide, to conduct meaningful research.

Neither innovations in teaching nor leveraging of opportunities for research can occur without conducive working conditions for faculty members. These include freedom from contract work, decent wages, and the autonomy to exercise their own judgement with regard to curriculum, pedagogy and assessment of students. The clear signal sent out by NEP 2020, of phasing out the affiliation system and providing graded autonomy to colleges, will in time return the responsibility for quality education into the hands of the faculty members. HEIs that recognise this fact and invest in their faculty members will be

able to compete successfully among their peers to attract students. Faulty members in turn will have to take the initiative to create a vibrant learning environment for students. Their efforts must be supported by the managements through the adoption of a performance evaluation system that gives credit to faculty members not just for teaching and research but also for their contributions to the development of the institution (through fund raising, consulting etc.) and to the well-being of students (through managing clubs, hostels etc., and overseeing other activities). Best practices with regard to cultivating excellence through autonomy and using enlightened methods of evaluating faculty exist already, as for instance in College of Engineering, Pune [Wadia and Sivakumar 2015]. These practices can be used as starting points by other HEIs for developing standards suited to their own conditions.

World over there are only a few ways to finance education. These include: i) philanthropic grants that are either outright grants or those that contribute towards the creation of corpus funds whose yields pay for education related expenditure; ii) grants from governments; ii) fees paid by students; iv) contributions by faculty in the form of revenues from consulting, from research grants, and from executive education and lifelong learning courses; v) revenues from stakes in companies incubated at the institution; and lastly, as a newer trend in many countries vi) revenues from the higher fees paid by large numbers of international students. In India it is only item ii) the revenue from student fees that sustains most institutions, besides limited grants from government for research. With more autonomy going ahead, faculty members at HEIs can play a critical role in helping to raise additional funds for their institutions through: i) bringing in research grants which generally carry overheads for the home institutions; ii) bringing in funds through consulting to industry and to governments; iii) introducing new and innovative courses for lifelong learners; and iv) by incubating start-up companies in collaboration with students and colleagues. These activities are relatively common in many developed countries and need to be grown in India in an organic manner.

Governance and regulation of Higher Education institutions

Complete autonomy for a large number of good-quality HEIs was the key lever for innovation envisaged in DNEP 2019. The NEP 2020 has modified


this recommendation and opted for graded autonomy, beginning with academic autonomy, as a matter of abundant caution. However, it is also important to keep in mind that in many situations such as the procurement of equipment for laboratories for instance, it is difficult for HEIs to exercise academic autonomy without financial autonomy. If a large number of HEIs can be given operational autonomy in the coming years, based on their accreditation scores, they will be able to invest in their faculty members, launch new courses, increase their intake in existing courses, encourage research, innovation and entrepreneurship, and so on. The NEP 2020 has stipulated that HEIs be run by Boards of Governors consisting of eminent individuals and alumni who are committed to education and to the institution. This will ensure that Vice-Chancellors receive considerable support, academically and administratively, in running their institutions.

Since autonomy will be granted on the basis of excellent accreditation scores, the infrastructure for accreditation will have to scaled up considerably so that every HEI is accredited at least once every five years. This will mean that many excellent educational institutions will have the opportunity to become independent accreditation institutions (AIs) that will work under the supervision of a meta-accrediting body, the National Accreditation Council (NAC), renamed from the present National Accreditation and Assessment Council (NAAC). Such a move will help AIs generate revenue for themselves. NAC may choose to use e-assessments as a preparatory step, prior to accreditation by AIs. If sufficient numbers of competent AIs can be identified, the desired goal of accrediting every HEI at least once in every five years will become attainable. NAc will need to ensure that AIs are not in conflict of interest with the institutions that they accredit.

The principle of separation of roles in governance and regulation, adopted in DNEP 2019, required that the functions of regulation, accreditation, funding and academic standard setting be entrusted to separate, independent, institutions. The NEP 2020 has instead made them independent verticals under an umbrella organisation namely the Higher Education Commission of India (HECI). This is likely to be a better solution given that the synergies between these four functions can be better exploited, but it is also critical that the independence of each institution is maintained. A very important

commitment in both DNEP 2019 and NEP 2020 is to keep regulation minimal and cede more autonomy to HEIs. It is expected that regulation will be made more effective through the use of technology to enforce transparent disclosure norms, relating to key information regarding the health of HEIs that is of value to students, parents and the public. The HECI is one of the most awaited pieces of legislation that is expected this year. In the meantime, existing regulators such as the UGC, AICTE, NCTE and the professional councils must begin preparing for the new regulatory approach by dismantling some of the excessive controls that exist at present. NAAC will need to prepare for its larger role as a meta-accrediting body by working out the processes that it will adopt towards ensuring the smooth functioning of the network of new accreditation institutions.

DNEP 2019 sought to ensure that the professional councils, which are membership organisations of practicing professionals such as doctors, lawyers etc., do not impinge on the autonomy of the faculty members at professional colleges. While they can continue to regulate their professional practice, DNEP 2019 expected these councils to allow faculty members, who are independent professionals in their own right, to function autonomously. This was a subtle change in the role envisaged for professional councils. The professional councils were to become professional standard setting bodies (PSSBs) that specify ‘graduate attributes’ in their respective disciplines. The HEIs and their faculty members would then use these guidelines to design curriculum and delivery and help to achieve the professional standards laid out by the councils. Of course, such a transition would only take place gradually, over a period to time, as more colleges offering professional education become autonomous, and more autonomous colleges and universities offering general education begin to offer professional education as envisaged by the policy. A multidisciplinary approach would enable collaborative research between researchers in medicine and engineering for instance, something that is not very prevalent in the country today but is sorely needed for the design and development of medical equipment, an industry2 worth USD 156 billion in the United States in 2017. The NEP 2020 has however, kept the regulation of education in medicine and law unchanged for the present, and outside the purview of its reforms. It may be worthwhile to review this decision in some years.

All HEIs need to be supported with an appropriate, supportive, legislative and regulatory


environment that enables them to achieve the goals set by NEP 2020. This requires the governments at the Centre and the states to create the necessary, conducive and responsive, legislative and regulatory regime, providing adequate funding, and monitoring towards quality control and smooth implementation of the policy.

Monitoring and Quality Control for Successful implementation

As mentioned earlier, the NEP–2020 replaces the National Education Commission (NEC) recommended in the DNEP 2019 with a remodelled and rejuvenated Central Advisory Board of Education (CABE). It is therefore worthwhile to examine the roles that were envisaged for the NEC since these must now be used as inputs to remodel cAbE.

As stated in DNEP 2019, ‘NEC will be responsible for developing, articulating, implementing, evaluating, and revising the vision of education in the country on a continuous and sustained basis. it will also create and oversee the institutional frameworks that will help achieve this vision’. The NEC was therefore meant to be a policy making as well as implementation body that would oversee the implementation of NEP 2020 over the projected two-decade long lifetime of the policy, making changes as often as necessary in order to ensure that the targeted goals are achieved.

The NEC was to draw upon the expertise of expert educators, educationists, researchers and professionals, who would form at least 50% of its composition, alongside ministers and officials from the various ministries involved in education, from both the Centre and the states. Given the frequent changes in leadership within governments and ministries, there is a lack of institutional memory that affects long term planning. It was anticipated that such a composition of the NEC would provide long-term continuity in decision making.

Ensuring the success of policy implementation is a challenging task and there is evidence to show that only one in seven policies succeed around the world [McGuiness and Slaughter 2019]. India’s own experience of implementing previous education policies is testimony to the fact that several decades later many aspects of previous policies remain either unimplemented or poorly implemented. This is because the spirit of the policy is rarely transmitted to implementers, and implementation plans rarely create feedback loops [McGuiness and Slaughter

2019]. It is therefore critical that the implementation plan of NEP 2020 includes provisions for continuous feedback gathering and the leveraging of data to evaluate what has worked or not worked, as part of assessment and monitoring of overall progress. The NEC was intended to take a long-term view, based on regular analysis of data gathered.

One additional role that NEc was intended to play was to coordinate between different ministries of the government engaged in education and skill development such as the Ministry of Women and Child Development that is involved in Early Childhood Care and Education (ECCE) and in helping to ensure the attainment of foundational literacy and numeracy; and the Ministry of Skill Development and Entrepreneurship (MSDE) that has an overlapping mandate with Ministry of Education with regard to provision of vocational education. The difficulties with working across ministerial boundaries are well known and the composition of the NEC was intended to help overcome these difficulties and preserve the interests of students. The suggestion that the Prime minister could head the NEc was also made primarily for this purpose, and for increased funding support during the long implementation phase.

Historically, CABE has been a mechanism for coordination between the states and centre with the primary participation coming from education ministers of all states and UTs. It will now need to be remodelled and rejuvenated to take on all the roles outlined above if success in implementation is to be assured.

ConclusionHEIs in India have remained at the periphery

of society for far too long. The NEP 2020 envisages that HEIs and their faculty members take centre stage through building bridges with industry and with their local communities, in order to give students the opportunities to learn in real life situations and become aware of the challenges and needs of society, the economy and the country. For instance, attaining SDG 4 ‘Quality Education: Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all’ with its seven targets, four of which are related to skill development and decent jobs will require that the goals of NEP 2020 are attained in full. Similarly, embracing the remaining SDGs and contributing to attaining their goals and targets can become a crucible for innovation and an important opportunity for HEIs to train youth for


millions of ‘Green jobs’ that are becoming available and to help them contribute to the economic growth; to contribute to increasing female participation in the workforce; to work towards a society with reduced inequalities; and to conduct research towards sustainable cities and communities, and climate action, among others.

NEP 2020 places the interests of students at the centre of all decision making and seeks to provide them with relevant and quality educational experiences that enable them to deal with a rapidly changing world. It envisages ushering in a new era of cultural transformation in the context of the realisation of a multi-dimensional and vibrant knowledge society. Every stakeholder in the education system must recognise this need for cultural transformation, identify his or her own role in it as appropriate, embrace it and practice it consistently with complete commitment. it is only when motivated faculty members, enlightened managements of HEIs, regulatory and standard-setting bodies, and officials within government departments imbibe the spirit of the policy in this manner, that its lofty goals can be achieved.

Acknowledgements I am thankful to Padma Vibhushan Prof K . Kasturirangan, Chairman, National Education Policy Committee for nominating me to author this article for AIU when he received request from AIU to contribute article for the publication. I am also thankful to him for reviewing the article and giving very detailed comments that have strengthened it considerably. Prof Kasturirangan is keen that all of us who worked with him during the preparation of the draft NEP–2019 contribute to spreading the spirit of the policy among all stakeholders. It is a privilege to accede to his wish and to share some of the rationale behind the policy recommendations through this article. I would also like to thank Dr Shakila Shamsu, former OSD (NEP), Department of Higher Education, Ministry of Education, for several useful discussions on the choice of topic for this article and for inputs on an early draft of the article.

Leena Chandran Wadia

Notes1. https://www.ugc.ac.in/pdfnews/3986236_NSQF-999-

newly-approved-institutions.pdf 2. https://www.selectusa.gov/medical-technology-industry-

united-states#:~:text=The%20United%20States%20remains%20the,to%20grow%20to%20%24208%20billion

references1. AISHE (2019).All India Survey of Higher Education,

Final Report 2018-19, Ministry of Human Resource Development, Government of India. http://aishe.nic.in/aishe/viewDocument.action?documentId=262

2. CABE (2005): Report of the Central Advisory Board of Education (CABE) Committee on Autonomy of Higher Education Institutions, June. https://mhrd.gov.in/sites/upload_files/mhrd/files/document-reports/AutonomyHEI.pdf

3. DNEP (2019).The Draft National Education Policy 2019 ,prepared by the Dr K. Kasturirangan Committee,https://www.education.gov.in/sites/upload_files/mhrd/files/Draft_NEP_2019_EN_Revised.pdf

4. McGuinness, Tara Dawson and Slaughter, Anne-Marie (2019). The New Practice of Public Problem Solving, Stanford Social Innovation Review, Spring 2019.

5. GoI (2020): National Education Policy 2020, Ministry of Human Resource Development, Government of India, July 2020. https://www.education.gov.in/sites/upload_files/mhrd/files/NEP_Final_English_0.pdf

6. National Knowledge Commission (2009).Reportto the Nation 2006-2009, Government of India https://www.aicte-india.org/reports/overview/Knowledge-Commission-Report

7. NSQF (2013): National Skills Qualification Framework, Ministry of Skill Development and Entrepreneurship,2013, https://www.msde.gov.in/nsqf.html

8. SRS (2018): Sample Registration System Statistical Report 2018, Office of the Registrar General & Census Commissioner, Ministry of Home Affairs, Government of India https://censusindia.gov.in/vital_statistics/SRS_Report_2018/9._Chap_2-Population_Composition-2018.pdf

9. Varghese, et al 2(019): Equity and Inclusion in Higher Education in India, CPHRE Research Papers12, NIEPA,2019 http://cprhe.niepa.ac.in/equity-and-inclusion-higher-education-india

10. Wadia, L C and Dabir, Neela(2020): Vocational Education First. State of the Education Report for India 2020: Technical and Vocational Education and Training (TVET), UNESCO New Delhi Office. https://unesdoc.unesco.org/ark:/48223/pf0000374969

11. Wadia L.C., and Shamsu S.T. (2020). Higher Education System. In: Sarangapani P.M., Pappu R. (eds) Handbook of Education Systems in South Asia. Global Education Systems. Springer, Singapore. https://doi.org/10.1007/978-981-13-3309-5_59-1

12. Wadia, L C and Sivakumar,A(2015).Excellence through Autonomy: Transformation of College of Engineering Pune into an IIT-like Institution, ORF Research Report https://www.researchgate.net/publication/341179528_Excel-lence_through_Autonomy_Transformation_of_College_of_Engineering_Pune_into_an_IIT-like_Institution

13. India (2009).Report of the Committee to Advise on ‘Renova-tion and Rejuvenation of Higher Education’, Yashpal Com-mittee Report, Department of Higher Education, MHRD 2009, https://www.education.gov.in/hi/report-committee-advise-renovation-and-rejuvenation-higher-education-prof-yashpal-committee-report


Higher Educational institutions in india are striving hard to initiate many quality assurance programmes in order to compete with the global standards. They have been implementing the recommendations made by the Government, Regulatory Bodies and the National Policies on Education. However, after thirty four years, the National Education Policy 2020 has come with a lot of initiatives and innovations. This being a very comprehensive document, highlights on School Education emphasizes on early childhood care, curriculum and pedagogy in schools, appointment of teachers and accreditation of school education.

Whereas, Higher Education is discussed in terms of quality universities and colleges, institutional restructuring and consolidation, towards more holistic and multi-disciplinary education, creating optimum learning environment and support for students, equity and inclusion, teacher education, quality academic research and transforming regulatory system.

The document, under the other key aspects emphasises on professional education, adult education and lifelong learning, promotion of Indian languages, arts and culture, technology integration and online and digital education. In order to make the recommendations happen, the policy document also suggests the need for strengthening the Central Advisory Board of Education (CABE), financial resources and the method of implementation. Among these, certain areas are already addressed in the earlier policy documents, whereas, the other areas are novel and unique which are to be addressed separately. In this article, a serious attempt is made to suggest a few action plans, which can be implemented in consultation with other experts in the field of education.

implementation Strategies

To Make Education HolisticHolistic education is the widely accepted

concept in higher education. Many universities have already come out with different models to make higher education socially acceptable and lead to the development of personal accomplishment of Individuals who can contribute to the productive society. This is possible only through the curriculum development and implementation. Every higher education Institution should openly declare in their Institutional website, the holistic model of education which they are intending to implement in their Institutions. This should lead to happier, cohesive, cultured individuals who can contribute to the progress and prosperity of the Nation.

Moving Towards More Multidisciplinary Universities and Colleges

As highlighted in the NEP 2020 document, there should be a paradigm shift from single specialized disciplines to multidisciplinary approach. This makes students of higher education to have broader and comprehensive knowledge of their areas, including professional, technical and vocational disciplines. The idea is very good, but there are some practical difficulties. multidisciplinary means more than two disciplines. Which means, how many? Three, four or more? To make this idea happen, UGC and other academic bodies can constitute expert committees and should come out with an action plan with an experimental curriculum that can be tried out in general education and later can be implemented in higher education Institutions.

Appointment of Faculty Members

The existing method of appointing faculty members has many loopholes. Assessment and Accreditation organizations have practically seen this. Teacher Eligibility Tests (TETs) should be made compulsory with proper weightage to content and pedagogy. For appointing faculty for teaching profession, demonstration of teaching should be made compulsory. There should be a separate Teachers Appointment Cell (TAC) both at the central and state level consisting of academicians from different backgrounds with lot of integrity, and with very strict appointing rules for good promotional opportunities. Candidates who have

roadmap for the Holistic implementation of the National Education Policy--2020

S C Sharma* and S Srikanta Swamy**

* Director, National Assessment and Accreditation Council, P. O. Box No. 1075, Nagarbhavi, Bangalore -560072, Karnataka, E-mail: [email protected]** Academic Consultant, Research and Analysis Wing, NAAC, Bangalore -560072.


passed, UGC-NET/JRF or SLET only to be appointed as it is vogue in the present practice.

Establishment of National research Foundation

Research is very essential in higher educational Institutions. All developed nations have given primary importance to research, which in turn helped them to find solutions and contribute for the welfare of the society. In India, much importance is not given to research with respect to finance and other supportive resources, compared to other countries. There can be little exceptions like Indian Institute of Science (IISc), Indian Institute of Technology (IIT), All India Institute of Medical Sciences (AIIMS) etc.

At present, in most of the higher education Institutions, research is encouraged to make the candidates to get the degree. In majority of researches the findings and results are not having functional applications. Why it is so? Are our researchers not capable of doing functional and need based researches? The answer lies on many factors such as lack of financial support, supervision and monitoring, and conducive atmosphere not leading to the development of research culture.

In this juncture, the establishment of National Research Foundation is really the need of the hour. This should be an Apex body under the direct control of the central government, consists of great scientists from all over India as well from reputed foreign universities, representing various disciplines. Subject specific steering committees should be formed. Short as well as long range objectives should be framed along with strict implementation rules. More funds should be reserved on par with International Research Forums. There should be a data base of currently available funds. A standard Assessment Tool can be developed which helps for allotting the funds more systematically as well as democratically. To decentralize and make it acceptable to all the states, State Research Foundation Cell can also be established. There should be separate Central Research Auditing Body (CRAB) to monitor the Foundation.

India’s per capita R&D expenditure has increased to PPP$ 47.2in 2017-18 from PPP$ 29.2in 2007-08.it is estimated to be 68.8 billion PPP$ in 2018-19.The following gives glimpse of R&D expenditure and the top spenders. The top 5 R&D spender’s are:1. China-2.2 % of GDP PPP

2. United States-2.7 %of GDP PPP3. Japan-3.2 % of GDP PPP4. Germany- 2.9% of GDP PPP5. South Korea- 4.3% GDP PPP

Socially and Economically deprived Groups (SEdGs)

Among the larger section of the student population who have no access to higher education includes women, economically weaker section, tribal students, rural students and students with distinctly diversified. No doubt, that our central and state governments have made great provisions, but especially for SEDG students aspiring for higher education and international education, more scholarship should be introduced for which there is an urgent need to review and restructure the schemes both at the central as well as the state level.

Curriculum and Pedagogy

The quality of higher education mainly depends on the curriculum designing/ planning and teaching learning process. Higher education institutions’ should be given more autonomy for developing the functional curriculum and should be properly monitored by accrediting agencies. There should be a separate department/ cell for curriculum designing at the university level, in the light of the expected 4 year degree courses;

There can be a Central Curriculum and Pedagogy Directorate(CCPD) similar to that of UGC, and prepare initial/experimental curriculum involving curriculum experts from outside India, for both UG and PG courses, based on multidisciplinary approach.

The CCPD can work with General Education Council and also with National Higher Education Qualification Framework (NHEQF) to frame curricular policies.

Teacher Education

The policy document highlights on the vital role of teacher education institutions in developing effective teachers to provide good quality school education.

Justice J.S. Verma Commission (2012) highlighted the sub standard way in which the teacher education institutions have given training leading to


selling of degrees for price, the commission point out that, “Regulatory efforts so far have neither been able to curb the malpractices in the system nor enforce basic standard for quality”.

The policy document suggests 2 year B.Ed and 1 year B.Ed to be introduced at higher education institutions depending upon the requirements. The policy also insists on the 4 year integrated B.Ed offered by multi-disciplinary higher education Institutions, that has to be made minimal degree qualification for school teachers.

The higher education institutions have to constitute a board and work out the modalities to introduce the courses for teacher education training programs. The National Testing Agencies to be established in order to select the candidates for teacher education programs. With respect to the Ph.d program, higher education institutions should prepare guidelines for teaching assistantship.

Technology platformmess using SWAYAM/DIKSHA should be developed to facilitate online short term training programs for in-service teachers. Since, the policy highlights on ‘Mentoring Process’, The National Mission for Mentoring should be established through higher education institutions.

In future, the role of NCTE will be like Professional Standard Setting Body (PSSB) for teacher education institutions.

Vocational Education

It should be given primary importance starting from the school level. As evident from the 12th five year plan (2012-2017), there are less than 5% of students who receive formal vocational education in the age group of 19-24 years whereas in USA is 52%, Germany 75% and South Korea 96%. Hence, vocational education in India should be revamped keeping the abilities, needs and interests of the students. In this regard, it is very much necessary to introduce special programs and curricula that help the students to specialize in some courses according to their areas of interest.

To this effect, it is necessary to bolster vocational education from its early stages via a differentiation of curricula or the creation of alternative ones.

Related to the previous point, there is another series of recommendations that focus on the need to

review the programs at the entry level in order to include students that could potentially benefit from this kind of education. In this way, it is not necessary for students to have been graduated from primary or secondary school in order to take advantage of vocational schooling, and benefit from its positive effects. In this respect, it is recommended to:

establish Rural Vocational Education Centers (RVEC) in collaboration with (Pradhan Mantri Kaushal Vikas Yojana (PMKVY) involving Industrial / Business Association.

include the vocational training programs, practical work experience according to the students’ professional objectives and that has real work value and work culture

develop assessment tools to establish periodic assessment systems for the training programs as well as vocational programmes.

regulatory System

The role and responsibilities of regulatory bodies are very crucial to monitor the quality of higher education institutions, starting from admissions to examinations. As evident from the functioning of the existing regulatory bodies, the monitoring mechanisms are not totally transparent. This has lead to malfunctioning of higher education Institutions. As mentioned in the policy document, “The regulatory systems are in need of a complete overhaul in order to re-energies the higher education sector and enable it to believe”. The policy document, now suggests the four vertical regulatory bodies such as; 1.The National Higher Education Regulatory Council (NHERC), 2.National Accreditation Council (NAC), 3.Higher Education Grants Council (HEGC) and 4. General Education Council (GEC). The structure and functioning of these bodies to be well defined based on good legal frame work so that implementation becomes easy. There should be proper network among these regulatory bodies. Experienced academicians and administrators who have sound knowledge of the ground realities to be appointed or nominated to these bodies.

Promotion of indian languages

india is a multy-linguistic and multi-religious country. Thousands of years of Indian culture is seen both in materialistic and non materialistic forms such


as, traditions, customs, literature, arts and so on. One of our objectives of education is to transmit our Indian literature and culture for the benefit of the individuals and also the society. There are more than 220 languages in the country. UNESCO has declared that 197 Indian languages are “endangered”. Hence, there is a need to come out with an action plan. The suggested ones are:

Establishment of “All India Pradhikara for Translation”(AIPT) of useful Ancient work of great scholars from Indian Languages

Language policy for higher educational institutions, to encourage the nurturing of Indian languages.

Developing language related Apps Using “Artificial Intelligence”(AI) for self translation to understand the literature of the other languages.

National Assessment Council (NAC)

The present National Assessment and Accreditation council can be renamed as National Accreditation Council. Based on its twenty five years of its rich experience in the field of Assessment and Accreditation, it will gear up to a transformed role under the guidelines of Higher Education Council of India (HECI). Policy states that NAC can act like Meta Accreditation body incharge of accreditation of institutions whose accreditation process will be based on:

• basic norms• Public self-disclosure• Good governance• Outcomes

In this regard, NAC can assume the parental role with new regulations and assist the Accreditation Institutions-(recognized accreditation) to work out the robust system of graded accreditation which will specify phased bench marks for all higher education institutions to achieve set levels of quality: self-governance and autonomy. NAC can work with NHERC to regulate the quality of higher education.

internationalization

Globalization has brought a lot of mobility for students to move within the country as well as outside the country. Indology, Indian languages, AYUSH system of medicine, yoga, art, music, history and Indian culture attracts number of foreign students to India to pursue their studies. Some of the Indian universities and Institutes of national importance with their good Infrastructure, quality of education and less cost are attracting many foreign students. They can be upgraded to Class I universities.

In order to have more sustainability in this process, some of the universities and Institutes of National Importance should be given more status through legislative framework, more funds, Greater autonomy, high standard infrastructure and governance. Apart from these, the high ranked foreign universities can have collaborations with our universities. This will facilitate the main motto of Internationalization of Education, so that many foreign students comfortably take admissions in Indian Universities.

Conclusion

The NEP–2020 is more comprehensive and has created a lot of scope to re-structure and revamp Indian education system on par with some of the advanced countries. There is a big challenge for academicians and policy makers to convert ideas into actions which bring significant changes and adds to the knowledge economy of the country.

references

1. GoI (2020). National Education Policy–2020, Ministry of Human Resources Development, Government of India,

2. https://www.ncbs.res.in/rdo/sponsor-grants

3. https://dst.gov.in/sites/default/f i les/R%26D%20Statistics%20at%20a%20Glance%202019-20.pdf

4. http://uis.unesco.org/apps/visualisations/research-and-development-spending/

5. https://ervet-journal.springeropen.com/articles/10.1186/s40461-017-0061-4


overview of NEP–2020The NEP–2020 is aligned to the 2030 Sustainable

Development Goals and its underpinnings resonate the multidimensionality of 21st century learning -to know, to do, to live together and with others and to be. NEP–2020 looks at school and higher education as a single organic continuum, is rooted in the Indian ethos and constitutional values with equal emphasis on the imbibing 21st century skills. it inter alia includes universalisation of pre-primary education, Foundational Literacy and Numeracy Mission, flexibility in the choices of courses for students; examination, governance and regulation reforms ; accreditation for quality in public and private institutions; focus on inclusion of all sections, innovative use of technology, embedding vocationalisation at all levels and multiple pathways of learning, promoting Open and Distance Learning, policy for gifted children, revamping of teachers’ education, National Research Foundation, learner centric focus for the holistic development of students, developing India as a global study destination to promote internationalisation of higher education and rename MHRD as Ministry of Education (MoE), among others.

The Policy articulates 22 cardinal principles that will guide the entire education system which specifies, among others, the notions of flexibility, holistic development, conceptual understanding, creativity and cognitive thinking with the focus on learner centeredness; promoting multilingualism, equity and inclusion, ethics, human and constitutional values, respect for diversity and local contextualization; developing synergy across curriculum at all levels and life skills learning; recognizing the centrality of teachers; academic and examination reforms and expanded use of technology; amending existing regulatory systems; rootedness in Indian culture, knowledge systems; strengthening the public education while recognizing the private sector and that education is public service with a need for greater financial investment.

Higher Education-Salient recommendations

Before making any attempt to outline an implementation plan, the salient features of higher education recommendations are essential. 1. GER is targeted to increase to 50% by 2035.2. The HEIs will be mapped to a new vision and

architecture for higher education with large, well-re-sourced, vibrant multidisciplinary institutions, ranging from Research-intensive Universities, Teaching-intensive Universities and Autonomous degree-granting Colleges.

3. Aholistic multi-disciplinary integrated education at the undergraduate level with creative combinations of study of science, arts, humanities, mathematics and professional fields, integration of vocational education and having imaginative and flexible curricular structures and multiple entry/exit points is envisaged.

4. Initiatives will be taken to ensure optimal learning environments that are engaging and supportive, and enable all students to succeed. All institutions and faculty will have the autonomy to innovate on matters of curriculum, pedagogy, and assessment within a broad Higher Education Qualifications Framework that ensures consistency across institutions and programmes and across the ODL, online, and the traditional ‘in-class’ modes. High-quality support centres to be set up to encourage and support students from socio-economically disadvantaged backgrounds.

5. Equity and Inclusion: To ensure that no child loses any opportunity to learn and excel because of the circumstances of birth or background and special emphasis will be given on Socially and Economically Disadvantaged Groups (SEDGs).

6. Open and distance learning will be expanded, thereby contributing to enhancing the Gross Enrolment Ratio. Online courses and digital repositories, funding for research, improved student services, credit-based recognition of MOOCs, etc., will be taken to ensure high quality of ODL.

Holistic implementation of National Education Policy–2020: A roadmap

Shakila Shamsu*

* Formerly OSD (NEP), Department of Higher Education, Ministry of Education, Government of India, New Delhi.


7. Internationalization of education will be facilitated through both institutional collaborations, and student and faculty mobility and allowing entry of top world ranked Universities to open campuses in our country.

8. Faculty will be energized and motivated through a variety of reforms. These include clearly defined, independent, and transparent recruitment processes and incentivising excellence through appropriate rewards, promotions, and progression into institutional leadership. Faculty will have the freedom to design their own curricular and pedagogical approaches.

9. Measures will be taken to ensure leadership of the highest quality and promote an institutional culture of excellence as having robust institutional governance through an empowered Board of Governors.

10. The separation of functions of regulation, accreditation, funding and academic standard setting will see a transformation of the current regulatory architecture. There will be a single overarching umbrella body for promotion of higher education, the Higher Education Commission of India (HECI); with four new verticals for the above functions. Regulation will be ‘light but tight’. Public and private HEIs will be governed by the same set of norms for regulation, accreditation and academic standards.

11. Teacher Education: A new and comprehensive National Curriculum Framework for Teacher Education, NCFTE 2021, will be formulated and by 2030, the minimum qualification for teaching will be a 4-year integrated B.Ed. degree. Stringent action will be taken against substandard stand-alone Teacher Education Institutions (TEIs)

12. A National Mission for Mentoring shall be established, with a large pool of outstanding senior/retired faculty – including those with the ability to teach in Indian languages and who would be willing to provide mentoring/professional support to university/college teachers.

13. National Research Foundation (NRF) will be the new entity to enable a culture of research in our universities, suitably incentivise outstanding research, and to seed and grow research at State Universities and other public institutions.

14. All professional education will be an integral part of the higher education system. Stand-alone technical universities, health science universities, legal and agricultural universities, or institutions in these or other fields, will aim to become multi-disciplinary institutions.

15. The National Educational Technology Forum (NETF), will be created as an apex advisory body on making right choices on the use of technology to enhance learning, assessment, planning, administration. Appropriate integration of technology into all levels of education will be done to improve classroom processes, support teacher professional development, enhance educational access for disadvantaged groups and streamline educational planning, administration and management.

16. A comprehensive set of recommendations are outlined for promoting online education to ensure preparedness with alternative modes of quality education. Towards this end, a dedicated unit for developing digital infrastructure, digital content and capacity building will be created.

17. Initiatives for promotion of Indian languages to ensure the growth of all Indian languages, with more programmes being offered bilingually, setting up language academies, Institute for Translation and Interpretation, strengthening language departments will be undertaken.

Financing and Making it Happen

NEP reaffirms that education is a public service and must not be a commercial activity or a source of profit. Multiple mechanisms with checks and balances will combat and stop the commercialization of higher education. All education institutions will be held to similar standards of audit and disclosure as a ‘not for profit’ entity. The Centre and the States will work together to increase the public investment in Education sector to reach 6% of GDP at the earliest. The Central Advisory Board of Education will be strengthened to ensure coordination to bring overall focus on quality education.

Fundamental Premises for Effective implementation

The task of implementing national policies, while at the same time respecting and incorporating regional aspirations and an inclusive agenda of


growth, is indeed challenging. Education is a subject in the Concurrent List and it is logically imperative that a participatory approach in which all stakeholders, be it Central Government, State/UT Governments, regulatory bodies, academics, autonomous bodies and institutions, private sector and all other players, work together towards a common goal. Higher Education Institutions (HEIs) are autonomous entities that are enjoy the academic and administrative freedom. The actionable points must move in parallel rather than in an incremental stage by stage manner. The convergence among actions to be taken at the National level with those at the State and the institutional levels is critical to effective implementation. While outlining implementation framework, linkages between education and other related services like health, sports, industry, S&T, IT, etc. must be suitably factored so as to ensure commonality in achieving the outcomes. There is a perceived need for greater coordination amongst the relevant multiple agencies and functionaries and also between education and other departments. Equally important is to take into account the ongoing schemes and initiatives currently being implemented. Many of these schemes can be modified or altered to align to the proposed implementation strategies. This would ensure optimising available human, administrative, infrastructural and financial resources. It is pertinent to note that the Draft NEP 2019 has provided some detailing on the implementation and worth examining too.

Towards Holistic implementation

Policies, in general are aspirational vision documents which postulates the trajectory of changes to bring about transformation. The successful and complete implementation of any policy will determine its efficacy in achieving the desired goals. The challenge inevitably lies in working out a robust implementation strategy. This requires:

i. clearly identifying the responsibility agencies/bodies;

ii. identifying the major, medium and micro/unit level actions and strategies;

iii. the detailed timelines and phasing;

iv. having multiple models for different States and institutions depending on their preparedness and availability of infrastructural, human and financial resources;

v. Financial resources andvi. a proper mechanism for regular review and

monitoring.

responsibility Agents

Who will anchor the responsibility?

The reforms require actions in parallel at the Central, State/UT and the institutional level. At the national level, the main players are the Ministry of Education; the existing regulatory bodies UGC, AICTE, NCTE etc.; national or apex level institutions, like NIEPA, NAAC, NBA, AIU, IGNOU, IUCTEs etc and the new structures which will be created, like HECI etc.

The State/UT Governments need to actively involve their Higher Education Councils, all their higher education and research institutions, industry bodies, civil society, think-tank bodies, organisations in the development sector, autonomous bodies in economic planning and public policy, accreditation, capacity building, open & distance education institutions, language institutions in this exercise. Given the thrust on internationalisation, the involvement of the bilateral bodies, international offices within the HEIs also need to be invited. At the institutional level, within each HEI, a Nodal Unit must be identified to making the IDP and the Programme of Action preferably involving the IQAC, and other relevant departments.

Ideally, an overarching Implementation Task Force can be constituted at the central and also the State/UT level which will include relevant government departments, such as Technical Education, Skill Development, Social Justice, Tribal Affairs, Women & Child and others, stakeholder representatives of the above -mentioned bodies and institutions.

Since NEP–2020 highlights the inter-connectedness between different stages of education, the implementation of higher education reforms will need to factoring the realities and current status of Secondary Stage education. For instance, the transition rate of Secondary stage education is a determinant of GER at higher education. Existing disconnect between secondary schooling and higher education is a major deficiency in the current system. This must be addressed while arriving at baseline


data for realistic trajectory of future action.

Broad Actionable Points?

What are the Broad Actionable Points?

The 17 major recommendations excluding the GER target can be broadly clubbed under the following actionable themes. These are macro -level points which will have to be broken down or unbundled to specific micro -level actions/activities.

1. New Legislations, Amend Existing regulations, develop new frameworks, new bodies-(Action to be done at Central/National level)

Reconstitute CABE and revise its mandate as per NEP.

Enact Higher Education Commission of India Act and process to annul UGC, AICTE, NCTE.

Establishing new four independent verticals within the umbrella architecture:

o Regulation: Creating National Higher Education Regulatory Council,

o Accreditation: Creating the super accredit or and suitably altering existing NAAC, NBA,

o Funding: establishing Higher Education Grants Commission out of erstwhile UGC,

o Academic Standard Setting: Creating General Education Council (GEC) which will perform academic standard setting functions of such disciplines not covered by other PSSBs and existing Professional Councils of the different domains will be redesignated and remodelled as Professional Standard Setting Bodies (PSSBs).

Strengthening Internal Governance of HEI’s by developing guidelines for Empowered Board of Governors (BoGs).

o Action to set up BoGs will be appropriately taken by State/UT governments, State Universities and aided colleges and private HEIs.

Establishing the National Research Foundation (already done).

Bill permitting Foreign Universities to open campuses inland and vice-versa.

Necessary regulation to help stand-alone institutions in teacher education, legal education, technical education, medical education and agriculture education to become multidisciplinary institutions. Though regulation of medical and legal education is excluded from NHERC, education in these two domains is part of the recommendation of integrating professional education.

Amending existing regulations, statutes and ordinances relating to recruitment and career progression of faculty; appointment of Vice-Chancellors/Directors, graded autonomy, credit mobility of regular, ODL, online and blended modes of learning, notifying discontinuation of M.Phil, revise Ph.D regulations and optimise Faculty Student Ratio and necessary incorporation of these in the individual Statutes.

Setting up the National Educational Technology Forum (NETF) as an apex advisory body.

Formulating the National Higher Education Qualifications Framework (NHEQF) and guidelines for the Academic Bank of Credit (ABC).

New Curriculum Framework for Teacher Education (NCFTE) by the NCTE as a PSSB

Develop National Professional Standards for Teachers (NPST) at all levels and National Committee for Integration of Vocational Education (NCIVE) along with the active involvement of Dept. of School Education, moE

Establish Indian Institute of Translation and Interpretation (IITI).

2. Rationalisation of Higher Education Institutions

- Developing a Matrix with pre-determined parameters for classifying HEI’s as RU’s TU’s and Autonomous Degree Granting Colleges /constituent colleges.

- Categorising all higher education institutions, be it Central, State, Centrally Funded Technical Institutions, Deemed Universities, Unitary or


Affiliated, Private Universities based on focus of teaching & research.

- Conversion of HEIs into Multidisciplinary Universities-Identifying government and govt. aided HEIs in each/near every District & supporting it.

- Establish new or identify existing HEIs in each/near every District & support it to become MERUs (Multidisciplinary Education and Research Universities).

- Ensuring balance of RU’s, TUs within the State.

- Ensuring equity in access for unserved, underserved areas and Special Zones.

- Identifying autonomous colleges with potential to become Universities.

- Identifying autonomous colleges which can be accorded degree granting status.

- Graded empowerment of affiliated and autonomous Colleges to be initiated.

- Colleges to be encouraged, mentored, supported & incentivized to gradually become autonomous.

3. Integrated Education and Flexible Holistic Multidisciplinary UG/PG & Research Programmes

- The UGC or the HECI will develop the NHEQF and the Academic credit bank

- Following this, a decision to implement integrated education as well the flexible multidisciplinary programme across the country from a given academic year will have to be notified.

- Adding new Depts. in existing Univs. to convert single stream to multi-disciplinary HEIs.

- Establishing/ Strengthening Depts-Languages, Literature, Music, Philosophy, Indology, Art, Dance, Theatre, Education, Mathematics, Statistics, Pureand Applied Sciences, Sociology, Economics, Sports, Translation and Interpretation, etc. in all HEIs.

- All HEIs, public and private, to prepare an Institutional Development Plan which will cover:

o Assess faculty and other vacancies, o Work out timebound recruitment plan,

o New Departments to be opened, o Academic arrangements /MOUs for forming

HEI clusters to make multidisciplinary offerings possible,

o Assess faculty and infrastructural requirements for the new departments,

o Develop capacity building of existing faculty for multidisciplinary education,

o Ensure good basic facilities, academic and digital infrastructure,

o Create appropriate infrastructure and learning devices/resources for the differently -abled,

o Devise strategies for enhancing education of SEDGs.

o Create necessary facilities to make colleges and institutions safe zones.

- State Governments will work out mapping HEI clusters and bring the private institutions to network within the cluster,

- Devise Institutional mentoringnorms and identification of mentor -mentee institutions by the States,

- State Higher Education Councils (SHECs) to develop a broad curriculum framework for the four-year under-graduate prog.

- Introducing projects at UG level– community engagement, environmental, value based- internships, Industry apprenticeships,

- Norms for mandatory internships or apprenticeships in the UG programmes and HEIs to weave in these changes.

4. Optimal Learning Environments

- HEIs will transform curriculum transaction and use innovative pedagogies to ensure a stimulating and engaging learning experience for all students.

- Move towards continuous formative assessment to further the learning goals of each programme,

- Move to a criterion-based grading system that assesses competencies,

- Move away from high-stakes examinations towards more continuous and comprehensive evaluation.


- Identify accredited HEIs offering ODLcourses and encourage them to develop online courses.

- Integration of online courses into curricula of HEIs.

- Setting up Student support Centers- professional academic and career counselling to be available to all students,

- Provide counselling for handling stress and emotional adjustments in all HEIs

- Provide opportunities for participation-sports, culture/arts/eco/activity clubs, community projects.

- Support to students from rural backgrounds, including increasing hostel facilities.

- HEIs will ensure quality medical facilities for students in their institutions.

- Identify students needing financial support and ensure properd is bursals of scholarships.

- Create Gender Inclusion fund and other Social Inclusion funds.

5. Equity and Inclusive Education

- Set GER targets for SEDGs.- Create more capacity within existing HEIs to

meet increased targets of SEDGs.

- SEZs to be identified and established in aspirational districts or with larger concentration of SEDGs.

- Establish high quality HEIs in SEZs.

- Offer higher education in regional languages as per HEI’s capabilities.

- Encourage bi-lingual teaching in colleges and universities.

- Ensure gender balance and create Gender inclusion Fund.

- All SEDG scholarships to be brought on a single platform.

- Make admission processes more inclusive.

- Ensure sensitization of faculty, counsellor, and students on gender-identity issue and its inclusion in curricula and other aspects of the HEI.

- Ensure all buildings and facilities are wheelchair-accessible and disabled-friendly.

- Develop bridge courses for students from disadvantaged backgrounds.

- Strictly enforce no- discrimination and anti- harassment rules.

6. Energised, Motivated and Capable Faculty

- Faculty will have the autonomy to innovate on curriculum, pedagogy, and assessment within a broad NHEQF.

- Filling up all the vacant /sanctioned posts across all the HEIs.

- Attract Ph. D students to teaching- through teaching assistantships.

- Promote research on pedagogy & teaching- learning models in HE.

- Provide research grants to faculty for proposing /implementing innovations- online training, e-content, courses, skills, assessment tools etc.,

- Focus on student centered pedagogy.

- Supervised project-based learning, Student satisfaction surveys, Cooperative learning, gamification, community project, develop analytical skills, technology mediated pedagogy

- Establishing a National Academy for Teaching, Learning and Leadership.

- Strengthening existing HRDCs, AICTE capacity building measures, PMMMNMTT centres and other institutions, such as NITTTRs, IUCTEs.

- Continuous Professional development

o Establish Centres of Excellence CoEs /Teaching Learning Centers,

o Identify Tutor’s for faculty mentoring,

o Identify Pedagogic Experts,

o Conduct Faculty Induction Programmes (FIPs),

o Conduct Leadership Development programmes,

o Conduct Online Refresher Courses,

- Faculty to be given active role for preparing the iDPs.

7. Teacher Education

- States to collect data of all stand-alone TEIs so that steps will be taken to convert them to


multidisciplinary institutions or join a HEI cluster.

- Teacher education programmes will include cutting edge pedagogy training and grounding in sociology, history, science, psychology, ECCE, foundational literacy& numeracy, knowledge, culture, values of India.

- Establish Education Department in HEIs.

- multiple forms of teacher education- HEIs offering the 4-year integrated B.Ed. may also run a 2-year B.Ed., for students who have already received a Bachelor’s degree in a specialized subject. A 1-year B.Ed. may also be offered for candidates who have received a 4-year undergraduate degree in a specialized subject.

- Offer Scholarships to meritorious students for all types of B.Ed. programmes.

- Identify ODL institutions to conduct Teacher Education programmes

8. Catalyzing Quality Academic Research-new National Research Foundation

- Work towards improving global rankings of HEIs,

- Seed research in State Universities.

- Greater industry –academia interaction.

- Encourage research in languages, social sciences, Indian Knowledge systems, Sports, Sports medicine etc.

- Multidisciplinary Research in Artificial intelligence, Machine learning, Health, Agriculture and Climate change.

- Set up a greater number of startups, incubation centres technology development centres, centres in frontier areas of research, greater industry- academic linkages, and interdisciplinary research in HEIs.

- Increased number of internships.

- Increased use of technology in training.

- Initiatives to promote innovations through ongoing and new activities.

9. Technology Integration, Open and Distance learning and Online Education

- ODL will be treated on par with face-to-face education.

- Teacher Education and vocational education can be conducted through ODL.

- ODL accreditation will be introduced.- ODL and Distance education institution will be

assessed for quality assurance and necessary steps to attain better quality will be undertaken.

- Develop multiple models for blended learning.- Creation of Digital infrastructure in HEIs.- Developing institutional, student and faculty

preparedness.

- Online teaching platform and tools.

- Content creation, digital repository, and dissemination.

- Offering courses in disruptive technologies, such as AI, ML, AR, VR etc. in HEIs and engage industry experts as faculty in these courses.

- Training and incentives for teachers.

- Online assessment and examinations.

- Technology integration in MIS and data management.

- Appropriate training for administrative staff.

10. Reimagining Vocational Education

- Vocational courses to be introduced in all undergraduate programmes, including the 4-year multidisciplinary Bachelor’s programmes.

- State/UT Governments and /or HEIs to set up Skill Labs

- HEIs to conduct short-term courses in various skills including soft skills.

- ‘Lok Vidya’, developed in India, to be integrated into VE.

- Vocational courses to be offered through ODL mode.

- Efforts to bring dropouts to reintegrate them by aligning their practical experience with the relevant level of the NHEQF.

11. Promotion of Indian Languages, Arts and Culture

- Establish Academies for different languages.

- Establish departments in HEIs for Indology, arts, translation & interpretation, museum administration, Indian languages etc.


- High-quality fonts, software, books, learning materials, etc. will be developed for all Schedule 8 and other Indian languages.

- Document all languages, arts, and culture in India via a web-based platform.

12. Internationalisation of Higher Education

- Steps must be taken by States/UT and HEIs to develop India as a Global study destination.

- Work out programmes and schemes for promoting faculty and student mobility.

- Facilitate foreign students –set up FSOs.

- International campuses of Indian universities to be opened abroad – GOI and State Governments to work out a list of potential institutions.

- Top 100 Universities to open campuses in India – action after Bill is enacted

- Eminent faculty from foreign universities to be invited to Indian universities and colleges, faculty exchanges and research collaborations.

- GOI & State Governments to identify HEIs to add more foreign students.

- New courses to attract international students to India- Indian Culture, Yoga, Arts, Languages along with regular Degree and Professional programmes.

Timelines and Phasing

The NEP specifies timelines in a few recommendations, viz. GER target of 50% by 2035, totally phasing out affiliation by 2035, and all standalone TEIs and other institutions to become multidisciplinary by 2030.An attempt to broadly divide the identified actions within four phases is given below. Further, what is articulated here is not rigid or inflexible but is only a projection of the desired direction. A certain degree of flexibility will be expected, given the local conditions and regional needs to suit contexts and emerging scenarios, failing which implementation will be rendered either difficult or unfeasible.

Immediate (up to March 2022): The actionable points listed under New Legislations, Amend Existing regulations, develop new frameworks, new institutional structures/ bodies which have to mainly done at Central/National level have to completed

preferably by December 2021 or early 2022. Only if the legislations and regulations are in place, can action be initiated in full earnest on the other actionable points.

Short-term (academic year 2022-23 to 2024-25): Most of the actionable points listed under Sl. Nos. 2 to12, which are largely process-driven, can be initiated as soon necessary legislative enactments have been made or guidelines issued. Notwithstanding this, preparing Institutional Development Plans which outlines the comprehensive strategic vision of each HEI, filling faculty positions, opening new departments, introducing curricular, pedagogic, assessment reforms including technology enabled learning, promoting ODL and integrating vocational education can be initiated by the States/UTs and also the colleges, universities and other academic institutions, so that the goals of holistic, integrated multidisciplinary education can gradually be realised. However, we must cognizant of the fact that a substantial number of institutions are in the States and each State itself is at different levels of educational indices with respect to access, equity and quality. Similarly, the HEIs are of varied sizes- some with optimal enrolment and some sub-optimal- and are at different stages of their development indicators- academics, infrastructure, learning resources, faculty availability and training, digital empowerment. This would unfortunately, mean that a few institutions may not translate all the envisaged actionable points within the indicative timelines. However, depending on the effective date of the 3/4-year flexible UG programme to be rolled out throughout the country, it is imperative that all States and their institutions mandatorily adhere a final cut -off deadline. Failure to do so would result in a chaotic higher education academic structure, which would greatly harm our students. Hence, every State must work in tandem and in a coordinated manner with their HEIs to reach the targeted date.

Medium-term (between academic year 2025-26 till 2030): Many of the operational and infrastructure intensive as also research focused actions may take shape in the emergent HE scenario during this phase. These include, complete implementation of reforms in teacher education, strong research base in State institutions, making


new Foreign Universities functional, granting AC status to colleges, operationalisation of SEZs across the country.

Long term (between academic year 2030 and 2035): Major structural changes, such as closure of standalone institutions, setting up and operationalising MERUs, monitoring SEDG GER targets, ODL and VE enrolment so as to ensure attainment of 50 % GER.

Multiple Models

Given the variations in the State’s educational development and also among the HEI’s themselves, it may not be desirable to be prescriptive with a single uniform Programme of Action (PoA) for the entire country. To avoid such a situation, it is desirable and appropriate for each State/UT to formulate a PoA which is synchronous to its regional, social and cultural needs. The PoA will outline the institutional arrangements, lay down administrative processes with clear performance indicators to achieve quantifiable targets and desired qualitative outcomes for these suggested phases. Equally critical in the context of democratic decentralisation and greater community participation that this process of specifying operational strategies will percolate downwards to the grassroot levels with each district, block formulating a PoA of its own. Similarly, each educational institution will prepare a micro- level operational PoA.

Financial resources

Financial resources have always been a challenge that limits efficiency in outputs. Hence, it is necessary that the government, private sector and all other extra- governmental agencies and relevant stakeholders, provide the resource support for implementing the NEP.

review and Monitoring

Learning from the past experiences, it will be the endeavour of each operating unit to devise appropriate monitoring methods, mechanisms and systems, so that periodic assessment and evaluation

of the progress made in achieving the outcomes and outputs of each actionable point can be undertaken.

The remodelled and restructured CABE will have alarger mandate to perform the role of constant monitoring of the implementation. Several Sub-Committees of CABE can be tasked to take stock of progress under different thematic areas. All States/UTs and HEIs must create Project Monitoring Unit (PMU). Regular review meetings at six-month intervals involving all stakeholders must be driven by the MoE. A dashboard for online monitoring with a user-friendly interface for the responsibility agencies with links to each HEI and State Government, regulatory bodies must be developed. This would enable transparency and good governance and minimise risks of lack of institutional memory and also enable sustained review towards effective implementation. Evaluation Studies must feedback into the implementation cycle to make mid-course corrections for smoothening any rough stumbling blocks.

Conclusion

Education is the main driver and the catalyst for promoting the global goals of eliminating hunger & poverty, improving health, promoting - gender equality; inclusive and sustainable economic growth; productive employment & decent work; peaceful & inclusive societies, building effective & inclusive institutions and creating sustainable societies. The successful implementation of NEP 2020 will transform the educational system to one of high quality, affordable, flexible and relevant to the individuals, economy and to the society as a whole, so as to develop India as a knowledge society.

references

1. GoI (2019). The Draft National Education Policy 2019, Committee to Draft National Education Policy. https://www.education.gov.in/sites/upload_files/mhrd/files/Draft_NEP_2019_EN_Revised.pdf

2. GoI (2020). National Education Policy 2020, Ministry of Human Resource Development, Government of India, July 2020. https://www.education.gov.in/sites/upload_files/mhrd/files/NEP_ Final_English_0.pdf


National Education Policy---2020 for india as Global Education destination: Stay Here, Study Here!

Anoop Swarup*

The National Education Policy–2020 ushers in a bold new paradigm that may make India as a much sought-after education destination for not only the youth in India but also for those seeking new frontiers of knowledge from across the globe. Presently, India is just next to China in terms of international student enrolments and mobility based on a study made by QS World Rankings. This may change post pandemic when we may become the number one country, largely due to the China aversion now emerging across the globe and vice versa, and also due to the rising population of 1.26 billion in India and its economic wellbeing. It also holds true that the population of youth in India accounts for more than 50 per cent per cent that is below the age of 25, leaving India’s shores full of talent and budding entrepreneurship. There are a few insights for us to develop a national strategy for promoting stay in india and study in india. The US National Science Foundation’s Survey reveals that almost 80 per cent of students from India and other Asian countries choose to remain in America after completing their graduate and doctoral studies. The notes below do attempt to derive approach paper to a future India where students from not only our own country but also abroad find our country as an attractive study destination.

Equity, Access and Quality Perceptions in india

Indeed, the prevailing perceptions in our country drives not only the public policy but also the societal behavior, so it is pertinent to change the myths and our understanding as to why our youth studies abroad? To circle back, some pointers are:

a) It is a prevailing notion that studying abroad will help our youngsters stay ahead of those who stay at home and study at local colleges and universities.

b) it is an assumption that an international qualification both at Bachelor’s and Master’s levels have global recognition.

* Founding Vice Chancellor, Jagran Lakecity University, Bhopal–462044 and Chair, Global Knowledge Alliance, Australia. E-mail: [email protected]

c) It is perceived that by studying abroad, one’s language, vocabulary, and communication skills both spoken and written will improve.

d) As a gateway to employability prospects in India and abroad, perhaps the perception that students who return and seek job opportunities will have them in plenty.

e) There are companies that consider international exposure as an important factor when making decisions on a candidate and a degree earned from abroad demonstrates not only a go-getter attitude but also better experiential learning.

f) Our youth who choose to study abroad, do try new activities and sports that may not even exist in india.

g) Also, the university abroad may offer exciting extracurricular meets, clubs and classes that help the youth to broaden their horizons.

h) Our youth get an unbounded opportunity to make friends across the world as they join alumni, clubs, societies, organisations and online portals that connect them for life.

i) Many non-resident Indians abroad form connections for life, much more emphatically than those who study even in the best institutions in our country.What must change pursuant to the nep to

ensure that the youth find India as a more attractive destination? Following are some of the points.

Ensuring Ease of Competition in Admissions and a Friendly Ambience on Campus and in the Classroom.

a) Too much competition is a dampener, even to the brightest, as admissions to India’s top-ranked institutes such as iims (indian institute of Management), IITs (Indian Institute of Technology) and AIIMS (All India Institute of Medical Sciences) are through a very straight jacket and inflexible competitive process implying that most of our youth who make it are coached in select coaching institutes and schools that stress on rote approach.


b) Studies reveal that on average, a student has less than a 50 per cent chance of securing admission to a highly reputed institution. To secure admission is very intense based on study and discipline such as the Joint Entrance Exams (JEE mains) for engineering colleges and the National Eligibility and Entrance Test (NEET) for medical colleges.

c) Even the brightest students give up hopes of securing admission to a university of their choice and with no guaranteed admission, but they have the final option of studying abroad. Therefore, eventually, for bright students’ admission at a highly ranked foreign university is perceived to be comparatively better and easier.

Better Choice of Electives, Lateral Movement, Flexibility and more Study Options

In India there is too much reliance on delivering popular STEM (Science, Technology, Engineering and Mathematics) courses in most institutes.

The institutions in India in the government domain do not have the initiative to improve subject choices or the flexibility to change options because of a rigid centralized decision making system..

The institutions in the private domain mostly run the courses on the beaten track with little or no choices, imagination or creativity because of lack of autonomy from regulatory bodies and also for want of financial resources.

In our country, private enterprise is still in an evolving stage where entrepreneurs do not lose control of the institutions that are being driven more by money making and even profiteering mindsets than by any broad or philanthropic considerations.

There are many students who wish to take the road less traveled and are on the lookout to advance their studies abroad just because their desired choice is not available in our country.

In cases where the course is available, universities in India lack the finance, motive, expertise and the accreditation to a better career path.

No doubt, there is a rich array of courses on offer to international students in countries such as the US, UK, Australia and Canada.

These countries offer studies in some of the most contemporary and unconventional fields like entertainment, sports and psychology and are a rich repository of new knowledge and excitement to our youngsters. For a student who wants to study creative arts or graphics or filmmaking or for that matter even cutting edge topics such as block chain, artificial intelligence, robotics, cloud computing techniques, nanotechnology or biotechnology, India has fewer opportunities to choose from.

Also, for someone pursuing a STEM course abroad, the choices are very broad across the world, for instance in the UK there are affordable universities offering a range of engineering programs

Source: World Education News + Reviews

Figure-1: Change in indian Student Mobility by receiving Country; 2005-2015


such as mechatronics, astronomy, space engineering, aerospace, telecom and electrical engineering to motor sports, textile and aeronautical engineering.

Achieving Excellence in the Quality of our Higher Education

India is in the throes of developing its course content to be at par or even ahead of the world. However, there still appears to be a blissfully poor practical experience in most institutions and a further lack of opportunities in developing particular skills and conceptual learning for atmanirbharta, which is critical to India’s innovation enterprise.

Many of our youngsters struggle to get good internships, not to mention job placements on graduation. Well, the issue is primarily exasperated because of the apathy of our Institutions to promote better understanding of ideas and precepts instead of emphasis on rote learning.

In a stark contrast, institutions abroad engage students in hands-on teaching and learning, class participation, team spirit and leadership sessions as well as dialogue and role play, case studies, and practical off-and-on-campus experiential learning through fun and meaningful exchanges.

The best part of the institutional drive for excellence is through blended learning where flexibility is tailored and inbuilt into courses and decentralised decision making ensures student’s interest. the teaching, learning and earning quotient with part-time work that adds to the overall appeal of a degree abroad.

Thus, as in the US, where a lot of weightage comes due to universal recognition, active faculty earns global recognition on their own research credentials and academic merits, in India too we should not only empower the academia with complete decision-making autonomy but also encourage final authority in all matters of the institution to only the academic fraternity.

Let us take the best example of the Ivy League institutions, where attending a university such as Harvard, Yale, or Stanford offers not only name recognition but also great alumni networks spanning the globe.

There is considerable help given in the forming of such networks which comes with outstanding

experience sharing and academic learning prospects even outside of the Ivy League in countries such as in Australia and canada.

For students, most innovations are a joint enterprise that results in future business opportunities. The culture of innovation and technology – be it health care, artificial intelligence, or even finance – is fostered and propelled by breakthroughs through research and development departments of an enterprise working in cohesion with a university.

A culture of creativity and innovation which is kickstarted at the school level and carried to the university can be embedded in India too where students can benefit hugely from access to technologically savvy labs and other research facilities that universities offer through a University Industry Interphone.

The Global Ambience and the better Livelihood Prospects by Immigration Pathways

Indeed, immigration is one of the top reasons why our youth turns to international campuses where attracting talent, skills and excellence are promoted particularly at graduate levels. Most countries offer attractive job prospects through their flexible immigration policies that allow students to seek employment on successful completion of their studies.

a) Let us study examples from countries such as Canada and Australia that have made several recent changes to give improved options to international students to amalgamate learning, living, studying, working and even settling in the country. The Immigration, Refugees and Citizenship Canada (IRCC) of June 2018 announced the launch of the Student Direct Stream (SDS) to replace the Student Partnership Program (SPP), ensuring consistency and efficiency in the student visa application process. As a result, students from India, China, the Philippines and Vietnam could benefit from faster visa processing times apart from many other incentives. Perhaps in India too we can promote better skilling and talent migrations that not only stop the brain drain but also reverse the tide of our best youth from going abroad. Australia and Britain have similar approaches to attract the best talent to their education fold.

b) In Canada, previously, the SPP system allowed students to apply to only limited no of about


47 community, however now a college and university with a unique Designated Learning Institution (DLI) number comes directly

under the SDS system, which gives international students a range of higher education options to choose from. A similar approach to the CRICOS

Immigration Policies to promote domestic study of Popular Destinations for Indian Students

Country CostNational

Marketing Strategy

Path to immigrationWork Permits

Highest No No

On-campus work for upto 20 hrs/ week: 12 months total of Curricular Practical Training (CPT) during study Post-study: 12 months Optional Practical Training (OPT); STEM majors can extend the period to 36 months

High Yes Int’lEducation Strategy

Yes Extrapoints for immigration

applicants with canadian credentials

Work Permit not required: during study for upto 20 hrs/week Post-Study work- permit: for upto 3 years

High

Yes Int’lEducation:

Global Growth Prosperity

No

20 hrs/week: if you are in a degree programme or above at a higher education institutionPost-study work permit: cancelled in April, 2012. Doctorate graduates: get one year extension

moder-ate

YesNational Strat-egy for interna-tional Education

2025

Yes Extrapoints for immigration applicants with Austra-

lian credentials

20 hrs/week during the study; unlimited hours during breaks Graduates with a minimum of 2 years in Australia can get a post- study work visa for 2 years

moder-ate

YesDraft Int’l Edu-cation Strategy for New Zea-land to 2025

YesExtra points for immi-gration applicants with

NewZealand

credentials

20 hrs/ week: during study Post-study: 12 months permit

Low Yes StrategyDAAD 2020 No

90 days/year: on student visa 18-month visa: extension post-study

(Commonwealth Register of Institutions and Courses for Overseas) registration process is followed in Australia too.

c) We may note that the Student Direct Stream complements the Express Entry System in Canada, implying that students who successfully complete their studies through the SDS process will be on the path to permanent residence and canadian citizenship.

Source: World Education News + Reviews

d) In New Zealand, Australia, Germany and the US, similar approaches to attract students – both domestic and international – by the grant of deferred loans and subsidized tax incentives for study have done wonders.

e) The Comprehensive Ranking System (CRS) of canada is a point-based system used to assess and score immigrant profiles and rank it in the Express Entry pool. The CRS determines if an immigrant is


eligible for permanent residence status in Canada or not. It ranks each profile based on several determining factors, such as age, education, work experience, language ability and adaptability. The Comprehensive Ranking System now awards 15 points to international students holding a diploma or certificate earned on completion of one or two-year courses obtained in Canada, thus promoting the local academic institutions. Likewise, holders of certificates, diplomas and degrees earned in three years or more, including a Master’s, professional or doctoral degree, are awarded 30 points.

f) In New Zealand, Australia, Germany and the US, similar point-based approaches have been promoted in different forms with tremendous success.

Cutting Edge and Better Research Opportunities with Pathways to a Career in National Research Enterprise

basic research has to be promoted by the government through grants and projects that lead to continuing employment as recommended by Professor Yashpal in the report of National Knowledge Commission. Students pursuing subjects particularly in research-centric areas like Biology, Astronomy, Astrobiology, Avionics, Space Research. Nano Sciences or Pharmacy do not receive enough support from Indian institutions in terms of either the infrastructure or resources. Universities in America, Australia, Canada and Britain offer abundant resources to provide students with the best labs and the sophisticated technologies, equipment and infrastructure to conduct in-depth research. Our students do choose research courses abroad because of favorable environs and conditions, flora and fauna as also the habitat in those specific locations.

How the NEP can help Convince our youth to Stay and Welcome Students Abroad to Study in India?

We do need out-of-the-box approaches and lateral thinking to propose ‘Stay in India’ and ‘Study in India’ initiatives not only from the best practices and learning at par with that of foreign universities,

but also our own unique conditions in India. From the standpoint of surprisingly simple tweaking of existing traditions to major policy shifts, we need a more holistic study abroad experience in India. Yes, we have to promote scholarships; ensure a pathway to better jobs in India, provide learning with potential to travel abroad; giving back to India through incentivisation of academic excellence; mentoring of students by ensuring pathways to leading edge jobs; promoting centres of excellence in cutting edge areas; retaining the brightest which requires challenging them; and implementing the outcomes. In an increasingly globalised economy, where Vasudeva Kuttumbakkam is our core belief, being adaptable and attuned to cultural differences – both within our country and abroad – will be an invaluable approach. To bring to India the best from globally renowned institutions while also retaining our own students, will be the way forward for the future, particularly in an online and digitalised virtual new normal of tomorrow. The employability quotient and lateral mobility coupled with skilled workforce will prove to be a demographic dividend, instead of a demographic disaster, where our youth will stay and study in India and we would open our arms to the best from abroad too, so as to make India a destination of choice for all.

references

1. India, MHRD (2020). Final National Education Policy 2020 (Report). Ministry of Human Resource Development.

2. Creativity gets a boost. Deccan Chronicle. 20 June, 2019. Retrieved 31 July 2020

3. Jebaraj, Priscilla (2020). The Hindu Explains | What has the National Education Policy 2020 proposed?. The Hindu. ISSN 0971- 751X. Retrieved 2 August.

4. Puri, Natasha (2019). A Review of the National Education Policy of the Government of India: The Need for Data and Dynamism in the 21st Century. Social Science Research Network (SSRN).

5. https://en.wikipedia.org/wiki/National_Education_Policy_2020

6. https://wenr.wes.org/about 7. https://wenr.wes.org/category/mobility-trends


India’s new National Education Policy–2020 (NEP–2020) got Union Cabinet approval on 29 July 2020, thus replacing the last NEP that was adopted in 1986 and amended in 1992. The most powerful section of the NEP–2020 is its vision statement; it is a bold and courageous declaration, succinctly delivered through a few words: “This National Education Policy aims at building a global best education system rooted in Indian ethos, thereby transforming India into a global knowledge superpower” (NEP–2020, p. 5).

The Strength and the Challenge

Following this vision, the proposals outlined in the NEP–2020, prepared under the able leadership of Dr Krishnaswamy Kasturirangan are wide-ranging and comprehensive. It touches on all the issues that were being discussed in this sector for years and provides a perspective on each issue. This is the strength of NEP–2020, and this has also led to a lot of scepticism in terms of its implementation. As always, the devil lies in the details and we need to focus on how to get the NEP–2020 translated to action on ground – true to the spirit of the reforms envisaged – to empower the students in the country, and to discover and fully develop their unique potentials. Only by leveraging this demographic dividend, the country can dream of becoming a ‘knowledge superpower’.

we need to establish institutional mechanisms for time-bound implementation of NEP–2020 with fixed accountabilities—from resource mobilisation, legislative interventions, coordination between the centre, the states, different boards as well as regulatory bodies and funding agencies. This is a Herculean task, which the country needs and deserves—the NEP–2020 document recognises that its implementation will “require multiple initiatives and actions, which will have to be taken by multiple bodies in a synchronised and systematic manner”. The emphasis on quality learning has generated a

lot of aspiration on ground. Whatever measures we take to create the new education system at large, the intent and the spirit of NEP–2020 should not get lost even at every individual citizen level. “The aim must be for India to have an education system by 2040 that is second to none, with equitable access to the highest-quality education for all learners regardless of social or economic background” (NEP–2020, p. 3) and needless to say the responsibility of ensuring equitable access to quality education for the deprived sections of our society rests primarily with the central and state governments.

The proposed measures in the NEP–2020 offers a pathway towards the stated ambitious goal of transforming India into a global knowledge superpower. One needs to elaborate on one important all-encompassing thread—the identification and prioritisation of “a robust ecosystem of research” in that regard (NEP–2020, p. 44). Indeed, it is an ecosystem that can provide the right environment for ideas to connect. The change has to be brought in from the school level to undergraduate education.

Structural Matters

Changing the pattern and content of any undergraduate curriculum is an involved and serious process and needs a lot of thought and care and also some resources. Shiv Nadar University started this concept at the very beginning in 2011 with a well-rounded four-year undergraduate program (the so-called ‘FYUP’), and we already know the advantages of such a flexible, multidisciplinary, ‘liberal studies’ and research-based curriculum, which cannot easily be squeezed into just 3 years. Other universities can adapt from the available successful models. Curriculum changes can be implemented successfully only when all the stakeholders see merit in it; otherwise, changes stay only on paper. For a degree program, we had long recognised that it is the total course credits to be earned that matters, and not the duration of the program, which may not be fixed as the duration depends on each learner’s pace, preparedness, aptitude and choice.

National Education Policy–2020: A Shot in the Arm for research and development in india

rupamanjari Ghosh*

* Vice Chancellor, Shiv Nadar University, Greater Noida-201314 (Uttar Pradesh) and Co-Chair, FICCI Higher Education Committee. E-mail: [email protected]


The multiple exit/entry options and the credit bank proposed in NEP–2020 will discourage dropouts from higher education for lack of funds or other reasons. This will also allow students from various backgrounds to complete their education while they are earning or were forced to take a break for some reason. For this to work out, the curriculum has to be modular. On the flip side, the teaching- learning process for these students may become more impersonal and transactional. You gain some, you lose some! While it is good to have this flexible option, not every student will opt for multiple exits, and the majority may still go for a continuous education of 3-4 years; their experiences may not be comparable.

NEP–2020 guides us about what will enter the menu of UGC’s student-centric Choice Based Credit System. Real-life problems, for example, need real-life solutions that are not restricted to only one discipline. The students must have a multidisciplinary breadth, which would allow them to handle interdisciplinary areas of importance. The traditional boundaries of disciplines and education in silos have become irrelevant. But it must be emphasized that interdisciplinarity should not be at the cost of ‘disciplinarity’: students should be trained to go deep into at least one discipline. In today’s gig economy, a specialist is again in demand, and businesses are looking at specialists to deliver data-driven results, for example. When the students go deep in one subject and learn ‘how to think’ in a research or exploration- based setting, they will be able to re-learn a new stream which today’s unknown future may demand of them. Students should develop the skill of critical thinking irrespective of the major fields they are pursuing, so that their future is be bright. Universities need to expose undergraduate students to research, providing them with training in research-oriented scientific thought to address societal and industrial needs. The critical stakeholder for this are the faculty, whose role ought to be that of guidance and mentorship. It will be important for the faculty to have avenues for recharging and stay life-long learners.

In the NEP–2020, there is a mention of removal of the often confusing varied nomenclatures used for Indian higher-education institutions, such as ‘deemed to be university’, ‘affiliating university’, ‘affiliating technical university’, ‘unitary university’ – these shall be replaced simply by ‘university’ on fulfilling

certain norms. This is a much- needed change of nomenclature and should be applicable to the names of the prestigious Institutions of Eminence, currently being called ‘deemed to be university’. This may need amendments to the UGC Act and should be taken up at the earliest so that we can talk about the more substantive issues related to the schemes.

Engaging the Brightest and Best Minds of our Generation

Today in the higher education space, while it is fashionable to talk about ‘liberal arts’ on one hand, and ‘disruptive technologies’ of AI (Artificial Intelligence), ML (Machine Learning), VR (Virtual Reality) on the other, we must remember that Liberal Arts is incomplete without physical sciences, and the disruptive technologies alone will not be able to solve all societal problems. Science has shaped our world, and today the global pandemic has reinstated the importance of basic and applied scientific research, and also of stable research infrastructure and funding, for survival and sustenance.

“HEIs will focus on research and innovation by setting up startup incubation centres; technology development centres; centres in frontier areas of research; greater industry-academic linkages; and interdisciplinary research including humanities and social sciences research. Given the scenario of epidemics and pandemics, it is critical that HEIs take the lead to undertake research in areas of infectious diseases, epidemiology, virology, diagnostics, instrumentation, vaccinology and other relevant areas. HEIs will develop specific hand holding mechanisms and competitions for promoting innovation among student communities. The NRF will function to help enable and support such a vibrant research and innovation culture across HEIs, research labs, and other research organizations.” (NEP–2020, p. 38)

Research in Basic Science has been the foundation for transformational technology. In the history of science, all technological innovations – from life-saving vaccines to space satellites – can be traced back to the work of scientists motivated purely by a desire to understand the world. One key aspect of implementation of NEP–2020 should be outreach efforts heavily focused towards getting our young minds to understand the tremendous opportunities in the study of depths of science. What is encouraging


to note is that the NEP–2020 unequivocally recognises the role of research towards alleviating the big problems of our modern world: climate change, population dynamics and management, the expansion of the digital marketplace, and the rise of machine learning and intelligence which may affect employment patterns of the future (NEP–2020, p. 44). Closer home, high-quality research could help find the solutions for the myriad problems that vex our country every day: access for citizens across social spheres to clean air, drinking water, adequate food, energy, quality healthcare, improved transportation and more.

University education should drive and not just respond to industry/ technology. I call for the brightest minds of our generation to engage their time and energies in social and technological developments of the physical kind and not just in improving social media or e-marketing algorithms. The vision for the future outlined in NEP– 2020 resonates with the burning issues of the present time that will greataly impact the times to come: “research has never been more essential for the economic, intellectual, societal, environmental, and technological health and progress of a nation” (NEP–2020, p. 45).

While we celebrate the lofty and comprehensive goals of NEP–2020, we must also be cognizant of the fact we are at a preliminary stage of the entire process; execution still remains the most important part. If we, as a nation, are serious about the goal of transforming India into a global knowledge superpower, serious research, exploration and invention must be given the due priority it so urgently requires.

The Current Scenario of research in india: Striking but isolated Achievements

As a nation, we have some outstanding achievements which we can justifiably be proud of. As recently as September 2020, India jumped four places to rank among the top 50 countries in the Global Innovation Index 2020 for the first time in its history (Times Now, 2020). Our current rank is 48th, and the fact that we made this leap, amid the ravages of the coronavirus pandemic and the ensuing economic downturn, should not be understated. The Indian Space Research Organisation (ISRO) occupies a special place when we talk about Indian scientific innovation and temper. These are only a few examples

of the immense potential the country possesses, which needs to be unlocked to truly discover our worth.

The other point to be made about the examples used above is that these successes have come despite the country’s record of historically low investments in Research & Development. According to the World Bank, India spent only 0.65 per cent of its GDP on research & development in 2018 (UNESCO Institute for Statistics, 2018). This per centage is the lowest when it comes to the BRICS countries as can be seen by the corresponding figures – Brazil (1.26 per cent in 2017), Russia (0.99 per cent in 2018), China (2.23 per cent in 2019) & South Africa (0.83 per cent in 2017) (UNESCO Institute for Statistics).

Would an increased investment result in better invention/ innovation? For example, if we increase R&D Spend-to-GDP ratio from 0.7 per cent to 0.9 per cent, would we see a dramatic change in outcomes? And, here is the answer to that question which was published a few years ago: “fundamental research is a long-term investment, the returns of which may not be immediate. This is not a luxury at the cost of the public – if fundamental research is abandoned by the State, it will irreversibly cause a collapse of all applied research in the long run, and the nation cannot ever dream of becoming self-reliant in today’s ‘knowledge society’.... Unlike a factory product, the value of research to society can only be judged in retrospect, which has always been a necessary gamble, and it has paid off everywhere in the world!” (Ghosh, 2005).

Education should accelerate invention, while innovation will continue to show up from unexpected quarters as well. Innovation, as we understand today in terms of commercialisation of technology, can happen without systematic education, but inventions, on the other hand, are primarily products of education (applied research). Both need investment. The country should continue to generate new knowledge through basic/fundamental research, and create robust industry-academia partnerships to translate the generated knowledge into applications. Strong R&D initiatives in the Indian industry are an essential element for success in this program.

Watch the dragon

China’s investment numbers tell an insightful story. The country’s spend on R&D rose to 2.23 per cent of GDP in 2019, an increase of 0.09 percentage points from the previous year. Its total expenditure in


monetary terms was 2.21 trillion Chinese Yuan ($322 billion), which was a rise of 12.5 per cent over its previous year. China has continuously seen double-digit percentage increases in R&D expenditure with a stated goal of increasing R&D expenditure to 2.5 per cent of GDP by 2020, outlined in its most recent Five-Year Plan (Normile, 2020).

The results are showing, and these investments are now paying off. China has rapidly become a major player in fast-growing high-tech sectors such as nuclear energy, new energy vehicles, Artificial Intelligence and advanced manufacturing (Nadir, et al., 2019). According to a McKinsey report of 2017, one in three of the world’s 262 unicorns was Chinese (Woetzel, et al., 2017). The country accounts for the largest share of industrial robots at 140,500, which is more than the combined total of the next four countries on the list (Japan – 49,900 units, United States – 33,300 units, South Korea – 27,900 units, & Germany – 20,500 units) (Liv, 2020).

In India, though there have been select remarkable successes, the entire research ecosystem – for basic and applied research – has not progressed uniformly. India must pave its own path, but there is much to be learned from China and other countries which show a clear correlation between increased R&D expenditure and technological innovation. The countries with the highest spends on R&D (South Korea, Japan, Denmark, Finland, Sweden, Austria, Switzerland, Germany & United States) are all highly advanced, industrialised nations at the forefront of technological know-how and excellence (UNESCO Institute for Statistics). It is, therefore, not a coincidence that most of these nations also rank within the top 20 of the Global Innovation Index 2020 (Dutta, Lanvin, & Wunsch- Vincent, 2020).

Analysing the National research Foundation’s (NrF) role in the Transformation

Recognising the pressing need to set up a professional and comprehensive research education framework, the Ministry of Education (formerly the Ministry of Human Resource Development) proposed the establishment of a National Research Foundation (NRF) with the objective of directing human and material resources towards carrying out a well-coordinated research across disciplines. (The

Prime Minister’s Science, Technology and Innovation Advisory Council (PM-STIAC); Ministry of Human Resource Development, 2019, pp. 6-7)

In her budget speech on 5 July 2019, the Finance Minister, Nirmala Sitharaman announced the establishment of the NRF with the following points: “We propose to establish a National Research Foundation (NRF) to fund, coordinate, and promote research in the country. NRF will assimilate the research grants being given by various Ministries independent of each other. NRF will ensure that the overall research eco-system in the country is strengthened with focus on identified thrust areas relevant to our national priorities and towards basic science without duplication of effort and expenditure. We would work out a very progressive and research-oriented structure for NRF. The funds available with all Ministries will be integrated in NRF. This would be adequately supplemented with additional funds.” (Sitharaman, 2019, p. 14)

The stated objectives of the NRF are lofty, and if properly implemented are well-positioned to transform India into a global education superpower. In terms of the funding, it is proposed that the NRF be given an annual grant that will eventually reach 0.1 per cent of the GDP (approximately INR 20,000 crores in current terms) with the autonomy to make its own financial decisions. (The Prime Minister’s Science, Technology and Innovation Advisory Council (PM-STIAC); Ministry of Human Resource Development, 2019, p. 12)

The initial grant is planned to be increased progressively over the next few years. According to NEP–2020, the NRF will competitively fund research in all disciplines across the academic landscape:

Science, Technology, Social Sciences, and Arts & Humanities. (NEP–2020, p. 45)

However, this is not enough. The quality of research of a country is inextricably linked to its higher education system. The NEP–2020, in its current avatar, promises wholescale change within higher education in India by proposing multidisciplinary universities and more freedom. It does not, however, answer an important question: how does higher education fund better research?


The Need for reform in Higher Education

To answer that, as an immediate first step, at least INR 5,000 crores from the INR 20,000 crores earmarked for the NRF must be released on competitive merit for research to public and private higher education institutions. This funding must be non-lapsable and aimed towards enabling an environment of competitive and outstanding research. We must implement a forward-looking ‘common norm for public and private HEIs’—every institution should be held accountable, in a progressive and fair way. The schemes will be as good as the people—competence of people who sit in judgement should be unquestionable.

The importance of higher education as a key driver to accelerate invention/innovation in the long-term goal of becoming a global knowledge leader cannot be understated. The major reforms in higher education advocated by the NEP–2020 – holistic and multidisciplinary education, flexibility of education choices and program durations, etc. – must be aligned to an agile Higher Education framework. In its implementation, the government must not shy away from taking bold steps to promote private philanthropy to meet the Gross Enrolment Ratio (GER) for higher education. At present, Indian universities face various regulations and challenges in creatively endowing their investments. In contrast, premier educational institutions in the United States can maintain, and use large endowment funds to support their research aspirations.

Removing the shackles that have held back higher education organizations from investing their time and skills in research is key to restoring India’s rightful place in the world. An immediate outlay from the proposed NRF to higher education institutions will kickstart this process and reinforce the message that the government is committed to its ambitious goal of transforming education. With a commensurate increase in outlays, we could enable our young talent right from the undergraduate levels to develop scientific thoughts in our institutions, aimed at finding innovative solutions to meet India’s and the world’s most pressing societal and industrial needs.

We need competent leadership; not just resources. How do we create a system where

transformational and innovative leadership is encouraged with the pursuit of creating an equitable, fair world? We need to make sure that our elite institutions do not stay elitist. Our country’s research quality and academic standards need to improve by collaboration and meaningful accreditation because only when the research median is high, we will be able to sustain the fragile peaks of excellence on it. There are no short-cuts to excellence, and we need to start now.

More than ever, the unprecedented coronavirus pandemic of 2020 has demonstrated the importance of becoming a nation capable of providing quick and effective solutions to world-changing crises. COVID-19 is not the first and it will not be the last pandemic that affects us, and it is likely that we will encounter more such events in the near future, which will reshape our world. The new normal will keep shifting and we, as a nation, can only be prepared to adapt and create solutions to meet ever-changing needs by cultivating a generation of visionaries, thinkers and academics who can change the world before it changes them. Our leading universities ought to be in the driver’s seat of the ‘robust ecosystem of research’ with academia-industry-government, national-international partnerships, and maintain quality. Let’s make a beginning now.

it is an opportune moment as there has been a serious buy-in of the NEP–2020 by almost all the stakeholders—at the individual institution as well as the faculty and student level. The implementation has to have the depth and breadth for the intellectual strength of our country to emerge, with a leadership and vision that is ‘glocal’: global in its outlook but deeply rooted in its local context.

references1. Dutta, S., Lanvin, B., and Wunsch-Vincent, S. (2020).

Global Innovation Index 2020. Cornell University; INSEAD; World Intellectual Property Organization (WIP).

2. Ghosh, R. (2005). Accountability of Universities: Scientific Research – Basic versus Applied, A preliminary account was presented in a seminar in Jawaharlal Nehru University, New Delhi, on 2 October 2004. Published inpart in The Tribune, Sunday, 4 September 2005, as an article under “Perspective”.

3. India (2020). National Education Policy 2020, Ministry of Human Resource Development (recently renamed ministry of Education), Government of India. Retrievedfromhttp://niepid.nic.in/nep_2020. pdf

(contd. on pg. 176


The New Education Policy–2020 is a most comprehensive and insightful policy framework to boost the sagging education system of the country to meet the demands of economically globalized world with a focus on ethico-cultural perspectives of India to transform the country into a knowledge super power. The horizontal and vertical perspectives to revamp the entire education system in the country and to introduce comprehensive changes from Primary to Higher Educational level in the country are laudable. In that direction, the steps taken in renaming the former Ministry of Human Resources Development as Ministry of Education is another mile stone. Further, the document advocates to bring in various institutional changes to develop a solid structural framework by repealing various organisations into a single institution namely Rashtriya Shiksha Aayog (RSA) are definitive visionary perspectives.

The role advocated to the RSA is much more comprehensive than its predecessor proposed organisations in the draft National Educational Policy 2019. In order to assist the RSA it is proposed to establish a Permanent Secretariat of the Rashtriaya Shiksha Aayog (PSRSA). Apart from RSA, it further contemplates to establish an Indian Education Service to develop Education Planners and Administrators to manage the educational institutions from Primary to Higher Education both at the level of the Union and States to bring in professionalism in the educational administration and in education. However, in order to have better management and educational promotion to achieve the objectives, an alternative perspective is discussed hereunder with infused focus on the proposed IES for wider acceptance to suitably accommodate the cooperative federal features of the constitution to alleviate the inhibitions of some states and political parties especially taking into consideration of the needs of Higher Education.

restructuring Higher Education Before proceeding with the organizational

structure, let me subtly examine the restricting of

education with some modifications advocated by the NEP–2020 from Primary to Higher Education. The NEP’s vision for a comprehensive sweeping reforms perceptive though a welcome step, in order to yield results it requires some more drastic changes in the outlook of the policy, especially in the Higher Education sector than the proposed ones.

The Union and States are empowered to regulate Education in the country. Accordingly Higher Education, especially, University Education though the syllabus and patterns are mostly common both in State run Universities and Central Universities and Institutions, funding and recruitment and other aspects greatly vary amongst the universities including the choice of mobility of students is restrictive from University to University within the state and across the states. The same is results in recruitment of both teaching and administrative staff including that of the Vice Chancellors in practice. Further, compared to Central Universities, in majority of the states, where in the Universities need to depend on the funding and policies of the state. This being the ground reality many universities once had a mark of their own are at present struggling to continue their existence and in several states most of the State Universities are not in a position even to appoint the staff on a permanent basis or to pay salaries at regular intervals.

The constitution though prescribes one nationality and one domicile, many states reserve majority of the seats to the Pupil of the state on the name of state domicile, which is non-existent in the constitution. The reservation system of seats to the natives of the state or people residing for a fixed period in the state greatly brought in imbalances to the free exercise of most of the fundamental rights that are guaranteed to the citizens. A student wishes to study in any particular institution in the country may not be able to procure admission due to stiff local criteria norms. This has resulted in more of parochialism coupled with linguistic bigotry, regional tendencies than to live up to the standards of unity in diversity culture for which the land of India is popular for generations and the objective perspectives of Social Justice as advocated by the constitution especially, the Preambular percepts. This type of practices

Institutional Reforms for Effective Implementation of National Education Policy–2020

T S N Sastry*

* Vice Chancellor, The Tamil Nadu Dr. Ambedkar Law University, 'Poompozhil', # 5, Dr. D.G.S. Dinakaran Salai,Chennai- 600028, (Tamil Nadu). Email: [email protected]


certainly hampers not only competitive atmosphere of teaching and research but lead to largely inbreeding of teachers at the University level which has had its own impact on the quality teaching and research in the country.

Apart from admission system, the varied service conditions amongst the staff of Universities and mostly the selection of Vice Chancellors limited to academicians and researchers belongs to the natives of states or people belongs to the respective states working in other states has its own ramifications on the outlook of the system. To equip the Universities in unison in order to carry forward the policy as it visualizes, especially, entry exist system of students into the institutions be permissible at their choice as advocated. To achieve this, the Union has to take lead to discuss with the States to bring in all Universities on a single board without any discrimination of state and central Universities and place them under the Proposed National authority as a single umbrella without any governmental interference in their activities. Such a step would pave the way for expanding role of the proposed IES to bring in more harmony as advocated by the Policy framework and leads to promote cohesive education and research with better governance.

dual Structured Educational Bodies

According to the policy, Rashtriya Shiksha Aayog (RSA) would be established as an advisory body with a permanent secretariat with multiple wings for administrative purposes for execution of the policy under the Chairmanship of Hon’ble Prime Minister of India. Though it is a welcome move, for better policy perspectives and to weed out the doubts in the minds of any one and to give freedom to the educational institutions, a two-pronged institutional structure needs to be created than a single entity viz., Rashtriya Siksha Aayog with a secretariat.

The Rashtriya Shiksha Aayog

According to NEP–2020, Rashtriya Siksha Aayog as the sole principal organ is entrusted to deal with all aspects of education to achieve the vision. However, for better governance and effective functioning taking into consideration of the needs of education sector and to handle from Primary to Higher Education by involving the states and to take care of the financial needs of various sectors

and institutions of education, apart from RSA as a principal body, it needs another body which may be established and to be named as Rashtriya Vidya and Parishodana Vikas (RSVP) to look after policy formulations and administrative aspects of education and the proposed same secretariat has to be attached to this organ as an administrative wing to function under the directions of RSPV than RSA to function independently on the lines of the Tertiary Education Quality and Standard Agency of Australia.

The RSA has to be a principal advisory body as advocated by the policy to oversee the Policy and Administration including the sanctioning of finances. This body instead of having a direct control and influence on the policy framework, it can be a visionary organ for effective realization of aims and objectives of the policy and its constitution may be expanded than the proposed structure to bring in the features of cooperative federalism of coexistence as championed by the constitution. it needs to headed by the Prime Minister of India as Chairman, Education Minister as Vice Chairman, Leaders of Opposition of both Houses of Parliament, Ministers of Finance, Law & Justice, Health, Science and Technology, Ministry of Education, Social Welfare, and the Education Ministers of States and Union territories, and few eminent educationalists one each from Science, Humanities, Social Sciences, Professional Education like Law, Medicine, and the Chairman of the Rashtriya Vidaya and Parishodhana Vikas as Member Secretary and the Vice Chairperson of the NITI Aayog. The Prime Minster being the Chairman will address the sessions of its biannual meeting followed by the Minister of Education as Vice Chairman to follow up the action plan.

This body needs to meet twice a year in the months of February and July. It can prepare plans for the grants to be provided to institutes and looks after allocation of funds in the Union and State budgets and to review or evolve the policies of education in its entirety and suggest any measures to be taken by the RVPV. The agenda for the meetings is to be circulated at least three months prior to the meetings of the body. Basing on this, all proposals, suggestions need to be sent to the member Secretary with a month’s advance notice to prepare a plan for discussion and adoption by the RSA. If any issue is unresolved, it may be referred to the President of India whose decision shall be final.


The President of India may consult such educationists who may assist him in arriving at a conclusion.

Rashtriya Vidya and Parishodana Vikas

The Second Organ needs to be constituted as Rashtriya Vidya and Parishodana Vikas or as the National Board of Education and Research Development replacing all the bodies functioning in the country from School Education to Higher Education including professional Education such as Law and Medicine. Legal Education as of now only the Undergraduate education is regulated by Bar Council and the Post Graduate and Research is under the supervision of UGC. Hence it is better entire Legal and Medical Education also has to be brought in under the control of one agency on the lines of some of the countries, especially viz., Australia which has a single regulator to look after all types of education in the country.

This body may have a Chairman and a Secretary General with a Secretariat. The RSPV for effective functioning may be further bifurcated with independent wings such as School Education, Collegiate Education, Higher Education and Research and Professional Education. These wings may be headed by a Vice Chairman. For further effective working bifurcation may be made with independent wings with various divisions such as Primary Education Wing, Collegiate Education Wing, Legal Education Wing, Medical Education Wing, Scientific, and Technological Wing, Adult Educational Wing, Vocational and Cultural Educational Wing and Research and Development Wing. The Chairman, Vice Chairman’s and the Secretary General tenure be fixed as five years without any extension.

In order to guide the RSPV for effective functioning in tune with policy framework and to implement the directions of RSA, two Principal Executive Bodies have to be constituted one may be named as General Council of RSPV. The Composition of it need to be as the Union Minister of Education as Chairman, as RSPV’s Chairman as the Vice Chairman, and the four Vice-Chairman’s along with 25 members of whom 2/3 of them shall be eminent educationists in the four wings and Principal Secretaries of the Prime Minister, Ministry of Education, Ministry of Science and Technology, Law and Medicine and the Secretary General of the Association of Indian Universities be members as ex-officio members, and the Secretary of

the organ will act as its Member Secretary. Apart from these, the Chairman of the Bar Council of India, the Chairman of the Medical Council, and two other experts of other fields may be nominated. The term of the appointed members (except the ex-offico members) shall be fixed for a period of five years without any extension. This body has to meet twice a year in the months of January and June to prepare the draft plans and the policy framework, budget to facilitate the meetings of the RSA.

For an indoor management and to assist the main Executive Council an internal Council may be created with in the RSVP under the Chairmanship of the RSVP along with four Vice Chairman’s, the Directors of Different Wings, and at least 20 members of whom about Ten educational experts from different fields of the directorates proposed, four proposed Zonal Directors, the Proposed Chairperson of Indian Educational Services and five Vice Chancellors from each of the wings be appointed of the RSVP internal Executive Council with the Secretary of the RSVP as its member secretary and all the members needs to have only tenure of five years without extension. This body needs to meet two times in a year in the months of November and May with an option for special meetings to be called for with a fifteen days’ notice. The Council will look after functioning and implementation of the policy framework at the regional levels and prepares the actual budgetary framework including its own management.

Further, for a better functioning of RSVP there is a need to create four Zonal branches to look after the proper implementation of policies of the body and to cater the needs of states and Union Territories. These may be established in Eastern, Western, Southern and Northern parts of the country respectively in a Central Place of the Zone than confining to State Capitals. These Zonal Boards have to be headed by an eminent Academician as Zonal Chairperson consists of State Board Chiefs of the Zone and eminent academicians of 10 members from different fields of the Zonal area has to look after entire education in the Zone with a regular consultative link with the RSVP.

At the level of States each State has to establish similar type of organizations on the lines suggested above to monitor, to regulate education at every level up to the collegiate education and has to initiate steps


to bring in entire education including professional Education at the state level under one single Ministry as an umbrella ministry than under different ministries that have control of different streams of education as its exist at present in some states. Accordingly, on par with the national plane, the State Education Council has to be headed by the Chief Minister, the Education Minister should be the Vice Chairman, Leader of the Opposition of both Houses of State Legislatures, Ministers of Finance, Law & Justice, Health, Science and Technology, Social Welfare, and the Executive Heads Zonal Board of RSVP not less than 10 experts from disciplines of Sciences, Humanities, Social Sciences, Law and Medicine and Chairperson of the State Level Education Board as its member secretary. If any difference of opinion on any issue including with the policy framework of the RSA or RSVP the matter may be referred to the Governor of the respective state and whose decision shall be final and binding. The Governor may consult eminent educationalists of the Zone and also may seek the advice of the President of India.

Apart from the State Education Council, each State has to establish a Board of Education and Development Council with different wings on the lines of the RSVP abolishing on all other boards and bodies functioning at present. These proposed Boards need to coordinate with the Zonal Boards for better governance and funding from the Union. The State administration has to carry forward the ideas of Union bodies for uniformity of education with leverage to promote the local and regional languages and the respective cultural perspective to integrate with the national education not exceeding to a tune of around 30% of the curricula.

indian Educational Services

Proposal to establish an indian Educational Service is a welcome step and much needed hour for education. However, the policy orientation seems to confine in its powers and functions to look at the professional bureaucracy and to entrust the whole of educational governance on the lines of bureaucratic model. Such a model perspective will have its own ramifications and may lead to nurture the bureaucratic culture in education. For better governance as stated early, the Union and States have to relook at the Schedules in changing orientation for better educational impartation and

training leaving the educational administration of States and Union to the Collegiate education, the Universities and Research has to be placed exclusively under the RSVP by amending the constitution. in order to eliminate all maladies and corrupt practices as distorting factors of education, especially, in higher education, University Education and Research all governmental universities without any distinction of Central, and State Universities be brought under the RSVP to look after directly with a separate wing of University Education and Research.

For further better augmentation of Universities, the teachers at entry level have to be examined by this body after undergoing a rigorous exam and interview process to produce quality teachers and to create competitiveness amongst the teaching faculty to eliminate the various types of examinations such as SET/SLET/ NET/ etc., and thus becomes an objective criterion for education in various Universities. Every year basing on the vacancies it may appoint the Assistant professors at the entry level and other promotional levels may be left to the Universities concerned as per the policy perspectives drawn by RSVP at regular intervals.

Even in the appointment of Vice Chancellors to governmental and private Universities a separate wing may be constituted in the IES through which the Vice Chancellors may be drawn for appointment with a five year term without a second term in the same institution. At no point of time a person be permitted to hold a Vice Chancellorship not more than two terms in all together. This would certainly bring in far reaching changes and eliminates all kinds of maladies that are faced by the Universities especially the government ones more in the state Universities where in name sake autonomy of the universities may be restored. The Vice Chancellors and the University teachers may be given due respect by declaring their cadres and levels on the lines of Administrative services.

A separate wing has to be constituted with in the IES to train the teachers and researchers at various levels including the educational administrators and Vice Chancellors at regular intervals. The Association of Indian Universities may be involved in the training and research purposes for better


augmentation and the entire administration of the IES is left to academicians without any bureaucratic interference.

Conclusion

The draft NEP–2019 has clearly advocated various bodies through chapter 23 along with RSA. However, the final policy has not advocated a decentralized structural perspective as originally envisioned for reasons better known to the policy makers. At the same time, many organs as contemplated in the draft policy are not a viable for effective functioning to realise the reforms agenda of the policy. Hence it is better to have only a two folded organizational structure as proposed above be given due consideration. By establishing a two different bodies will augment the aims and objectives of the policy including accreditation and grading process. In the grading process also it is better to have a single Accreditation organ than the number of types of grading organs we have at present that are functioning under the Ministry of Education. To deal and achieve all the aspects of NEP–2020 few organs with expansive wings of committees of experts would be better fitted.

Apart from the above before taking any steps, the maladies of present University system has to be addressed and the Vice Chancellors and States are to be consulted region wise for better molding of the policy for its adaptability. The bodies of Universities have to be filled only with academicians and well acclaimed personalities. At present in Union and State Universities, on the name of supervision, the government makes a number of nominees including legislators, administrators and others which has its own impact on the decision making powers of the Vice Chancellors in taking progressive steps in tune with changing dimensions of education both at the national and international levels. This is a sad part of University system in the country which can be eliminated only when all universities are brought under one umbrella with a uniform policy and adoption of such policy will go a long way in sharing the resources, especially, books, journals and other research aspects.

The structural changes proposed above needs a meritorious consideration to help the state to meet not only the demands of present era of Economic globalisation but also to realise the Sustainable Development Goals Agenda 2030 for which the Government of India has initiated laudable steps in various fronts by integrating them as part and parcel of the governance especially in the field of Education. Apart from the above, the Indian Constitution as the campaigner of cooperative federalism evolved by framers of the Constitution, especially as advocated by Dr B.R. Ambedkar “…democracy is nothing but a social form……” and has to be advanced to strengthen the human relationship amongst the people of India in Unison as a single entity in realising the objectives of Justice, Liberty, Equality and Fraternity and to address the concerns of the states, the Union has to take lead for further reforms in the education sector and to unequivocally achieve the policy perspectives of NEP 2020 by 2040 .

references:

1. Government of India(2019). Draft National Education Policy 2019, https://www.education.gov.in/sites/upload_files/mhrd/files/Draft_NEP_2019_EN_Revised.pdf last accessed on 15 Sept 2020

2. Government of India (2020). National Education Policy 2020, https://www.education.gov.in/sites/upload_files/mhrd/files/NEP_Final_English_0.pdf, last visited on 20.8.2020

3. Balagurusamy E. (2020). National Education Policy 2020 in a Nutshell, 2020 Coimbatore EBG Foundation.

4. Last Speech of Dr . B. R. Ambedkar Constituent Assembly Debates On 25 November, 1949 VOLUME XI, at p 64,available at http://www. https://indiankanoon.org/doc/792941/ last visited on 25.12.2020

5. Amruth G Kumar(2020. The Trouble with NEP’s Multiple Entry/Exist System, The New Indian Express, Chennai 29.12.2020 edit page, 06

6. Government of Australia ( 2020). Australian Government Tertiary Education Quality and Standards Agency, https://www.teqsa.gov.au/ last visited on 15.12.2020


As the global community shifts its standpoint from the Millennium Development Goals (MDGs) to the Sustainable Development Goals (SDGs), the role and set of expectations from Higher Education Institutions (HEIs) in responding to challenges viz., quality of public services, sustainable agriculture, equitable distribution of resources, environmental protection and active Governance requires high-level skills, research and innovation generated at the local and global levels. It calls for transformation and paradigm shift to search for its solutions making innovative use of research with support of technology. Although, there remains the challenge of how we can realise the growth and development potential of HEIs or Universities in India (Lorna Power, Kerry A. Millington and Stephanie Bengtsson, 2015).

As India drives towards becoming a global knowledge power, we need to have large number of researchers working on solving problems having societal impact. According to World Bank Data, India had only 253 researchers in R&D per million people in 2018. it was less than 06 per cent in comparison to Europe and 16 per cent less that of China. India has a smaller number of researchers per lakh population compared to China, US, and even small nation like Israel (Indian Express, 4 November, 2020). India spent less than 0.7 per cent of the Gross Domestic Product (GDP) towards Research and Development Expenditure in 2018 against the world average of 2.2 per cent to 2.58 per cent that of high income developed countries (https://data.worldbank.org).

According to the All India Survey of Higher Education (AISHE), the number of research scholars pursuing Ph.D. is less than 0.5 per cent considering enrolment of 1,69,170 Ph.D. research scholars enrolled for Ph.D. Only 2.5 per cent Colleges offer Ph.D. Programmes and maximum number opt for science stream followed by Engineering and Technology. The proportion of PhD. Students’ registration is highest in State Public Universities (34.3 per cent) followed by Institute of National Importance (21.6 per cent),

Deemed Private Universities (21.6 per cent) and State Private Universities (13.4 per cent). The investment figures for research and innovation compared with GDP is 2.8 per cent of US, 4.2 per cent of South Korea, 4.3 per cent of Israel and for India, it is only 0.7 per cent (http://aishe.nic.in).

Central Government budget allocation on education was Rs. 94,854 Crores in 2019-20, which increased from a revised estimate of Rs 83,626 Crores of 2018-19.The net allocation for higher education under the Ministry of Human Resource Development (MHRD) now called as Ministry of Education (MoE) was Rs 38,317 Crores. Spending on different aspects of higher education including research and innovation revealed a decline of 10 per cent in research and innovation in 2020-2021, whereas the spending was expected to decline from Rs. 340 Crores of 2019-20 to Rs. 307 Crores in 2020-21.The spending on research intensive Central Universities too has shown decline of 8 per cent. Though, the spending on IISERs, has revealed increase of 7 per cent. The budget allocation for 2020-21 to UGC and AICTE has revealed increase of 5 per cent. IITs and NITs are to receive 10 per cent additional financial assistance in 2020-21.Central Government has also raised funding by 23 per cent for setting up world class institutions (https://www.prsindia.org).

reviewing Key Characteristics and research Facets of the NEP–2020

After a long gap of 34 years, the Government of India has approved the National Education Policy (NEP) 2020 on 29th July, 2020. It intends to build world class education system ingrained in Indian ethos, to renovate India into a global knowledge superpower. The NEP–2020 is innovative; student (or) learner-centric; flexible; all-inclusive; integrated; equitable; transformational; revolutionary & futuristic one to achieve holistic growth & development of Bharatiya citizens with moral, ethical, social & above all constitutional values.

It has proposed revision and overhauling of education structure, including its regulation and Governance aligned to realise aspirational goals of the

Building Collaborative research Culture through implementation of National Education Policy—2020

Parimal H Vyas*

* Vice Chancellor, The Maharaja Sayajirao University of Baroda, Vadodara- 390002 (Gujarat). E-mail: [email protected], [email protected].


21st century education. The NEP–2020 can be truly called as “Bharatiya Shiskan Niti” and it’s a blueprint for self-reliant India. It offers transformational road map and framework for Bharat to become ‘Vishwa-Guru’.

The key drive of the NEP–2020 is to finish fragmentations of higher education by transforming HEIs into big multidisciplinary universities. It has envisioned that all existing HEIs to grow into research-intensive universities (RUs), teaching universities (TUs), and autonomous degree-granting colleges (ACs) with due consideration of its vision, mission, domain strength and SWOC (Strengths, Weaknesses, Opportunities, Challenges). RUs will concentrate upon research whereas, TUs would lay big emphasis on teaching with strategic focus on conducting substantial research.

Some of the innovative recommendations of the NEP is offering flexible different designs of Masters programmes (a) a 4-year Bachelors programme with research coupled with a one-year Masters programme (b) a two-year programme with the second year totally meant for conducting research for those who have completed the three-year Bachelors programme, (c) ) for students completing a four-year Bachelors programme with research there would be a one-year Masters programme, and (d) an integrated five-year Bachelor’s/Masters programme Henceforth, undertaking a Ph.D. shall require either a Master’s degree or a 4-year Bachelor’s degree with research. It implies strategic focus of the NEP for offering Graduate-level that is Master’s and Doctoral research in big multidisciplinary universities with provisioning of rigorous research-based specialisation for undertaking multidisciplinary research with active support and engagement of academia, industry, and Government.

HEIs are expected to establish Start-Up Incubation Centres, Technology Development Centres, Centres in frontier areas of research, greater Industry-Academic linkages, and Inter-Disciplinary Research including research centres for Humanities/Social Sciences.

Building research Culture through implementation of NEP–2020

Culture is the set of basic values, perceptions, wants, and behaviours learned by a member of society from family and other important institutions

(Philip Kotler and Gary Armstrong, 2012). One of the key characteristics for building research culture is organization’s approach to research integrity which consists of the formal and informal ethics, standards, protocols and policies and its adherence by the concerned researchers in conduct of research activities for building collaborative research culture (Kelly Chaplin, and David Price, 2018). The NEP–2020 has recommended launch of a fast track promotion system for high impactful research with the help of establishment of system for scientific, objective and unbiased assessment of performance based of certain criteria viz., peer and student reviews, innovations in teaching and pedagogy, quality and impact of research, professional development activities, and contribution in the HEIs and society.

The NEP–2020 calls for closer collaboration between industry and HEIs to initiate innovation and encourage active research. It advocates a very rigorous and all-inclusive method to transform the quality and quantity of research in India. It has stressed upon need for recognizing students’ interest and talent supported with system of mentoring for young innovators. Above all, the NEP calls for making big investments in research and coordinated effort amongst all HEIs to place India in global knowledge production.

In a nutshell, the NEP –2020 clearly states that the higher education system must be restructured to result in to holistic growth and development of students in HEIs. The NEP–2020 focuses on improving quality of research in HEIs with the help of research internships especially in the undergraduate curriculum, creating faculty career management systems with due weightage to research, and bring in Governance and regulatory reforms to empower faculty and institutional autonomy and innovation.

The role of National research Foundation (NrF) in Promoting research Culture

The NEP–2020 envisages the formation of the National Research Foundation (NRF) to facilitate funding and to incentivize for remarkable research in priority areas with the aim of allowing a culture of research to pervade in Indian HEIs (or) universities.

The NRF would initiate and develop research support to initiate fundamental research and also to facilitate assessment of its socio-economic impact. It would look after funding, mentoring, and building capacities and improving quality of research in HEIs of India. It would offer funding to researchers


Table-1: Some Suggestion for Formulating implementation Strategies for NEP–2020

Sr. No.

Goals of implementation of NEP for building research Culture

Action Plan(Strategies to meet

the Goal)

operational details Timeline

01 • To create and develop awareness regarding importance of research among faculty members, research scholars, and students.

• To focus on Inter-disciplinary and multi-disciplinary research in cutting edge and disruptive areas.

• To mobilize resources with the support of Donor/Alumni/ funding Agencies/Corporate/ Industry/ Institutions/ Government Departments/ NGOs and otherOrganizations.

• To establish Research Cells in Faculties/ Departments /Colleges/Schools of the HEIs.

• Developing awareness among Under-Graduate Students/Post-Graduates/Research Scholars and Students for participating/organizing/different sets of research activities.

• Facilitating and supporting faculty members for the conduct of research activities.

• Identifying the potential thrust areas of research considering domain areas of Faculties/ Departments /Colleges/ Schools of the HEIs to form various Clusters based on its Specialization.

• Facilitating preparation and submission of research proposals by Faculty Members/ Research Scholars and Students to various Funding Agencies/Corporate/Donor/Alumni Associations etc.

• Helping Faculties/ Departments/Colleges/ Schools of the HEIs to apply for central projects like FIST, SAP, ICSSR, CAS etc.

• Interacting with researchers from inside and outside to enhance interdisciplinary and multi-disciplinary research activities.

• Coordinating Interdisciplinary and Multi-disciplinary research internally within the Faculties/ Departments /Colleges/ Schools of the HEIs and externally with other Universities/Corporate/Industry/Institutions/Government Departments/ NGOs and other Organizations.

• Supporting the Faculty Members/ Research Scholars and Students to attend and participate in various academic and research events such as Conferences/Workshops/Seminars/ Webinars etc.

• Assisting the Faculty Members/ Research Scholars and Students in quality research publishing activities.

• Helping Faculty Members/ Research Scholars and Students to attend and participate in various Quality Improvement Programmes.

• Planning for resource mobilization by interaction with Donor/Alumni/Funding Agencies/Corporate/Industry/Government Departments/NGOs and various other Institutions/ Organizations.

• Scrutinizing the student’s project proposals and its submission to various funding agencies for financial support and recommend the suitable projects.

• Setting up Chapters of Professional Organizations

• Initiating, planning, organizing, and executing various kind of research activities.

• Supporting, guiding, and counselling Research Scholars /Students as a student support system.

• Maintaining constant Liaison with Donor/Alumni/Funding Agencies/ Industries and Corporate Houses

• Initiating Research Internships

Short-term to mid-term(25 Years)


Sr. No.



the Goal)


• Coordinating with Publication Houses for conduction of Sensitization Programmes on quality research publications.

• Advising Research Students how to publish, where to publish and what to publish.

• Making Faculty Members and Research Students aware of Publication Metrics.

• Interacting with Faculty Members/ Research Scholars and Students on Research Ethics and Plagiarism.

• Interacting with Faculty Members/ Research Scholars and Students regarding Patents and Copyrights and helping researchers in Filing/Grant and Publishing of patents/copyrights.

• Setting up Research Clubs.• Maintaining Database of researchers of the

Faculties/ Departments /Colleges/ Schools including information about viz., Research Publications, Books and Book Chapters, Patents, Copyrights, Conference Presentations,

Invited Talks, Expert Talks, Research Projects, Other Financial Support Received, Awards, Recognitions, Fellowships, Collaborations, Exchange Visits etc.

• Conducting Seminars/Workshops on Research Methodology, IPR, Entrepreneurship, Skill Development etc.

• Creating Research Repository at the HEIs

02 • To institutionalise Liaising mechanism for Academia-Industry collaborations and interactions.

• To Institutionalise

Technology Transfer Processes, Procedures, and necessary documents for Technology Transfer

• To Establish Research consultancy Cell (RCC)

• To Establish Technology Transfer Cell (TTC)

• Formulating the Consultancy Policy and Guidelines for undertaking Research and Consultancy activities in HEIs.

• Facilitating - on behalf of HEIs, Coordination of Administration, Managerial, Liaison, Monitoring etc. of In-House & Sponsored Research and Consultancy Assignments.

RCC will Facilitate and Coordinate: o HEIs Supported Research Projects o Sponsored Industrial Research Projects o Industrial Consultancy Projects o Intellectual Property (Patents, Copyrights etc.) • Initiating closer linkages and promote research

suited to industry needs, and consultancy assignments.

• Encouraging faculty members in the HEIs to submit research projects and to enter into MOUs and Agreements with various industrial and research organizations in different fields and sectors to promote various forms of interactions such as

o Industry-University Exchanges i. Visiting faculty from industry ii. Training Programmes / Short Term

Assignments to the faculty members in industries

Short- Term (02 Years)


Sr. No.



the Goal)


iii. Joint industrial projects for faculty iv. Participation of Industrial Experts in

Curriculum Design o Industrial Research & Consultancy i. Sponsored Industrial Research ii. Use of Industrial Labs by HEIs iii. Use of Specialized Database / Lab

Equipment of HEIs iv. Solutions for Field Problems v. Creation of Collaborative Labs / Testing

Centre at HEIs vi. Research Fellowships’ Support o Intellectual Property (Patents, Copyrights

etc.) To encourage, safeguard and manage

Intellectual property according to Intellectual Property policy (IP Policy) of the HEIs relating to Inventions (Patents, Design, Trademark, Layout Diversity etc.) and Expressions (Copyright, various forms of expressions and related rights).

• Facilitating Commercialization of the technology developed by the faculty members of the HEIs

• Acting as a link between the Inventor(s) of the HEIs and the Industry/consultant for Transfer of Technology.

• Motivating the faculty members to undertake research which can be commercialized due to its relevance to societal needs.

• Maintaining regular interaction between local industries and HEIs to identify the problems faced by these industries.

• Taking care of Legal and Financial Aspects of Technology Transfer.

• Improving the Standards of the research matching the levels needed by the industry.

• Facilitating, Encouraging, Promoting and Safeguarding Scientific Investigation and Research in HEIs.

• Making the Inventor(s) of IP aware of the applicable laws and rules for ensuring their compliance.

• Promoting, Facilitating, and Providing incentives to the Inventor(s) for taking initiatives to transfer iP to the Public.

• Enabling the HEIs for making beneficial use of developed IP with the maximum possible benefits of the Inventors, the HEIs, and the society at large.

• Promoting Start-Up and Innovation.• Establishing Incubation Centres, Tinkering Labs in

the HEIs.• Elucidating necessary information to Transfer

Technology from R&D to actual manufacturing by sorting out the information obtained during R&D.

• To make industry aware of the research, which is being carried out in the HEIs, with potential to be translated into a Product/Service.


Sr. No.



the Goal)


03 • To build Research Exposure among UG Students, PG Students, and Ph.D. Scholars.

• To build Research Exposure among UG Students, PG Students, and Ph.D. Scholars towards industrial Research and research related to societal issues.

• Establishing Research internships.

• Introducing Research Assistantships and Teaching Assistantships

• Attracting Exchange Research Scholars (UG, PG and Ph.D.) to the HEIs.

• Setting up Centres of Excellence(s) in the HEIs.• Developing state of the art experimental facilities

at the HEIs• Creating Central Instrumentation facilities in HEIs• Collaborating with leading researchers from across

the Globe. • Exposure to state-of-the art facilities and

equipment.• Exposure to cutting edge research labs across India

and world • Exposure to flagship programmes of the State and

Central Governments like Swasth Bharath, Swachh Bharath, Digital India and Make in India

• Identifying areas where Research Assistantships and Teaching Assistantships can result in high quality research.

• Generating financial resources for Research Assistantships and Teaching Assistantships

• Enabling UG and PG Students to carry out research in association with various research groups of the HEIs.

• Enabling PG and Ph.D. Students to assist their supervisors in teaching and research process, including writing of research proposals, conduction of tutorials, evaluation of term-papers etc.

Short- Term to mid-term (2-5 Years)

04 • To Motivate Faculty Members and Students to carry out research in Emerging, Disruptive Areas and Applied Areas.

• To produce high quality, highly visible, relevant research output

• Incentivization of Research especially in Emerging and Disruptive Areas.

• Identifying Thrust Areas in emerging and disruptive fields based on the expertise available in the HEIs.

• Providing incentives to Faculty Members and Students working in emerging and disruptive areas.

• Providing financial assistance for high quality Research Publications

• Providing financial assistance for Patents and Copyrights

• Incentivizing Research Collaborations with Institutions from India and Abroad.

• Providing Grants for Collaborative Research Activities.

Short- TermTo Mid-Term (2-5 Years)

05 • To Establish Research collaborations between the HEIs and other Institutes, Corporates, and industries in india and Abroad.

• To Collaborate with Academic and Research Institutes for identification of common area of interest.

• Instituting Office of Research Partnerships

• Instituting Endowment chairs.

• Instituting Cell for Academic interactions

• Identifying Common Research Areas of interest between HEIs and Collaborating Institutes.

• Starting Collaborative Research Programmes with other Universities/Institutes

• Initiating Research MoUs.• Initiating Collaborative research supervision of

Ph.D. Scholars.• Initiating Exchange/ Visiting Researcher/ Visiting

Professor Programme.• Establishing Centres of Excellence in the HEIs in

collaboration with other institutes in india and abroad.

• Conducting Collaborative Research Seminars/ workshops.

• Initiating Common Academic Programmes with strong focus on research.

Mid-Term to Long- Term (5-7 Years)


Sr. No.



the Goal)


• Initiating Exchange Programmes between the HEIs and Institutions in India and abroad

• Starting Twinning Programmes between the HEIs and in india and Abroad.

• Introducing Sandwich Programmes between the HEIs and Institutes in India and Abroad.

06 • To Accelerate Sponsored Research

• Focusing on Deliverable Outcome of Sponsored Research Projects

• Conducting research in socially relevant areas leading to Product/Service Development.

• Collaborating with Research Funding Agencies for Identification of Thrust Areas.

• Conducting Regular Training Programmes for Faculty Members ,Research Scholars and Students in drawing up and submission of Research Project Proposals.

• Conducting Training/Information Sessions by funding agencies

• Patenting of Developed Ideas/Products/Services

Mid-Term to Long-Term (5-7 Years)

07 • To make Faculty Members and Students in the HEI aware about the various Professional Associations/ Organizations in their area of research.

• Interacting with Professional Associations/ Organizations in various areas.

• Starting Chapters of Professional Associations/ Organizations in the HEIs.

• Focusing on Memberships of Professional Associations/ Organizations.

• Conducting of Research Programmes in Collaboration with Professional Associations/ Organizations.

Short- Term to Mid-Term (2-5 Years)

08 • To Make Faculty Members and Students in the HEIs aware about the various Ethical Issues in Research.

• Instituting Office of Research Ethics and Integrity (OREI)

• Forming Policies on Ethics and Integrity in Research.

• Use of honest and verifiable methods in proposing, performing, and evaluating research.

• Reporting research results with particular attention to adherence to rules, regulations, and guidelines.

• Following commonly accepted professional codes or norms.

• Creating awareness about plagiarism in reporting of research results.

• Institutionalizing OREI as the entity responsible for the implementation of Policies and guidelines of Ethics and Integrity in research.

• Preparing Research Handbook of the HEIs

Short- Term to Mid-Term (2-5 Years)

Note:The concerned HEIs should above all also must consider its domain strength, vision and mission statements and is expected

to undertake SWOC Analysis to decide on the timeline that is ST (Short-Term), MT (Mid-Term) and LT (Long-Term) for time bound implementation of operational efforts for preparation of action plan for implementation of the NEP–2020.

across all various disciplines in India to carry out socially significant and relevant high-quality research with close linkages and support of academia, Governmental agencies, industry and private/philanthropic organisations. It would fund individual projects, collaborative or group projects, capacity-building initiatives and transformative mega-projects in HEIs.

Proposed Action Plan for implementation of NEP–2020 to Build research Culture

To achieve goals of the NEP–2020, restructuring of academic curriculum of under-graduate courses and making research component compulsory in post graduate courses is highly essential while preparing time bound action plan for implementation of the NEP–2020. This also requires setting up of research


cells and centres to provide impetus to quality and socially significant research in HEIs which would also act for liaising with the industry. The HEIs should continually upgrade its research facilities along with maintaining of well-defined eco system for identifying, encouraging, and rewarding start-ups, entrepreneurial initiatives and above all encouraging innovations.

Concluding remarksThe NEP–2020 has emphasised upon adopting

creative curricular structures to enable imaginative blends of disciplines for study and research with open and flexible multiple entry and exit points with a perspective and perceptual shift for life-long learning. It emphasizes on career counselling to recognize interest and talent of students for promoting research in HEIs, introduction of research internships especially in the under-graduate academic curriculum, faculty career management systems with due emphasis on research.

It aims to build and transform research groups or research communities to enable them for undertaking multi-disciplinary research, and also to improve and increase efficiency, effectiveness and productivity of research output. One of the core objectives of the NEP is about generating and sharing ideas that will be widely applicable in real-life settings. India has massive potential to enrich the knowledge eco-system. However, the consensus is that the quality of research is far from reasonable.

The NRF is expected to create and build research ecosystem in India with strategic focus on recognized thrust areas of our national priorities without duplication of efforts and expenditure. It has become evident that in case of experimental sciences, substantial part of research funding account for laboratory and other experimental equipment, operating supplies such as chemicals and other substances etc whereas in case of the social sciences, computational facilities and manpower requirement are crucial for conduct of research in HEIs. It calls for a paradigm shift in strategic approach and policy perspective and procedural compliances of the NRF in allocation of research funding which would directly influence research output of HEIs in future. The NRF also need to adopt soft approach in providing research grants to doctoral students and postdoctoral fellows alike western countries. The collaborative research culture in all universities and HEIs should include the behaviours, values, expectations, attitudes

and norms of researchers that decides and influences different ways and the processes in carrying out set of research activities. Building and promoting collaborative research culture shall require positive support, participation, commitment and engagement of researchers and above all faculty members or teachers of the HEIs. Open communication and discussions among groups of researchers across different HEIs on sharing of his or experiences concerning success and failure in conduct of research activities and research outcome would not only supports in building research culture but it would be significantly helpful in building respect and trust amongst various research groups. Continual career counselling, coaching , and mentoring too is crucial in building research culture in HEIs. The HEIs should continuously stay connected with the research groups and statutory bodies for periodically review of its policies, procedures, guidelines as well as standard operating procedures (SOPs) to enhance and strengthen collaborative research culture of HEIs. For sustaining enthusiasm of researchers, it is important that HEIs regularly organize training and capacity building programmes and research workshops and presentations, workshops and panel discussions, research summits across different departments to learn from each other their ‘Best Practices’ to look for impactful and innovative ways to build and sustain positive collaborative research culture in HEIs.

The need of the hour is to focus on developing collaborative research culture through strategic and innovative use of capabilities, capacities, and potential of researchers to build India as global superpower in the 21st century. Research and innovation need to become relevant and socially significant and therefore building collaborative research culture for achieving goals of the NEP–2020 with striving for excellence in research with strategic and time bound implementation of the NEP–2020 is highly essential in near future.

references

1. Harzing, Anne-wil (2020). Creating a supportive and collaborative research culture at Middlesex University Business School; - Tue 15 Jan 2019 18:35 (updated Mon 19 Oct 2020 15:37) https://harzing.com/blog/2019/01/creating-a-supportive-and-collaborative-research-culture-at-middlesex-university-business-school.

2. Narayan, Biranchi, Panda, P and Jena, Lalatendu Kesari (2020). National Education Policy and the State of research in India; The New Indian Express; 01st September 2020]


3. Bozeman, B., and Broadman, C., (2014). Research Collaboration and Team Science: A State-of-the-Art Review & Agenda, Springer: London. Retrieved from https://journals. openedition.org/ceroart/5051 on 10/11/2020.

4. Draft National Education Policy, (https://www.education.gov.in/sites/ uploadfiles/mhrd/files/ Draft_NEP_2019_EN_Revised.pdf)

5. Beri, G. C. (2000). Marketing research (3rd Edition). Tata McGraw-Hill Publishing Company Limited, New Delhi.

6. MHRD,Data on PhD programmes, enrolments; https://www.livemint.com/education/news/hrd-ministry-shares-data-on-phd-programmes-enrolments-1569234603279.html

7. MHRD AISHE Report says only 2.5% colleges in India run PhD programmes, maximum students opt for science stream; Firstpost; 29 September 2019 (https://www.firstpost.com/india/hrd-ministrys-aishe-report-says-only-2-5-colleges-in-india-run-phd-programmes-maximum-students-opt-for-science-stream-7422511.html)

8. HSNC University welcomes, lauds the National Education Policy 2020. The Economic Times 04/08/2020

9. ht tp: / /a ishe.nic . in /aishe/v iewDocument .act ion? documentId=262 Accessed on 05th November,2020

10. https://data.worldbank.org/indicator/GB.XPD.RSDV.GD.ZS

11 https://data.worldbank.org/indicator/SP.POP.SCIE.RD.P6

12. https://www.merriam-webster.com/dictionary/research, Retrieved on 10/11/2020.

13. https://www.prsindia.org/parliamenttrack/budgets/demand-grants-2020-21-analysis-humanresource-development.

14. https://www.qub.ac.uk/coronavirus/analysis-commentary/collaborative-research-culture-needed-to-address-covid-19.

15. Increase investments in research, innovation: Prez Ram Nath Kovind; Mid-Day; 08 September 2020. (https://m.

mid-day.com/amp/articles/increase-investments-in-research-innovation-prez-ram-nath-kovind/22976217)

16 Chaplin, Kelly, and Price, David (2018); 7 Ways to Promote Better Research Culture; 18 September;https://www.weforum.org/agenda/2018/09/7-ways-to-promote-better-research-culture/Accessed on 10th November, 2020

17. Lorna Power, Kerry A. Millington and Stephanie Bengtsson (2015); Building Capacity in Higher Education Topic Guide; (www.heart-resources.org).

18. National Education Policy- 2020, (http://niepid.nic.in/nep_2020.pdf)

19. New Education Policy- 2020: Doors open for foreign universities; 4-year UG with exit option, flexible Master’s; Indian Express; 30 July, 2020 (https://indianexpress.com/article/education/new-education-policy-2020-govt-allows-foreign-universities-to-set-up-campuses-in-india-6529446/)

20. newscareers 360.com; States must invest in research, implement NEP 2020: President Kovind;11/04/2020

21. Kotler, Philip, and Armstrong, Gary (2012). Principles of Marketing. 14the Edition, Pearson Prentice Hall.

22. Siddharthan, Rahul; Why the National Research Foundation Is Part Good News, Part Abeyance; https:# the wire.in/the sciences/national-research-foundation

23 George, Sarath Babu (2020). Thiruvananthapuram; NEP promotes research culture: CUK VC; The Hindu; October, 05, 2 02 0]

24. Hoyer, Wayne D. and Maclnnis, Deborah J. (2010). Consumer Behaviour. Fifth Edition South Western, Cenage Learning, USA.

25. What is National Research Foundation? By: Education Desk |Delhi | Updated: August 15, 2020 12:26:22 PM The New Indian Express;4 November,2020

26. What is National Research Foundation? Indian Express; 15 August 2020, (https://indianexpress.com/article/education/what-is-national-research-foundation-nrf-6125159/)


* Vice Chancellor, Gautam Buddha University, Greater Noida-201312, Uttar Pradesh ** Assistant Professor, Pacific Academy of Higher Education and Research University, Udaipur-313001, Rajasthan.

The vision highlighted in the National Education Policy, aims inter alia at transforming India into a knowledge super power (GoI, 2020). Being home to one of the largest educational network of the world, quality and innovativeness in the higher education of the country holds the key to it. Presently, India ranks 48th on the Global Innovations Index (GII) (WIPO, 2020). With a minor share of 1.6% in the global patent fillings and a further negligible share of 0.96% in industrial design registration fillings. Our initiatives in protecting country’s vast treasure of Geographical indications (GIs) and in developing integrated circuits (ICs), the two equally important intellectual properties (IPs), is even more dismal. This problem of low innovativeness needs to be remedied by the academia with an explicit and unambiguous cue from the NEP-2020.

Higher Education Can Bring a Sea Change

india has been endowed with thousand plus universities, including the other degree awarding institutions and 50,000 plus colleges, enrolling 37.4 million students (Nanda, 2020) equaling the population of Canada. We are home to 17.6% of global population with the highest share 20% of world’s youth, and our 138 crore headcount for exceeds the 76 countries of the twin continents of Europe and Latin America. Yet, the country has mere 3% contribution in world manufacturing (WEF, 2020) and trails behind even Singapore, having 7.5 times of our high-tech exports, in spite of having mere 0.02% of our area. Singapore ranks 5th, China First and India 22nd in high tech exports (indexmundi.com, 2019). China, with almost the same share of 18.4% in world population has 28% share in world manufacturing (indexmundi.com, 2019) and 30 times high-tech exports than India. Quality and innovativeness in higher education with focus on creating IP needs to be given priority.

A simple comparison of the patent filings considerably explains this gap. China files around

15.42 Lac patents per annum against just 50 thousand patent applications being filed by our innovators. As already pointed at the very outset that the industry in India largely runs ‘assembly lines’ or ‘formulation units’ based upon imported original equipments or active intermediates of entire downstream value chains. Assembling and formulating as such do not involve much of the R&D. Most of the mobile phones to metro trains and from passbook printers and ATM dispensers to TV Sets and washing machines etc. are being mostly assembled from imported components. Almost 70% of active Pharma ingredients (APIs) (Saha, 2020) and 90% of the solar panels (Adani,2020) being used are imported from China.

Therefore, the higher educational institutions (HEIs) need to assume pivotal role in rolling out sunrise technologies, help the ailing industry clusters numbering 400 plus (GoI,2020) suffering from technology obsolescence. “HIEs have to endeavor” to collaborate with industry, government and tertiary sectors to enable and help them to cope with the change and help businesses along with various other organizations in improving their productivity (OECD, 2017). ‘University-Industry Consortia’ can help to build a research and innovations ecosystem in the country. Productivity and economic growth are largely driven by innovations which rely on research and human capital. Higher education significantly contributes to the development of both (Ellie, 2015).

Nobel Tally: israeli University in Top Ten and india Waiting after 1930

Nobel prizes won by the faculty members, scholars alumni and other associates of a university is also an acid test for the quality and innovativeness. There are 100 plus HEIs, world over having Nobel laureates affiliated to them who have won Nobels after 2000 in the field of science. But, India doesn’t have single university. An Israeli university, Technion is among top ten universities of the world on the basis of its Nobel tally after 2000 as per the list of the Times Higher Education (Ellie, 2015). Any Indian university including the institutes of national importance like IITs, IIITs, AIIMS too have to open

National Education Policy---2020: Challenges and Strategic options

Bhagwati Prakash Sharma* and Jaya Sharma**


an account for a single Nobel for research in science in India after 1930, after C V Raman. There are 150 plus universities in the world, having 5 or more Nobel laureates affiliated with them and 80 universities with 10 or more Nobel laureates.

Benchmarking with innovativeness and iP Creations of some Global leaders

The NEP–2020 envisions a global best education system (Ellie,2015). So, it is high time to

benchmark our performance with the innovativeness and IP creations of global leaders, if the HEIs have taken an early call. The HEIs in India have to take the cognizance of the gap between the IP scores of India with those of the global best. Table numbers 1 and 2 shall help the, HEI stakeholders in India to take a call.

Need to Embark on a Strategic roadmap

A strategic roadmap to revamp the curricula

Table-1: Filings and Grant of Patents: india V/s iP Giants

Country Applications filed1 Patents Granted

ratio of Applications Withdrawn

Average pendency

weeks

Filling under PCT

ratio of Patents granted

V/s filings

No. of Applications

Share of resident filings 2

Total 33 Lac 2.33 Lacchina 15.42 lac

(46.4%)10% 4.32 lac - 22.5 53,345

(21%)28%

US 5.97 lac (18.1%)

51% 3.07 lac 8.1% - 56,142 (22.2%)

51.42%

Japan 3.13 lac (9.5%)

16% 1.94 1.3% 14.1 49,702 (19.7%)

62%

South Korea

2.09 lac (6.33%)

17.5% 1.19 1.7% 15.8 17,014 (6.72%)

57%

india 0.50 lac (1.6%)

65% 0.13 72.5% 52.03 2013 (0.8%)

26%

1. Number of applications filed into the patent office of that country. Filings abroad are additional. 2. 65 % (highest) filings in India are by foreign nationals or companies.3. Ratio of applications withdrawn is highest 72.5% in India in the world. 4. Pendency of 52 weeks is second highest after Brazil, inspite of 521 patent examiners, who are processing mere 50 thousand

applications and granting 13 thousand patents, wherein withdrawals are 72.5%. To the contrary South Korea has little higher number of 875 patent examiners processing 2.09 lac (4 times of India) and granting 1.19 lac patents (9 times of India), where the withdrawals are mere 1.7%. So, Korea has a pendency of only 15.8 weeks.

Source: world Intellectual Property Indicators- 2019: World Intellectual Property Organization

Table-2: industrial design Counts and in Force

Country design counts Applied in the Country Total design Counts

originating

india design registrations in

Force Number %

Number %Total 13,12,600 100 - 39,88,900 100china 7,08,799 53.99 9.57 lac 16,10,616 40.37U S 47,137 3.59 3.9 lac 3,36,116 8.42

S. Korea 68,054 5.18 1.14 3,44,560 8.63Japan 31,468 2.39 1.41 2,57,157 6.44india 12,632 0.96 0.15 86,288 2.16

Source: world Intellectual Property Indicators- 2019: World Intellectual Property Organization]


and revisit the thrust areas for research is the need of the hour. Curricula should cover in-depth on the technologies and products, where India is experiencing fast technological obsolescence or is dependent upon external supply chains for want of appropriate and affordable technologies. Sunrise sectors and sunrise technologies too need to be focused in the PG dissertations and doctoral researches, which would rejuvenate existing sectors and technologies or offer new solutions to a host of present day problems. To sum up, there are three major challenges within each of the hundreds of verticals. A single case example from each of the three categories would be enough to give a clue. They cases are:

Phasing out of Product

All fossil fuel vehicles would be phased out before 2030. So, the petrol and diesel engines comprising 2000 plus parts and being manufactured by several thousand component manufacturers would become redundant, as these engines would be replaced by an electric drive of 20 components. India is yet to develop technology for the same.

Technological Obsolescence

A Large number of MSME Clusters, ranging from glass to ceramics and from textiles and garments to foundry products have been witnessing closure of a number of units due to technological obsolescence.

Sunrise Sectors and Technologies

Emerging Technologies like nanotechnology, molecular biology, Artificial Intelligence, including machine learning based predictive analyses, 3D printing, robotics, mechatronics would fast replace the existing production technologies and sectors. Imported AI products for crop yield prediction, medical diagnostics, therapeutics, self driven cars, tourism, fine arts, performing arts, homeland security, boarder security, defense & armaments and so on are likely to flood the markets where India is yet to endeavour.

Therefore, all HEI stakeholders have to change this belief that industry has to lead in enhancing innovativeness in the country. It is the time when the HEI stakeholders must sensitise themselves of

the needs of industry for homegrown technologies to minimise our over-dependence on imported original equipments and active ingredients in the downstream value chain in manufacturing. HEIs must raise their capabilities to collaborate with industry, government and tertiary sector to enable and help to cope with change and businesses and other organisations in improving their productivity (Ellie,2015). The vast net work of HEIs have to focus upon developing homegrown technologies --- both affordable and tempting for industry to say goodbye to the imported state of the art technologies.

references

1. GoI (2020). National Education Policy—2020, Ministry of Human Resource Development, Government of India, para 0.14 page 5.

2. WIPO(2020). Global Innovation Index-2020 Global Innovation Index-2020. world intellectual Property Organisation,, Table 12 and also at pages xxii and xxxii.

3. Nanda, Prashant K (2019). Indian’s Higher Education Student Populations Grows By 8 Lakh: HRD Ministry, Mint, September 21,

4. World Economic Forum (2020). These are the top 10 manufacturing countries in the world, www.weforum.org>2020

5. indexmundi.com (20219). United Nations, Comtrade Database through the WITS, as reported by indexmundi.com ranking entitled ‘ High-technology Exports (current US $), Country Ranking

6. Saha, Poulomi(2020). India Can Take on China in API Sector But Not Without Govt. Easing Regulation, say Pharma Giants, India Today June 20.

7. Adani Gautam (2020). Chinese imports in solar segment will be negligible in 5 years, says” Mony Contoral June 10, 2020.

8. GoI, (2020) Indian Clusters, laghu-udygo.gov.in>clus>overclus

9. OECD (2017). Enhancing Higher Education System Performance, Report on Benchmarking Higher Education System Performance: Conceptual Framework and Data, Author.

10. ibid.

11. Bothwell, Ellie (2015). Top 10 Universities for Producing Nobel Prizewinners, Times Higher Education Analysis, August 6.


National Education Policy (NEP) 2020 give much emphasis on ensuring quality education and promote lifelong learning by providing ample opportunities to all. Quality education is the greatest tool for achieving economic growth and national development, improvement of social status of the individual and promote equality. The current traditional educational system should be revisited and replaced with quality and competency based educational system. For delivering quality education, the teacher must be at the nucleus of the foundational reforms in the system. “Education to all”- the main aim of the NEP by ensuring quality education to all students regardless of their location, providing opportunities focused on developing and sharpening their cognitive skill, empowering them in critical thinking and reasoning out, enable them to become life-long learners. Health universities or institutions should revisit the educational system to integrate these attributes and develop the learning outcome to reckon with the local, national and global needs but firmly grounded in the cultural heritage.

Conceptualizing the life-long learning

The concept of life-long learning addresses the novel objectives of the educational system. Life-long learning refers to endless, voluntary, internally motivated learning throughout the life and it leads to the acquisition of new knowledge, building on and updating of the existing knowledge or skill which is a complete necessity of the constantly changing modern life.

The main attributes of lifelong learning are the great emphasis on the intrinsic value rather that valuing the end results gained out of the education, providing learning opportunities not only on educational settings but also on diverse settings, a paradigm shift from

teaching to learning, wide variety of teaching learning strategies, emphasizing the process of learning rather than the learning substance and teacher playing the role of the facilitator. [1]

The best tool to empower students in life-long learning is by subjecting them in Self-Directed Learning (SDL). SDL as a concept developed from the educational literature by Knowles. [2] In his theory it was emphasized that the students should be made responsible for their own learning, which lead the way to the paradigm shift from dependent learning to independent self-directed learning.

Self-directed learning for life-long learning

Self-Directed Learning (SDL) exemplifies the best learning strategy for a undergraduate medical student to become a lifelong learner. In this constantly changing modern medical world, the students are exposed to diverse learning environments and students should develop the following qualities to become life-long learners namely learning by choice and not by chance, taking the responsibility of their own learning, strong self-motivation, curiosity and learning by reflection. SDL plays a key role in nurturing these qualities among undergraduate students to become autonomous learners, increase the self-confidence, responsibility and assertiveness. [3]

Once the students develop the characteristics of SDL, they will be able to organize their learning needs subsequently will enable them to become a lifelong learner. Many researchers and educators across the globe have advocated SDL for health profession education including medical, dental, nursing and other health care professionals. [3] Life-long learning is one of the very important ability that the medical graduate should possess to fulfil the goal of Indian Medical Training Programme and SDL strategy plays a vital role to achieve the goal.

integration of Sdl Model in indian Health Uni-versities

The knowledge and the skills acquired by the student during their graduate program might be irrelevant or less important in future, therefore the

Empowering Medical Students as lifelong learners by implementing National Education Policy–2020

Subhash Chandra Parija* and Abilash S C**

* Vice Chancellor, Sri Balaji Vidyapeeth (Deemed to be University), Puducherry-607402, E-mail: [email protected]** Vice Principal (Student Affairs) and Professor of Pathology, Shri Satya Sai Medical College and Research Institute, Sri Balaji Vidyapeeth (Deemed to be University) Puducherry- 603108. E-mail: [email protected]


medical graduate have to relearn and upgrade their knowledge to bride the knowledge gap. For an effective lifelong learning, the student must be able to analyse the problem or the gap in the knowledge, understand the learning needs, identify the learning process and the resources, evaluate their own outcomes. The best tool to transform the medical students to successful lifelong learners is by introducing and giving effective training in SDL. [4]

SDL is not a new concept in western countries, many educationalist and researchers have included SDL in their literature, in Indian scenarios the SDL is relatively a new strategy. Nationwide, many institutions and schools had claimed the inclusion of SDL in the curriculum as a new strategy, but the effectiveness of SDL and the successful acquisition of the SDL skill by the students to empower them as lifelong learners is unanswered. A proposed model of SDL which can be integrated in the undergraduate program in stages. [figure 1]

The institution shall provide infrastructure in terms of space to carry out SDL with access to all learning resources, an effective learning management system. The teacher should take the role of the facilitator of learning rather than teacher directed didactic teaching, this will changeover the system from teacher-cantered to student-cantered learning.

Defining the Role of Teachers in SDL

When the students enrolled to HEI for graduation, they are novice to the environment and SDL strategy. So, it is the responsibility of the teacher or the instructor to make the students comfortable, motivate them, explain the process and purpose of SDL in an explicit manner, support them to acclimatize to the new system and environment. The teacher should perform the role of ‘facilitator’ rather than an information provider. [6]

Teacher does not require special skill for facilitating, instead they should understand that any kind of teaching-learning activity which provide active learning and lead students in achieving the desired learning outcome is an attempt to facilitate learning. Training students in formulating learning objectives by articulating the learning goals. Teacher should be accountable and responsible for maintaining the standards of SDL and setting the boundaries. Guiding them in developing criteria to assess their own learning. Teacher should ensure the accessibility and optimum use of appropriate learning resources and guide them in selecting the learning process. [7]

Orientation to SDL

Students when they are exposed to SDL may not understand and may not be able to internalize the principle and purpose of SDL. Attempts must be taken to make students and teachers perceive the knowledge about the SDL, its importance in integrating with the curriculum and role of SDL in acquisition of lifelong learning skills. Students should be given orientation to SDL before exposing them to curriculum.In the SDL orientation program students should be training in SDL strategies, unless the process of SDL has been explicitly spelt out to the students and encourage them to learn the SDL skill, it is unlikely for them to practice and effectively carryout SDL during their curriculum. [2, 8]

Analysing and determining the need for learning •Estab • lish learning goals to address the learning need

Settinng up an Ennvironment ffor SDL

Fig 1: Stages of integration of Sdl approach in Curriculum

Stage i: Preparedness for Adopting SdlSetting up an Environment for SDL

The first step in promoting SDL in a HEI is creating a mutual understanding and collaborative learning between teachers and learners. The process learning should include active contribution form teachers and learners. The traditional classroom, time bound teaching should be replace with collaborative, flexible learning beyond the classroom. The institution must provide access to learning resources and targeted opportunities to the learners. Flexible learning motivates and encourages students to adapt teamwork, interaction and carry out learning beyond classroom. [5]


Formulate • learning objectives to achieve the goalIdentify and appraise the appropriate resources •Apply the captured information to address the •learning objectives

Analysing and Diagnosing the Learning Needs

The students must be able ask to identify a topic, preferably a course outcome or competency that the student should achieve as a desired outcome. Students should be asked to assess the knowledge between the present level and which is require to achieve the desired outcome.

Defining the Learning Goals

Students should be trained to translate the diagnosed learning needs into learning goal. The learning goal is a broad statement of the intended outcome,it is achievable but not measurable and not specific.

Formulating the Learning Objectives

The learning goal should be broken down into specific and measurable, actionable objectives. Learning should be constructed by using the SMART (specific, Measurable, Achievable, Reliable and Time bound) criteria to achieve the goal

Identifying the Resources

Appropriate learning resources should be identified by the students based on the specific learning objectives. The resources should be critically appraised for its value, reliability and authenticity. Facilitators can help students in ensuring access to the available resources, providing a list of the relevant resources, motivating them to explore other resources, limiting the boundaries,

Apply the Information from Resources

The captured information from the resources should be applied to meet the learning requirements. Teacher should facilitate the learning activity by ensuring active engagement of all students in learning activities by accepting the student differences.

Stage ii: recognizing learner’s Sdl readiness level and development of skills

Identifying the individual learner’s SDL readiness level aids the facilitator to perceive whether the students are prepared to embrace SDL. Readiness level would vary depending the subject or the

topic. Based on the readiness level of the student’s adjustment must be made in the curriculum before being exposed them to SDL. [8]

SDL approach help the students to acquire the skills of life-long learners namely the development of metacognitive skill, communication skills and research skills. The learning experiences that the student gain during SDL enable them to integrate information, channelize their thought processand critical thinking. Apart from the core set of competencies the SDL approach prepare the students to acquire identification of learning gaps, learning by reflection, assessment driven learning, critical appraisal and evidence based practice.

Stage iii: Evaluating Sdl ApproachThe effectiveness of the SDL can be assessed

by applying various assessment tools can. Reflective writing is the best tool for assessing SDL, other tools such as continous formative assessments in the form of analytical type of multiple choice questions, problem based learning, long questions and viva voce can be tried. [8]

Use of portfolios assessment system is another effective tool for evaluating SDL, the feasibility and outcomes of implementing a portfolio assessment among undergraduate student is a definitely a challenge. If it can be successfully implemented among the undergraduate medical education, portfolio assessment system is an invaluable tool for SDL evaluation and also for the effective development of reflective writing skills.

development of Sdl Skills and the disposition to lifelong learning

Several attributes that promote the development of SDL skill and the disposition to lifelong learning. [9] [Figure 2].

Promoting the Development of Autonomous Learning and Self-monitoring

The true concept of SDL is complete learners’ autonomy, but in the Indian scenario especially in the undergraduate medical curriculum it is practically not feasible to provide complete autonomy to the learners considering the prime factors like time bound curriculum and the transition phase of student’s phase of students from adolescent to adult learner, taking total responsibility of their own learning might lead to confusion and stress among students. The teachers


can facilitate them by encouraging learners to create learning plan, setting a timeline, assessing their knowledge about the topic.

Cultivating Intrinsic Motivation

Intrinsically motivated learners have the passion and desire to learn. Teachers can create intrinsic motivation among learners by making the learners to solve the problem by providing a real-life scenario related to the curriculum, encouraging students to take the role of decision makers, encouraging each and every attempt of learning made by students by providing positive feedback.

Facilitating Reflective Learning

Learning by reflection is an important attribute of lifelong learning, but often students fail to reflect on their own learning instead they will be very much involved in completing the learning process. Students should be encouraged and given maximum opportunities to appraise their own learning. Various strategies can be adopted by the teachers for developing the reflective learning like encouraging students to critically identify the areas which they don’t know, making them to participate in conferences and asking them to present the upgraded knowledge, involving students in debate and team-based learning.

Encouraging Collaborative Learning

By introducing and encouraging students to involve in collaborative learning will enable them to refine their knowledge, share the ideas, challenge each

other with concepts and knowledge, development of interpersonal communication skills, mutual respect and recognising the peers through evaluation and review. Collaborative learning can be achieved through various learning strategies such as problem-based learning, think-pair share approach, jigsaw learning approach. [8]

Developing Decision Making and Critical Thinking Skills

Decision making and critical thinking are essential skills that a medical undergraduate student should possess. These are required for better utilization of resources, identifying and considering alternatives, effective practice of evidence based medicine. Teachers help students in developing and improving these skills by involving then active small group discussions, providing them with real life problem, role-plays, encouraging students to take part in research.

Challenges in implementing SdlThough SDL approach has been considered as a

very effective strategy for the development of lifelong learning skills, studies shown that its introduction and implementation in the curriculum revealed several challenges which include attitudinal, situational and organizational

Negative attitudes and perceptions by the faculties •and students towards SDL, Lack of internal motivation, interest, confidence •and sense of responsibilityFear of facing failures and inability to accept new •techniqueComplexity of the Program and inappropriate •embedding of SDL into curriculumNo suitable learning environment for introducing •SDL’Poor facilitation by the teachers •Students may not get sufficient time in the •curriculum, to learn all the required skills to become lifelong learnerCertain skills can be acquired only when they are •exposed to the task or problem, such an environment may not be available during the program

Recommendations to Effective Implement SDL in Medical Curriculumi) Students even after understanding the principles

and importance of SDL, the above challenges

Figure 2: Attributes of lifelong learning

Promoting the Development of Autonomous Learning and Self-monitoring

Cultivating Intrinsic Motivation

Facilitating Reflective Learning


can limit the promotion and progress. Hence the key suggestion is to guide them in effective management of time by build an equilibrium between academic workload and time.

ii) The teacher should make students realize the fact that in medical curriculum it is not possible to cover each and every topic by the teacher through lectures. Hence students should take the responsibility to initiate and control their learning

iii) Students should be exposed initially to SDL orientation program, then to multiple PBL or other teaching learning strategies which complement small group SDL and then they can be introduced to individual SDL activities.

iv) Teachers should have trust in their students and they should accept that their students are mature enough to handle and take responsibility of their own learning. In the initial stage there is much possibility of landing in confusion, however the teacher should not jump into decision making and provide all answers, strategies in these situations he should guide the students in overcoming these stressors.

v) Assessments of SDL sessions should be knowledge and skill based and these assessments should have significant role in the final university pass-fail criteria

Suggested Model of Sdl and the disposition to lifelong learning

Once the students and faculties are oriented to SDL, students can be introduced to instructional strategies like PBL & TBL, which includes the component of SDL. Active engagement in the student cantered learning strategies will gradually drive students to SDL. Integration of SDL with its true sense into medical curriculum is challenge, rather SDL can be introduced as a hybrid strategy blending SDL with the traditional or competency-based curriculum.

Teachers select the SDL topics with the involvement of the students and students are encouraged to form small groups to carry out the SDL process. This process create intrinsic motivation, confidence and readiness among students to involve individually in SDL. the by-product of the SDL is the acquisition of the lifelong learning skills. [Figure 3]

SMArT Criteria for lifelong learningS – Setting learning goals and specific objectivesM– Motivation, Management, Monitoring by selfA – Autonomous learningr – reflectionT – effective Time management

references1. Kehm,B.(2001). The Challenge of Lifelong Learning for

Higher Education. International Higher Education.(22).2. Knowles, MS (1975). Self-directed Learning: A Guide for

Learners and Teachers. 3. Murad, M H et.Al. (2010). The Effectiveness of

Self‐Directed Learning in Health Professions Education: A Systematic Review. 44(11):1057-68.

4. Kidane, H H, Roebertsen H, Van der Vleuten CPJBME. Students’ perceptions towards self-directed learning in Ethiopian medical schools with new innovative curriculum: a mixed-method study. 2020;20(1):1-10.

5. Envoplan. Self-directed Learning - Leading A New Generation 13th December 2018 [Available from: https://envoplan.co.uk/education-news/leading-a-new-generation-self-directed-learning]

6. Iwasiw CL (1987). The role of the teacher in self-directed learning. Nurse Education Today. Oct 1;7(5):222-7.

7. Morrison D, andPremkumarK.(2014). Practical strategies to promote self-directed learning in the medical curriculum. International Journal of Self-Directed Learning. 11(1):1-1.

8. Dunlap JC, and Grabinger S (2003). Preparing students for lifelong learning: A review of instructional features and teaching methodologies. Performance Improvement Quarterly. Jun;16(2):6-25.

Figure 3: A Sdl Model

5.

https://envoplan.co.uk/education-news/leading-a-new-

generation-self-directed-learning]


The present research aims to discuss in that context the “why” and “what” of Entrepreneurship Education: why Entrepreneurship Education has become so important today both for Generation Z and to the country? What should Entrepreneurship Education be to maximize its impact to transform Higher Education in India?

The discourse of work life of Generation Z has made them frame a different perspective about job and career. They had always seen their parents investing all their time, effort, and life years of hard work with loyalty to their organizations with great expectations of career growth and security in return. The sojourn of pandemic made the youngsters also witness fear, anxiety and insecurities in their parents work life. They are observing in dismay that corporations are downsizing its workforce and drastically rewriting the contract of job. In response to the rapidly changing business landscape, the generation Z are rewriting and defining their entrepreneurial intentions. industry 4.0 and beyond had opened vast opportunities to the emerging markets with economic benefit and new vision to socialism and market economy. The Government in the past decade have focused to create an Entrepreneurial Ecosystem and has been supporting youth enterprises encouraging them to leverage their entrepreneurial skill sets and knowledge to become self-employed, solo-employed creating new ventures. This has acted as a catalyst for Entrepreneurship as a career option for graduands across the nation. To help the Generation Z to pursue this Entrepreneurial passion and become a job creator, New National Education Policy–2020

(NEP) has set a road map for Higher Educational Institutions (HEIs) with its emphasis on holistic development of students by Multidisciplinary education and vocational training.

In this background HEIs and Universities of India have been bestowed with a great responsibility to prepare young generations to become more self-reliant, independent, and sustainable. They need to bridge the gap between perceived desirability to become an entrepreneur to feasibility of creation of new venture. The education offered by HEIs must enable an individual to study one or more specialized areas of interest at a deep level, and develop character, ethical values, intellectual curiosity, scientific temper, risk-taking ability, creativity, and spirit of service towards the social community. It must prepare Generation Z students for more meaningful and satisfying lives in terms of successful careers which in turn adds economic, social, and cultural value to the society. The channeling of Generation Z from “taking a job” that someone else has already created to “creating jobs” by conceiving and starting up new business is aligned with “Atmanirbhar Bharat. Abhiyan “or “Self-Reliant India Mission” conceived by Hon. Prime Minister of India Narendra Modi.

The belief that entrepreneurs are born and Entrepreneurship is for the riches is no more true. Research studies suggest that investing in entrepreneurship education can create an Entrepreneurial mindset. Eventually it translates in developing the entrepreneurial orientation among Generation Z. This entrepreneurship awareness is the seed for growing number of Start-ups in India. According to “Special Report: A Global Perspective on Entrepreneurship Education and Training”, GEM, 2008, Entrepreneurship education is broadly defined as, “The building of knowledge and skills for the purpose of entrepreneurship, generally as part of recognized education programs at primary, secondary or tertiary-level educational institutions.” Entrepreneurial skills include ‘soft’ skills, such

National Education Policy–2020: Framework to implement Entrepreneurship Education to Transform

Higher Education in indiaBalvinder Shukla*, Anupam Narula** and r Sujatha***

* Vice Chancellor, Amity University, Noida- 201313 (Uttar Pradesh). E-mail: [email protected] ** Professor, Marketing and Dy. Director (Alumni Relations) Amity University, Noida – 201 303 (Uttar Pradesh). E-mail: anarula@ amity.edu *** Professor, Human Resource, Amity Business School, Amity University, Noida – 201303(Uttar Pradesh). E-mail: rsujatha@ amity.edu.


as persistence, teamwork, communication, values and ethical boundaries, commitment to the organization, optimism, leadership, decision making, networking, self-confidence on the one hand and ‘enabling’ skills on the other hand, such as basic business knowledge, business planning, financial literacy, technical and managerial skills. An effective entrepreneurship education policy is a prerequisite for any economy aiming to develop the entrepreneurial skills among its people. However, the broader objective of which is to increase the number of individuals starting their ventures and develop an entrepreneurial culture to fulfill the socioeconomic objectives of a nation.

Entrepreneurship as a key driver of economic growth and a backbone of economic development has largely inspired the development of entrepreneurship as a field of study in HEI’s and Universities across the globe (Arthur et al., 2012). Lighting the flame of the entrepreneurial spirit empowers nations and peoples with ‘the knowledge and ability to fish, rather than just giving them a fish’ (Timmons, 1994).

The researchers have found that entrepreneurial tendencies and behavior are strongly affected by entrepreneurship education (Sexton and Bowman, 1983; Kolvereid and Moen, 1997; and Henderson and Robertson, 1999). Many research studies reveal that entrepreneurs of the developed countries show higher success rates only when they have attained higher levels of education (Lee, 1997; Foley and Griffith, 1998; and Leffler and Svedberg, 2005) and such effect is more pronounced when higher education is coupled with experience (Scott et al., 1998). Karanja et al. (2016) state that the entrepreneurial curriculum significantly contributes to influencing an entrepreneurial mindset among the students subjected to entrepreneurship education. We could also observe that at present, attainment of higher education in a general form is more common than education specifically targeted towards entrepreneurship.

Are HEIs and Universities in India Ready to Incorporate Specialized Entrepreneurship Courses in their Curriculum Framework?

From Education 1.0 to Education 3.0, HEIs and Universities of India have prepared students with analytical skills i.e., on ‘Knowledge Component’

includes facts, frameworks, and theories, But the industry reports highlights that there is lack of ‘Practice Component’ in the academic curriculum frameworks. If we need job creators for the future ‘Enabling Skills’ and ‘Soft Skills’ are needed to enable the Generation Z to pursue creative tasks and provide new solutions to complex professional, personal and societal problems. This calls for new courses, pedagogies in Entrepreneurship education that nurtures Entrepreneurial culture.

we understand Entrepreneurship as a process of starting or running one’s own venture. The new facet of Entrepreneurship includes innovative way of thinking, openness to new experiences, assessing passion for ownership, persuasiveness, and value creation to Society. If each student is developed with an entrepreneurial mindset, it shall make them self-reliant and self-confident. They will be ambassadors to resolve their local and regional problems with innovative ideas, solutions, and sustainable business models.

NEP–2020 has emphasized that education must move towards less content and more towards experiential learning to create positive outcomes, including increased creativity and innovation, critical thinking, problem-solving abilities, teamwork, communication skills, more in-depth learning of curricula across fields at all levels. Education must build character, enable learners to be ethical, rational, compassionate, and caring, while at the same time prepare them for gainful, fulfilling employment. Entrepreneurship Education shall be an enabler to bridge the gap between the current state of student learning outcomes and vision of NEP–2020.

The Association to Advance Collegiate Schools of Business (AACSB) has encouraged its accredited colleges to deliberately include coverage of specific topics in undergraduate business curricula by revising their standards. AACSB 2010 specifically, cited inclusions in the undergraduate business curriculum include knowledge and skills in the areas of communications, ethics, analytical skills, information technology, multicultural and diversity understanding, creativity and innovation and reflective thinking skills and AACSB 2020 highlights the influence of education in contribution to the society (Social Impact).


Entrepreneurship Education, innovation/creativity, and technology were chosen as a grouping due to the critical relationship they have on one another. Although all AACSB accredited business schools (and probably those not accredited as well) have included some type of course related to information technology, it is believed that there is a wide scope to enhance the student learning outcome in developing their entrepreneurial skills. Technology is often a source of entrepreneurial opportunity, which is the result of the innovative/creative process. Likewise, entrepreneurial thinking sometimes results in technological innovations, and the creative/innovative process can result in both new technology and/or entrepreneurial businesses.

Entrepreneurship Education

Entrepreneurial Education is the process of developing students in a manner that provides them with an enhanced capacity to generate ideas, and the behaviours, attributes, and competencies to make them happen. It extends beyond knowledge acquisition to a wide range of emotional, intellectual, social, cultural, and practical behaviours, attributes, and competencies, and is appropriate to all students. Entrepreneurial Education aims to encourage graduates with awareness, open mindset, proactivity. flexibility, resilience, and capability to generate original ideas in response to identified needs, opportunities and shortfalls, and the ability to act on them in volatile, uncertain. complex and ambiguous (VUCA) circumstances in short having an idea and making it happen.

Entrepreneurial capacity development is not simply linked to employment, but also helps to address some of society’s toughest challenges as stated by the United Nations Sustainable Development Goals (SDGs). Many of the world’s governments, think tanks, non-governmental and international organizations now look towards entrepreneurship as a key part of the solution to ending poverty and social inequity, promoting women’s empowerment, and implementing business solutions to the world societal challenges.

Entrepreneurship Courses

Unfortunately, what content should lie at the core of entrepreneurship education has not kept pace with the compelling and accelerating

case emerging for entrepreneurship education- especially in the HEIs and universities of India. Many premier business schools’ curricula have included entrepreneurship in their business management education in their well-intentioned attempts to tackle the more poorly understood and difficult to describe real entrepreneurship education. True entrepreneurship education is characterized by three attributes: the first is the identification or recognition of market opportunity and the generation of a business idea (product or service) to address the opportunity, and the second is arrangement and commitment of resources in the face of risk to pursue the opportunity, and third is the creation of an operating business organization to implement the opportunity-motivated business idea.

Entrepreneurship courses and focused projects are an excellent tool to prepare students for changing environments of industry 4.0 and beyond to develop all capacities of human beings-intellectual, aesthetic, social, physical, emotional, and moral in an integrated manner to lead a rewarding and self-determined professional life which is emphasized in NEP–2020. it shall also prepare students with the life skills to face the present-day professional and social challenges of society. It can have a significant impact for the academic institution through graduate start-ups that build credibility for the institution, and through new external relationships with growth-orientated organisations. These activities combine to support the delivery of multiple strategies for the higher education sector: Teaching and Learning; Research and Impact; Knowledge Exchange and Engagement.

According to the Entrepreneurship Policy Framework suggested by UNCTAD, Entrepreneurship education at the primary school level must focus on soft skills, including entrepreneurship awareness and the development of entrepreneurial behaviours (e.g., risk- taking, teamwork skills, opportunity-seeking). There is no single technical course on entrepreneurship at such a young age. At the secondary level, students need to be informed about self-employment as part of career development and mentored about their choices. Students also need to learn basic business skills, such as economics, marketing, and basic


local commercial law. The implementation of extra-curricular activities, including visits to businesses to understand the world of work has yielded good results in some countries. it is important to expose students to entrepreneurship education before they choose their specialization courses in the university (UNCTAD, 2012).

The higher education system in India exhibits an increasing trend to develop entrepreneurial capabilities among students by offering entrepreneurship as a core course in business education. Full-time entrepreneurship basic course on Entrepreneurship and New Venture creation is being offered by many premier institutions in India. However specialized entrepreneurship courses are only being offered in very few international HEIs and universities of the world such as :

(a) Entrepreneurial and Innovation Strategy

(b) Managing the Future Skill Sets of Work

(c) Start-up Founders’ Practicum

(d) Entrepreneurial Sales &Marketing

(e) Entrepreneurship and Technology Ventures

(f) Commercial Law & Governance Principles

(g) New Business Models and Pitching/Making markets (m2)

(h) Financial Management of SME’s

(i) Entrepreneurial Investing- Risk, Return & impact

(j) Entrepreneurship through Acquisition

(k) Social Entrepreneurship

Many new types of specialized entrepreneur-ship courses are evolving in the world as follows:

Green Entrepreneurship: it is where environmental problems are explored to result in a net positive impact on the natural environment using sustainable processes.

digital Entrepreneurship: It is where digital products and services that are created are marketed, delivered, and supported online.

intrapreneurship: It is the application of enterprise behaviours, attributes and skills within an existing micro or small business, corporate or public-sector organisation.

Initiatives are being taken by Indian HEIs and universities to help the students gain the necessary skills and confidence to translate their business ideas into a real business opportunity. incubation centers and Acceleration programmes are also growing in number which not only helps the budding start-ups with the basic business skills but offers a complete hand holding by providing services like co-working space, access to markets and finance, networking opportunities and helps with regulatory compliance. The entrepreneurship education ecosystem in India has effectively promoted the concept of Faculty-Student Collaboration which brings together faculty members and students to work on business ideas. IITs lead this collaborative trend across India including Mumbai, Delhi, Chennai, Kharagpur, and Hyderabad. The well-reputed HEIs both in state funded and leading private Universities play a significant role in creating a vibrant startup ecosystem in India by promoting innovative entrepreneurial activities in their incubation facilities/centers.

Framework for Effective implementation of Entrepreneurship Education in india

Entrepreneurship Education aims to develop an entrepreneurial mindset and business acumen among students. Nevertheless, Entrepreneurial skills can be inculcated among individuals at the elementary school level which will subject an individual to entrepreneurship at an early stage. The educational experience can go a long way in improving the socio-economic situation of individuals and enhancing entrepreneurial tendencies specifically in developing countries like india.

To promote Entrepreneurship the authors, propose an implementation of Entrepreneurship education in HEI’s and Universities of India as in Figure-1. There are two dimensions to approach the Entrepreneurship Education by the HEIs and Universities. Firstly, Entrepreneurship learning within the curriculum and Secondly, Entrepreneurship beyond curriculum. In both dimensions, HEIs and Universities will be an enabler to create Entrepreneurship Awareness, Entrepreneurial mindset, Entrepreneurial Capability and Entrepreneurial Effectiveness

To inculcate learning within the curriculum, Entrepreneurship education should not be offered


in silos. in most of the HEIs a core course in Entrepreneurship and New Venture creation is offered to business management students or a basic course on Entrepreneurship is offered to students in specialized science, engineering, and technology programmes with core emphasis on design project or innovation. It is observed that management students are good in functional skills and Engineering students are good in product innovation and technological innovation. There is an opportunity for HEIs and Universities to promote multidisciplinary education within the framework of NEP–2020. Each course offered in any of the discipline can incorporate professional and skill development activity that is related to Entrepreneurial competency

An effective Entrepreneurship curriculum should be developed which not only focuses on teaching basic entrepreneurial skills but also encourage student gain knowledge on disruptive technologies and entrepreneurial opportunities even from their specialized courses with

experiential learning techniques and customized sector-oriented training programs. For Example, a student of architecture and design shall be encouraged for idea generation, design thinking and to prepare a business plan as part of their assessment component in which higher order thinking skills can be inculcated among students. This way Entrepreneurial mindset is created among the Generation Z. The Entrepreneurship curriculum should focus on local case studies, enable partnering with businessmen, and accessing local role models to acquaint students with technological and other important aspects related to business. Self-directed learning should be developed to bring together committed entrepreneurs under one platform which may further enable effective entrepreneurship through networking effects. It equips students to generate ideas and benefits to inculcate problem solving skills, critical thinking skills, creativity, higher order cognitive skills, persuasion, resilience and soft skills. This will ultimately facilitate students to aspire to become an entrepreneur or enhance their entrepreneurial capacity by creating

Figure-1: Framework for implementation of Entrepreneurship Education in india


a portfolio of careers; as large organizations and corporations all look for creative, innovative, risk taking ‘Intrapreneurs’ to join them.

Learning beyond the curriculum is gain knowledge outside of the formal education system, HEIs and Universities can conduct training programs targeting at specific segments of the population, including youth, women, rural and under served groups to promote entrepreneurial spirit and inculcate entrepreneurial skills across communities. There are different skill councils promoting solo employment with their target training programs.

At HEI’s and University level, more efforts should be made in establishing and developing incubation centers where worthy business ideas should be incubated. It should encourage the local community to have access to incubation facilities. The MHRD, has greatly contributed its efforts in building Institution Innovation Cells and the Government of India had provided various support to establish Incubators within HEIs and Universities to develop their network of mentors available to provide expert guidance to start-ups. Online and part-time training courses should be conducted to target those aspiring entrepreneurs who may find it difficult to undertake a regular course. Awareness should be created about the online learning resources available to aspiring entrepreneurs free of cost. The government should encourage the collaboration of private HEI’s and universities with entrepreneurship development centers and institutions involved in entrepreneurship education and provide diagnostic and advisory services through incentives for early-stage entrepreneurs. Furthermore, the government should invest in coaching and mentoring for the teachers and trainers imparting entrepreneurship education, necessary for meaningful and result-oriented entrepreneurship outcomes.

Conclusion

India’s economic growth will hinge on the ability to create new jobs through entrepreneurship. Successful entrepreneurship, in turn, will require well-trained aspiring entrepreneurs willing to take the helm of venture creation. Effective initiatives in entrepreneurship education will be required for expanding the flow of potential leaders from the

school systems with the passion and the multiple skills needed not only to give birth to the risky entrepreneurial enterprise but also to guide it successfully through the initial growth phase.

To achieve these goals Indian Higher Education Institutions and universities need to foster the development and infusion of entrepreneurship education curricula that explicitly target and enable Generation Z to successfully become the next generation of entrepreneurs. In so doing, this will ensure that those youths whose value system is consistent with entrepreneurism, who have the predisposition for entrepreneurial behavior, and who have the dream of embarking on the entrepreneurship process of the Initiator -will have access to the knowledge, skills, and personal experiences to maximize their probability of success. This will encourage the personal growth of all youngsters who will develop a balanced intellectual and emotional quotient to face the life as well as professorial challenges of industry 4.0 and beyond.

references:

1. Arthur, S J, Hisrich, R D and Cabrera, A (2012). The Importance of Education in the Entrepreneurial Process: A World View, Journal of Small Business and Enterprise Development, Vol. 19, No. 3, pp. 500-514.

2. AACSB (2010). Business Schools on an Innovation Mission retrieved from https://www.aacsb.edu/-/media/aacsb/publications/research-reports/business-schools-on-an-innovation-mission.ashx?la=en&hash=B5C43E8F3BD32020F71E788FC92C2547FD33110C

3. Foley, A and Griffith, B (1998). Education, Training, and the Promotion of High Quality Entrepreneurs in the Republic of Ireland, in M G Scott, P Rosa and H Klandt (Eds.), Educating Entrepreneurs for Wealth Creation, pp. 80-93, Ashgate Publishing Ltd., Aldershot, England.

4. GEM Global Report (2008). A Global Perspective on Entrepreneurship Education and Trainingretrieved from https://www.gemconsortium.org/report/gem-2008-global-report.

5. Henderson, R and Robertson, M (1999). Who Wants to be an Entrepreneur? Young Adult

6. Attitudes to Entrepreneurship as a Career, Education and Training, Vol. 41, No. 5, pp. 236-245.

7. Kolvereid, L and Moen, O (1997). Entrepreneurship Among Business Graduates: Doesa Major in


Entrepreneurship Make a Difference?”, Journal of European Industrial Training, Vol. 21, No. 4, pp. 154-160.

8. Karanja, T W, Ithinji, G K and Nyaboga, A B (2016). The Effect of Entrepreneurship Curriculum in Inculcating Entrepreneurial Intention Among University Entrepreneurships Students in Kenya, Science Journal of Education, Vol. 4, No. 2, pp. 57-64.

9. Lee, J (1997). The Motivation of Women Entrepreneurs in Singapore, International Journal of Entrepreneurial Behaviour and Research, Vol. 3, No. 2, pp. 93-110.

10. Leffler, E and Svedberg, G (2005). Enterprise Learning: A Challenge to Education? European Educational Research Journal, Vol. 4, No. 3, pp. 219-227.

11. Ministry of Human Resource and Development. (2020). New Education Policy 2020. Government of India.

12. Narula, A (2020). The New National Education Policy- 2020 will make Indian Business Schools to emerge from Research Fallacy? Retrieved from http://theeducationtimes.in/the-new-national-education-policy-2020-will-make-indian-business-schools-to-emerge-from-research-fallacy/

13. Narula, A (2020). National Education Policy 2020: Indian Business Schools need to revamp the Pedagogy of teaching for Industry 4.0, retrieved from http://

theeducationtimes.in/national-education-policy-2020-indian-business-schools-need-to-revamp-the-pedagogy-of-teaching-for-industry-4-0/

14. Shukla, B, Narula, A and Sujatha, R (2021). National Education Policy–2020: A Paradigm Shift in the Learning Model of Higher Education, University News, Vol 59, No 07, pp 34-41

15. Sexton, D L and Bowman, N (1983). Determining Entrepreneurial Potential of Students, Academy of Management Proceedings, Academy of Management, pp. 408-411.

16. Scott, M, Rosa, P and Klandt, H (1998). Educating Entrepreneurs for Wealth Creation, in M Scott, P Rosa and H Klandt (Eds.), Educating Entrepreneurs for Wealth Creation,

17. Ashgate Publishing Ltd., Aldershot, England.

18. Timmons, J. A. (1994). Preface. New Venture Creation: Entrepreneurship for the 21st Century. Boston, MA: irwin.

19. UNCTAD (2012). Entrepreneurship policy framework and implementation guidance retrieved from https://unctad.org/system/files/official-document/diaeed2012d1_en.pdf


In India, Education is a constitutional right of every individual and it is a basic requirement for the overall development of a human being, in every aspect of his/her life including personal, societal and national interest. Government of India is committed to provide quality higher education to every citizen of India especially the young talent which is the backbone of our country. Keeping in mind that our young population will be the highest in the world in the coming years, hence we must have well-designed higher education opportunities to cater to the needs of our young talent so that they can get best quality education prospects for a bright future of our nation.

National Education Policy (NEP–2020) was launched by the Union Cabinet on 29 July, 2020 which proposes drastic changes in the entire education system of India from school level to higher education. The need for an education policy was first sensed in 1964 as at that time many leaders felt that Indian Education system is failing to achieve its goal and a policy is required for holistic development of the citizens of our nation so keeping this in mind, the then government constituted a committee of 17 members headed by the then Chairperson of UGC D S Kothari to prepare a new Education policy for the country. The parliament approved and passed that education policy in 1968 based on the suggestions of the committee. The current Education Policy NEP–2020 is the third education policy in the series in independent india.

Now the question arises, why there is a need of new education policy when we already have it in the country? And the answer is, all the suggestions and recommendations which were given in the previous education policies have not been implemented, for example, many schools and colleges do not have basic infrastructure, play grounds, laboratories,

libraries, class rooms and computers etc. which are the basic requirements of learning. Apart from that the previous education policies do not provide liberty to the students to switch from one faculty to another. All the education was based on theoretical aspect and practical approach was ignored, up to an extent resulting in students learning from the books only.

The way entire world is facing extreme changes in scientific and technological growth such as the advancement of big data, massive machinery and artificial intelligence, many works are getting done by machines itself which has reduced the utilization of the man power. However in many other sectors the demand of highly skilled manpower with the deep knowledge of Mathematics, Sciences, Social Sciences and Humanities is increasing day by day. Many other sectors related to infrastructure, water resources, environment etc. have also encountered new challenges. To cater the needs of specialized manpower in such areas, a quality education policy is needed which can fulfill the requirement of skilled work force.

Purpose of NEP–2020

The basic purpose of any education policy is to create an education system which provides best quality education to the students to help them become a good human beings along with the qualities of rational and critical thinking, practical approach, empathy, scientific awareness, creativity and imagination. On the other hand, an Educational institution must also cater to the students with best care and services, where a student feels safe and applauded with the attractive learning environment, where a wide range of learning tools are accessible with state of the art infrastructure, where student feels at home. At the same time all Educational Associations must have a good level of coordination among themselves so that they can offer some educational exchange programmes to its students and faculty members.

issues and Challenges in the implementation of National Education Policy–2020 for Transforming

Higher Education Sector in indiaFrancis C Peter*

* Vice Chancellor/ President, Dr. K.N Modi University, Newai, Rajasthan- 304021. E-mail: [email protected], [email protected]


Basic Features of NEP–2020

NEP– • 2020 provides an opportunity to students to choose their domain or programmes according to their talents and interests. As per NEP–2020 students are not bound to stick with one stream. NEP–2020 provides this flexibility to students to change their subjects or streams whenever they feel like.

Provides opportunity to achieve Foundational •literacy and Numeracy to all the students from the age of 3.

NEP–2020 offers multidisciplinary and well- •rounded education across the sciences, social sciences, humanities, arts and sports.

It highlights conceptual learning and •understanding instead of memorization and learning for examinations.

To inspire logical decision making and innovation, •it encourages inventiveness, creativity, critical thinking and imagination among the students.

It also inculcates human values and ethics among •the students to create sense of belongingness, respect for all, patriotism and respect for public property, scientific knowledge from the initial stage, equality and gender sensitivity.

It encourages and provides the qualities of •personality development, communication skills, soft skills, scientific temper, cooperation and coordination.

It inspires education as a basic right of every •child living in India and encourages that every child of this country should be associated with the schools.

It encourages research culture in all spheres •and disciplines which is necessary for quality education.

Recruitment of quality teachers, their training and •professional development through continuous trainings, FDPs, etc.

Widespread use of technology in teaching and •learning pedagogy, removing language barriers, proving basic and necessary facilities and access for Divyang students.

NEP–2020 for Higher Education

Current challenges in higher education system of India

L • ack of Teaching Excellence – This is one of the most common issues related to higher education system in India as teacher and professors recruited in higher education institutes aren’t experienced and qualified enough to justify the education and learning of the students. Many higher educational institutions do not follow the guidelines of MoE in terms of minimum qualification and experience of teachers while appointing them therefore they are not able to provide quality education to the students.

Absence of quality education institutes –There •are many education institutes in our country which fail to provide quality education to the students. There is an absence of well experienced teachers, well equipped labs, research opportunities and sports facilities.

Less emphasis on trainings –Current education •system faces many challenges in terms of trainings related to personality development, communication skills, soft skills, reading and writing skills etc.

Outcome Based Education–Today’s Education •System rarely adopts the virtues of Outcome Based Education which is the basic requirement of learning pedagogy. Emphasis of education is totally exam centric and on rote learning.

Emphasis on local language – There are very few •institutes in the country which promotes local languages in higher education resulting limited access to deprived sectors.

Lesser importance on research – many institutes •have been identified by the government agencies which do not provide adequate research opportunities to the students and faculty members and to counter that, multiple times MHRD has issued guidelines to the Higher Education Institutes to provide best research facilities to their students and teachers.

Low standard of leadership – Many higher •education institutes lack the standard Leadership and Governance.

Infrastructure and Facilities - Some Higher •education institutes do not have basic infrastructure and Facilities which is required to nurture the basic needs of its students and teachers.


Vision of NEP–2020 in Terms of Higher Education

Looking at the previous and current challenges encountered by the higher education, NEP–2020 provides a completely improved and enriched education model which will bring revolution in the education system of India. NEP–2020 envisions following key changes to the existing system.

The main aim of NEP–2020 is to provide •multidisciplinary education to the students and to serve that, this policy looks forward to establish such Higher Education Institutions in the country which will offer Multidisciplinary Education at Undergraduate level.

To make Higher education accessible to •everyone, establish multidisciplinary higher education colleges and universities at/near all district headquarters.

More Universities and Colleges to be established •which will have their local language as medium of instruction.

To enhance student’s experience teaching •methodology, curriculum, assessment and student support system to be redesigned.

To ensure the appointments of faculty •and leadership based on merit along with special attention on research and teaching methodology.

National Research Foundation is being •established to fund outstanding research and seed research in Higher Educational Institutions.

Establishing Single Regulator for Higher •Education

Special attention on Scholarships for students in •need, Online Education, Distance learning and facilities for specially abled students.

One of the main aims of NEP–2020 is to reconstruct or modify Higher Education Institutions into Multidisciplinary Universities and Colleges with the strength of more than 3000 students, enabling to deliver better education and research opportunities in all disciplines including Arts, Sciences, Social Sciences and Sports. Apart from that, students and research scholars would have chances to opt cross disciplinary research through the new

Higher Education Policy in these Multidisciplinary Universities and Colleges. Over the time, the single Faculty Education institutes will be eliminated and be taken over by the multi streamed Higher Education Institutes. Single-stream Higher Education Institutes will add branches across different areas that would fortify the single stream, that they presently deal with. All Higher Education institutions will be stimulated to become full sovereignty in terms of academic and administrative through the accomplishment of required accreditations. Private Institutions with a charitable guarantee to high-quality equitable education, will be encouraged.

The new governing system proposed by NEP – 2020 will foster this culture of empowerment and autonomy to innovate, including by progressively moving out the system of ‘affiliated colleges’ over a period of fifteen years through a system of graded autonomy, and to be carried out in a challenge mode. Each present Affiliating University will be responsible for mentoring its affiliated Colleges to develop their capabilities and achieve minimum benchmarks in academic and curricular matters, teaching and assessment, governance reforms, financial robustness, and administrative efficiency. All Colleges currently affiliated to a University shall attain the required benchmarks over time, to secure the prescribed accreditation benchmarks and eventually become autonomous degree-granting colleges. This will be achieved through a concerted national effort including suitable mentoring and Governmental support for the same.

Today, in India we need such an education which is Multidisciplinary and Holistic for overall development of the students. We need such an education model which gives opportunities to students of different streams to opt cross disciplined subjects. For example a Science student can go to learn arts and humanities and in the same way students of arts and humanities can aim to learn more science and all will put their efforts to add more vocational subjects, communication skills and soft skills. Flexible structure of curriculum will provide new and creative combinations of Education with multiple entry and exit points. This will really help students to get out of the current rigid system and would offer new learning and lifelong outcomes with new possibilities. Graduate, Post Graduate and Research levels in big Multidisciplinary Universities


would also provide prospects for Multidisciplinary work, including Academia, Government and industry.

Departments in Languages, Literature, Music, Philosophy, Indology, Arts, Dance, Theatre, Education, Mathematics, Statistics, Pure and Applied Sciences, Sociology, Economics, Sports, Translation and Interpretation, and other such topics needed for a multidisciplinary, motivating Indian Education and Environment, will be established and strengthened at all Higher Education Institutions. Credits will be given in all Bachelor’s Degree programmes for these subjects if they are done from such departments or through ODL mode when they are not offered in-class at the HEI.

The flexible and innovative curriculum of Higher Education Institutes will contain credit-based courses and projects in the areas of community engagement and service, environmental education, and value-based education. Environment education shall include areas such as pollution, waste management, management of biological resources, climate change, sanitation, conservation of biological diversity, and biodiversity, forest and wildlife conservation, and sustainable development and living. As the world is becoming progressively interconnected, Global Citizenship Education (GCED), a response to modern Global Challenges, will be provided to empower learners to become aware of and understand Global Issues and to become active promoters of more peaceful, tolerant, inclusive, secure, and sustainable societies. Finally, as part of a Holistic Education, students at all HEIs will be provided with opportunities for internships with local industries, businesses, artists, crafts persons, etc., as well as research internships with faculty and researchers at their own or other HEIs/research institutions, so that students may actively engage with the practical side of their learning and, as a by-product, further improve their employability.

implementation NEP–2020

As per the new education policy, the strength, length and duration of all Degree Programs shall be adjusted as per the requirement as the Undergraduate Degree program will have the duration of 3 – 4 years along with multiple exit points within the duration of the course and appropriate certificates shall be provided according to the exit point, for example

– after completion of one year, a certification will be provided in vocational and professional areas. Same way after completion of 2 years the students will be eligible for a diploma and after 3 years for a degree respectively. Another option available for the students is 4 years multidisciplinary bachelor Degree program which will give an opportunity for overall and Multidisciplinary Education along with the Choice based major and minor subjects. To store the academic credits earned from different higher education institutes an Academic Bank of Credit (ABC) shall be established so that a degree can be awarded taking into account the credit earned by Higher Education Institutes. If a student completes his research project in any specified area according to his major subjects then it can also be benefitted through 4 years Programme.

Higher Education institutions will have the options to offer different designs of Master’s programmes such as;

(a) There may be a 2-year programme with the second year dedicated entirely to research for those who have completed the 3-year Bachelor degree programme;

(b) For students completing a 4-year Bachelor’s programme with Research, there could be a 1-year Master’s programme

(c) There may be an integrated 5-year Bachelor’s/Master’s programme. Undertaking a Ph.D. shall require either a Master’s degree or a 4-year Bachelor’s degree with Research. The M. Phil. programme shall be discontinued.

MERUs (Multidisciplinary Education and Research Universities) will be set up which will act as model Public Universities for the Holistic and multidisciplinary Education and will aim to attain the Highest Global Standards in quality education. They will also help set the highest standards for multidisciplinary Education across india.

As per the policy, all HEIs will focus on setting up Incubation Centers, Development Centers of Technology, Interdisciplinary Research including Humanities and Social Sciences Research, to promote Research and Innovation.

The NEP–2020 recommends many major changes in the current education system of India such


as existing University Grant Commission (UGC) and the All india Council for Technical Education (AICTE), will be dismantled.

A four year Multidisciplinary Undergraduate Programme with Multiple exit options, will be introduced and the M. Phil programme will be discontinued.

Effective learning is one of the most important factors in contemporary education system and it needs to have a suitable curriculum, attractive pedagogy, continuous foundational assessment and sufficient support of students. The course curriculum must be interesting, appropriate, relevant and updated according to requirement and to deliver such an ideal curriculum, a high quality, efficient, well organized and resourceful pedagogy is required to successfully deliver the teaching and learning materials to the students. The assessment and valuation methods must be scientific, designed to continuously improve learning and test the application of knowledge. Curriculum, pedagogy, continuous assessment, and student support system are the cornerstones for quality learning. Along with providing suitable resources and infrastructure, such as quality libraries, classrooms, labs, technology, sports/recreation areas, student discussion spaces, and dining areas, a number of initiatives will be required to ensure that learning environments are engaging and supportive, and enable all students to succeed.

In ancient times, India had been one of the favorite education destinations for the students from all over the globe therefore to bring that system back, various ingenuities mentioned above will assist in attracting larger numbers of students across the Globe for studying in India, and provide greater opportunities to students in india who may wish to visit, study , transfer credits to, or carry out research at institutions abroad, and vice versa. Courses and programmes in subjects, such as Indology, Indian languages, AYUSH systems of medicine, yoga, arts, music, history, culture, and modern India, internationally relevant curricula in the sciences, social sciences and beyond, meaningful opportunities for social engagement, quality residential facilities and on-campus support, etc. will be fostered to attain this goal of global quality standards, attract greater numbers of International students, and achieve the goal of ‘Internationalization at home’.

NEP–2020 looks forward to promote India as a Global destination of Higher Education by providing high standard Education at affordable fees structure. All the Higher Education Institutions will have a special admission cell and office for International students so that all admission related queries of foreign students can be sorted out in time and they can be counselled to study in India. All the HEIs will have research/teaching collaboration and students/teachers exchange programs with reputed foreign institutes. All higher Education Institutions of India with good efficiency and outcome will also be given opportunity to open its office in other countries and similarly some top growing foreign universities which will have the ranking among top 100 universities of the world will be offered to open their campus in India. A legislative structure facilitating entries of such Universities will be put in place, and these Universities will be given special privilege regarding regulatory, governance, and content norms on par with other Autonomous Institutions of India. Research collaboration and Student Exchange programs between Indian and foreign institutions will be encouraged through special efforts. Credits attained in foreign universities will be allowed, where appropriate as per the requirements of each HEI, to be counted for the award of a degree.

Faculty has been considered as the most important part of any educational institution and success of an educational foundation is totally depends upon the quality, capabilities and knowledge of its faculty. Considering the fact that faculties are the assets of any organization, various measures have been taken in the past several years to organize recruitment and career advancement, and to ensure equitable representation from various groups in the hiring of faculty. Government Education Institutions have also increased the remuneration segment of faculty significantly. In spite of these developments education sector has hardly experienced any desired result while lot of efforts has been put in terms of research, teaching and services. Now it is prime responsibility of the Education institututions to identify the reasons behind these circumstances of the faculty and every measure must be taken to keep each faculty member motivated, enthusiastic, engaged and happy. As per NEP 2020 following initiatives have been recommended for overall development of faculty members.

All the Higher Education Institutions will be •equipped with basic facilities such as potable


drinking water, hygienic, clean and working toilets with required facilities, blackboards, offices, teaching and learning materials, laboratories, libraries and classrooms fully equipped with audio-video facilities.

Keeping the ideal work load of teachers, teacher •duties will be decided and to provide attention, teaching and learning opportunity, research and other activities to every student, student-teacher ratio will not be kept too high. Faculty recruited for one Institution will not be transferred to other Institution so that they may feel connected with their own institution.

Faculty will be given liberty to design and •develop their own curriculum and teaching and learning activities including notes, text books, reading materials, periodic assignments and assessments.

Faculty with excellent result and commitment will •definitely be recognized by incentives, rewards, promotions etc. However under performed faculty will also be held accountable.

NEP–2020 looks forward to provide professional education to all the students as it is one of the most important part of higher education system. To keep this aim in mind, all Single Disciplined Universities such as Agricultural and Forestry Universities, Law universities, Health Sciences Universities, Technical Universities, and Stand along Institutions will be merged to become Multidisciplinary by 2030. Special attention will be provided to Agriculture Education as they comprise 9% of all Universities in India. Enrolment in agriculture and allied sciences is less than 1% of all enrolment in higher education. To produce skilled agriculture graduates, scientists, technicians and research scholars, the quality of Agriculture and Allied Sciences Universities need to be improved. The improvements and enhancements accomplished in these institutions would definitely assist us in fighting with Agriculture related issues such as climate change, uneven rainfall, infertile land, shrinking water resources, food insufficiency etc. Along with it, some Agriculture Technology parks could also be established to promote new and improved Technologies in Agricultural Sciences and to promote sustainable approaches.

Quality of Legal Education needs to be improved and to do that it must be competitive

globally, embracing best practices and implementing new technologies for wider access to and for Justice delivery on time. History of law and legal thinking, basic and modern principles of Law and Justice and other content must be reflected in modern legal studies hence all State running Law Education Institutes must offer bilingual education for future lawyers and judges - in English and in the local language of the State in which the institution is situated.

In order to improve the quality of Healthcare Education, all the students pursuing in Healthcare Education must have the basic knowledge of Ayurveda, Yoga and Naturopathy, Unani, Siddha, and Homeopathy (AYUSH), along with the allopathic medical education.

In the upcoming years, there will be a great demand of skilled manpower in the sectors of Engineering Technology, Pharmacy, Architecture, Hotel Management and Catering Technology. Along with this, there will be a requirement of collaborations of Higher Education Institutes and Industries to promote research and innovation in these areas. India must also take the lead in preparing professionals in cutting-edge areas that are fast gaining importance, such as Artificial Intelligence (AI), 3-D machining, Big data Analysis, and Machine Learning, in addition to Genomic studies, Biotechnology, NanoTechnology, Neuroscience, with important applications to Health, Environment, and Sustainable living that will be woven into Undergraduate Education for enhancing the employability of the youth.

India is considered as a Global Leader in terms of Communication and Information Technology and to improve this domain the Government of India recently launched Digital India Campaign which will help to transform the entire nation into a digitally empowered society and knowledge driven economy. It has been expected that in coming years Technology will affect Education in many ways as Modern Technologies such as Artificial Intelligence, Machine Learning, Block Chains, Smart boards, Computing devices, Adaptive computer testing for student development, and other Educational software and hardware, will change the way of learning in the classrooms. Hence NEP–2020 focuses on imparting and adopting new and improved technologies to be used in teaching and learning methodology.

To provide a platform for free exchange of ideas and use of technology to enhance learning,


assessment, planning, administration an autonomous body, the National Educational Technology Forum (NETF), will be shaped at School and Higher Educational level. The purpose behind the establishment of the NETF is to expedite decision making on the induction, deployment, and use of Technology, by providing leadership of Education institutions, State and Central governments, and other stakeholders.

All Universities and Higher Education institutes will be advised to offer Master degrees and Ph.D. in Machine Learning, Health care, Agriculture Sciences, and Legal studies. Such institutions will also take services from the platforms such as SWAYAM to adopt courses in above said fields. Higher Education institutes may also offer professional training courses for supporting the AI value chain such as data annotation, image classification, and speech transcription. To improve Natural Language Processing for India’s diverse languages efforts to teach languages to school students will be offered.

online Teaching and learning

We have witnessed of recent the recent crisis of COVID-19 pandemic which has impacted the education methodology of the entire world. In the beginning of 2020 first case of COVID-19 was identified in Chine and very soon it spread globally which had compressed the economy of all the nations. Many sectors such as infrastructure, health, education, economy etc. were badly affected because of subsequent lockdowns and social distancing norms. One of most affected sectors due to this crisis was education industry as all the schools, colleges and education institutions were suddenly locked for students and teachers and the need of an alternative aroused in front of the education industry. The pandemic and lockdowns created a situation of change in the education world and most of the education institutes shifted to online platforms overnight.

After COVID-19 calamity every form of Education- Schools, Colleges, Vocational courses, Hobby classes, Corporate trainings, Fitness coaching, shifted to online mode overnight. Numerous online teaching and learning related computer software like Zoom, Microsoft teams, Google Classroom, Google Meet were explored and identified and frequently used by the Educational institutes to continue

teaching and learning process. Many troubles were identified in the beginning while adopting this online methodology. However most of the students and teachers found it as a suitable alternative and appreciated its impact.

Looking at the advent of digital technologies and the importance of leveraging technology for teaching-learning process at all levels from school to higher education, NEP–2020 recommends the following key initiatives:

Agencies such as NETF, CIET, NIOS, IGNOU, •IITs and NITs will be advised to introduce a series of pilot studies, to evaluate and identify the benefits of online education along with the study on device addiction of students and preferred format of e-contents and online platforms etc. The result of this study will be published publically and will be used for further development in this area.

There is also a need to improve the infrastructure •of education institutes so that online education is approachable for every student. Basic requirements of technology, hardware, software, smart boards etc. will be improved in all the education institutes.

To provide teachers with a organized, user- •friendly, rich set of supportive tools for monitoring progress of learners existing e-learning platforms such as Swayam, Diksha, will be extended.

A digital repository of content including creation •of coursework, Learning Games & Simulations, Augmented Reality and Virtual Reality will be developed, with a clear public system for ratings by users on effectiveness and quality.

Reliable E-learning platforms such as Diksha, •Swayam and Swayamprabha will also be given opportunity to create virtual labs so that all students have equal access to quality practical and hands-on experiment-based learning experiences.

A rigorous training programme will be •introduced for teachers to undergo learner’s centric pedagogy and to become expert in online content creation using online teaching platforms and tools.

Appropriate bodies, such as the proposed •National Assessment Centre or Parakh, School


Boards, NTA, and other identified bodies will design and implement assessment frameworks encompassing design of competencies, portfolio, rubrics, standardized assessments, and assessment analytics.

Making it Happen

The Central Advisory Board of Education (CABE) will be empowered for widespread consultation and examination of issues relating to educational and cultural development. The modified and revitalized CABE shall also be responsible for developing, articulating, evaluating, and revising the vision of education in the country on a continuous basis, in close collaboration with MHRD and the corresponding apex bodies of States. To bring the focus back on education and learning, it is desirable that the Ministry of Human Resource Development (MHRD) be re-designated as the Ministry of Education (MoE).

The Policy recommends raising educational investment significantly. Unfortunately, public expenditure on education in india has not come close to the recommended level of 6% of GDP, as envisaged by the 1968 Policy, reiterated in the Policy of 1986, and which was further reaffirmed in the 1992 review of the Policy. The current public (Government - Centre and States) expenditure on education in India has been around 4.43% of GDP (Analysis of Budgeted Expenditure 2017-18) and only around 10% of the total Government spending towards education (Economic Survey 2017-18).

The effectiveness and efficiency of any policy majorly depends upon its implementation as it requires multiple initiatives and activities which further can be taken by existing bodies in a proper systematic manner. Therefore, various bodies including MHRD, CABE, Union and State Governments, education-related Ministries, State Departments of Education, Boards, NTA, the regulatory bodies of school and higher education, NCERT, SCERTs, schools, and HEIs will be the key performers in the implementation of this Policy.

Subject-wise implementation committees of experts in cooperation and consultation with other relevant Ministries will be set up at both the Central and State levels to develop detailed implementation plans for each aspect of this Policy in accordance with the above principles to achieve the goals of

the Policy in a clear and phased manner. Yearly joint reviews of the progress of implementation of the policy, in accordance with the targets set for each action, will be conducted by designated teams constituted by MHRD and the States, and reviews will be shared with CABE. In the decade of 2030-40, the entire policy will be in an operational mode, following which another comprehensive review will be undertaken.

Summing Up Higher education in India has many

challenges and it is very important for our growing economy. we need to discuss them in details. in the New Education Policy the pursuit of knowledge (Jnan), wisdom (Pragyaa), and truth (Satya) has been considered the highest human goal. Indian cultural and philosophic traditions must not only be cherished and preserved for posterity but also researched, enhanced, and put to new uses through our education system. The highest standards of multidisciplinary teaching and research should be incorporated in New Education Policy and scholars and students from varied backgrounds and countries should be invited and hosted.

Education is a process by which the society through schools, colleges, universities and other institutions transmits its cultural heritage. Culture is the content of education and has a bearing on the University administration.

In the present scenario, students are trained to become an asset for market economy which only goes for high-profit. The STEM subjects are considered high profile and subjects like languages, communications, arts are looked down upon as low ranking.

Students must also be taught in-depth about the moral and human values. They should be taught to see beyond money and power. The new education policy must provide to all students, irrespective of their state in society, a quality education system, with particular focus on historically marginalized, groups.

The new education policy must do everything to empower teachers and help them play the role of catalyst in society. They should be given the best of working environment and training in upcoming educational technologies. Instead of focusing on the evaluation in a three-hour exam, the focus of


evaluation should be classroom participation by way of student projects, group discussions, seminars, role play. The focus of the system should be students learning strategies.

In short, the New Education Policy of 2020 will redefine the role of Teachers and Students in the long term development of the country. After 34 years, the country has got such an Education Policy that nurtures the idea of Nationalism, which will open new avenues for positive change in the field of Higher Education. This is the first time in any Education policy that special emphasis has been laid on Developing Research Culture through the establishment of National Research Foundation.

references1. GoI (2019). All India Survey on Higher Education (2018-

19), Ministry of Human Resource, Department of Higher Education. http://aishe.nic.in/aishe/viewDocument.action Document ID – 206

2. UGC (2019). Evaluation Reforms in Higher Educational Institutes, University Grant Commission, New Delhi

3. Education Policy will open new avenue”, Times of India, Jaipur Edition-January 29, 2021

4. National Education Policy-2020 (NEP–2020) www.education.gov.in

5. Teaching and Learning in 2021!, Times of India, Jaipur Edition – January 1, 2021

6. https://www.indiatoday.in/education-today/featurephilia/story/how-to-implement-national-education-policy-2020-1751335-2020-12-20

7. https://indianexpress.com/article/explained/reading-new-education-policy-india-schools-colleges-6531603/

8. https://www.highereducationdigest.com/new-education-policy-a-few-important-things-that-you-need-to-know-from-the-leaders-in-education/

9. https://www.hindustantimes.com/education/NEP–2020-implementation-of-new-education-policy-in-our-education-system/story.

10. https://www.drishtiias.com/daily-updates/daily-news-analysis/national-education-policy-2020

We Congratulate……dr d Subhakar for taking over as the Vice Chancellor, Presidency University, Karnataka with effect from November 30, 2020.

Prof. (dr.) Bhola Thapa for taking over as the Vice Chancellor, Kathmandu University, Dhulikhel, Nepal on January 21, 2021.

Prof. Som Nath Sachdev for taking over as the Vice Chancellor, Chaudhary Ranbir Singh University, Jind, Haryana with effect from January 25, 2021.

dr Pallern Chowdappa for taking over as the Vice Chancellor, Bharatiya Engineering Science and Technology Innovation University with effect from March 01, 2021.

Prof. (dr) Syed Akhel Ahmed for taking over as the Vice Chancellor, Glocal University, Saharanpur, Uttar Pradesh with effect from March 01, 2021.

dr S S Bhakar for taking over as the Vice Chancellor of ITM University, Gwalior with effect from March 05, 2021.

dr S Basavarajappa for taking over as Registrar, indian institute of Technology, Dharwad, Kamataka with effect from January 07, 2021.

dr d P Sharma for taking over as the Registrar, Lala Lajpat Rai University of Veterinary and Animal Sciences, Hisar with effect from February 26, 2021.

dr Beeran Moidin B M for taking over as the Registrar, Presidency University, Karnataka with effect from November 02, 2020.


The NEP–2020 reclaims its rights based philosophy by stating that “access to quality education must be considered a basic right of every child” .The SDGs (2015) have integrated as many as 44 child-related indicators throughout the 17 SDGs under different goals on educa tion, health, hunger, sanitation, pover ty, reducing inequality, and justice for children. Several studies and reports have proven that education remains the key to escaping poverty, while poverty remains the biggest obstacle to education in all parts of the world. The vicious cycle between poor education and low income is well evidenced in literature. it has been empirically established that Universal secondary education could bring down global poverty to more than half the current . (Filmer, 2008; World Bank 2009; Loeb and Eide 2004; United Republic of Tanzania National Bureau of Statistics (Dar es Salaam: 2009) A UNESCO report too confirmed that if all children completed primary and secondary school, more than 420 million people could lift themselves out of poverty, thereby reducing the number of poor people worldwide by more than half. It further states that “A quality education provides knowledge, skills and self confidence that increase children’s future productivity and wage earnings and makes them less vulnerable to risks.” Across the world, the number of children who have never been to school are those from the poorest community. Even those who get to school are often found to perform below their classmates as they fall behind physically, socially, emotionally or cognitively.

Education thus becomes center stage to poverty reduction and development process . Today both well being and education are multidimensional cutting across health and nutrition , knowledge and skill building. The global commitment is further substantiated in the UNicEF report on Progress of Every Child in the SDG Era (2018). It states that,

“The Sustainable Development Goals embody our highest aspirations for a better world – and reflect our greatest responsibility as a global community: To provide children and young people today with the services, skills, and opportunities they need tomorrow to build better futures for themselves, their families, and their societies.” The importance of education and skill development is clearly reflective in the above statement. The newly announced NEP–2020 captures the spirit of this multidimensionality at different stages of education of children between 3 to 18 years of age. It also proposes to extend the rights - based approach to education from pre-primary to secondary education. This paper highlights the financial implications of the NEP–2020 within the child rights framework and proposes a time staggered strategy of collective investment for its effective implementation.

india’s Historical Commitment to Education and Existing Challenges

India had constitutionally committed itself way back in 1950 to ensure that “children are given op-portunities and facilities to develop in a healthy manner and in conditions of freedom and dignity. The Directive Principles of State Policy guaranteed education to all children between 6 to 14 years of age right from 1951 but it was only much later in 2010 that passage of Right to Education Act added the legal sanctity to the constitutional provision. Simultaneously with India’s commitment to internation al Conventions, Covenants and Actions like the Dakar Framework of Action (2000), Millennium Development Goals 2000-2015 and commitments under Interna tional Covenant of Economic Social and Cultural Rights, SDGs 2030etc. gave force to India’s commitment to increase public investment in education.

India, is quoted to be one of the youngest countries in the world with around 40 per cent of its population being children. Despite such a huge proportion of child population, merely 4 per cent of the nation’s gross domestic product (GDP) goes to children. Also India’s education budget has remained

Financial implications of National Education Policy–2020: Call for Collective responsibility towards investing

in the ‘Common Good’Mona Khare*

* Professor and Head, Department of Educational Finance, Centre for Policy Research in Higher Education, National University of Educational Planning and Administration 17-B , Sri Aurobindo Marg, New Delhi -110016. E-mail: [email protected]


stagnant at around 3.67 per cent of its GDP as against a targeted 6% since past several years. Over the last decade India has prioirtised education along with nutrition through centrally sponsored schemes and flagship programmes like SSA, RMSA, MDM, Samagra Shiksha Abhiyan including teacher training etc. in addition to various scholarship schemes. Although, a significant progress has been recorded during the Millennium Development Goals period, much remains to be done.

It is a matter of grave concern that still lakhs of children are out of school. This comes to 20% of them (aged 8-16) being out of school. 1 in every 5 children in India is reported to be out of school. As per the National Sample Survey Organisation’s 2017-18 household survey, the number of out-of-school children in India (6-17 years) was reported to be as high as 3.22 crore. This number is feared to go up due to increased economic insecurity of several families due to COVID-19, causing many children to leave studies. The affect is envisaged to be more adverse on the girl child ( National Herald India ). Also it is a hard fact that only 33 children out of every 100 children enrolled tend to complete Class XII. Data reveal that there are serious issues in retaining children in the schooling system in higher grades. The GER for Grades 6-8 was 90.9%, while for Grades 9-10 and 11-12 it was only 79.3% and 56.5% , respectively - indicating at high dropout rate especially after elementary level i.e. grade 8. As per the 75th round household survey by NSSO in 2017-18, the number of out of school children in the age group of 6 to 17 years is 3.22 crore. The figures are more alarming when it comes to education and learning outcomes of children various from socio-economically disadvantaged communities cultural aspects related. The survey reports in general point at the current learning crisis. Where a large proportion of over 5 crore students who currently in elementary school have not attained foundational literacy and numeracy. Children in such huge numbers are neither able to read nor comprehend basic text and their ability to carry out basic addition and subtraction is pathetic. Adequacy of resources, including sufficient budgetary investments in quality education of 333 million children (6 to 18 years), assumes greater importance under such circumstances.

Challenging Future

Key challenges facing the country to implement the recommendations of the NEP 2020 include

substantially increasing public investments in education and exploring additional sources of funding. The challenges are diverse and deep rooted. With dwindling public resources, strained fiscal capacity, existence of complicated Centre-State financial relations coupled with a massifying education sector, already India has not been table to meet the 6% of GDP to education target so far. Rising aspirations for quality education and new demands placed on the education sector in terms of creating the required knowledge and skilled human resource for the labour market is further intensifying the funding needs.

The economic recession set in due to COVID-19 pandemic is also going to significantly affect the volume of public expenditure on education in the coming years. As per the credit rating agency Fitch Ratings the projected GDP growth rate will be adverse (i.e. around -10.5%) in the fiscal year 2020-21, which may rebound to 11% in fiscal year 2021-22, and 6% in 2022-23. If we assume that these three-year annual average growth rates continue for subsequent period till 2035, then the education expenditure is bound to get adversely affected.

Also, the Government’s tax receipts may decline because of the predicted economic slowdown having its own toll on the already low tax-GDP ratio. The changing tax-GDP ratio due to the pandemic is likely to limit state’s potential to invest in education. This puts a serious question mark on reaching the oft repeated public expenditure target of 6% of GDP .will it be able to cover the targets of universalisation of school education and 50% GER in higher education by 2035 along with fulfilment of the long awaited target of quality education for all? Earlier studies too projected an increase in the share of expenditure on education to GDP beyond 6 per cent to meet the targets of Education for All, commensurate with the international standards in a knowledge economy, skilled manpower, growth and development in science and technology etc. While Seth (1985) projected a growth in the expenditure on education upto 10 per cent of GDP, Tilak (2006) estimated an expenditure requirement beyond 8-10 per cent of GDP. To meet the international standards of education a very ambitious target of 25 per cent share of education expenditure to GDP is estimated (Rao, 1992). Under the current situation of a long term dampening effect of the economic recession arising out of the pandemic


as well as , the possibility of meeting the 6% target is all the more bleak. when the GDP in itself is projected to go down, even a 6% of the reduced GDP may not be enough to achieve the targets envisaged in the NEP 2020. Besides, increasing sectoral competition (i.e. among line Ministries and Departments) for accessing public resources, dwindling revenue, and declining household income (at least, in the medium term) would have significant implications for funding the education reform as envisaged in the NEP–2020. It thus, becomes important to identify critical areas that require immediate attention and devolve a staggered strategy of priority funding over a period of time, collectively by multiple agencies.

National Education Policy (NEP) 2020: Major Highlights

The recently announced NEP–2020 is deemed to be a landmark policy for not just being announced after a gap of 35 long years but because it aims at a more holistic and multi- faceted development of students through integration of knowledge and skill development in the schooling process . Going by India ‘s commitment to the SDGs the focus is now on increased learning and skill building – both cognitive as well as non-cognitive. The former emphasizes on vocational skills i.e. skills to work with hands and the latter emphasizes on attitudinal and aptitude building skills with aim to enhance creativity, sensitivity, innovation, honesty, discipline etc. as well as “life skills such as communication, cooperation, teamwork, and resilience ”. (NEP–2020). Among the fundamental principles enshrined in the NEP–2020 the following may deserve specific mention. To quote a few,

recognizing, identifying, and fostering the unique •capabilities of each student, by sensitizing teachers as well as parents to promote each student’s holistic development in both academic and non-academic spheres;according the highest priority to achieving •Foundational Literacy and Numeracy by all students by Grade 3; multidisciplinarity and a holistic education with •emphasis on conceptual understanding creativity and critical thinking ethics and human & Constitutional values

extensive use of t • echnology : to reach the unreached and adopting multiple platforms for teaching a nd learning .

respect for diversity and local context: by •bringing local language, local art and craft as compulsory elements of schooling.

In this light the NEP–2020 expands its coverage to formally bring pre-school age children within its fold by making ECCE a part of education sector. Thus, holding itself accountable for children from 3 to 18 years of age the curricular and pedagogical structure has been restructured from the earlier 10+2 to 5+3+3+4. The new structure corresponds to ages 3-8, 8-11, 11-14, and 14-18 years. Now, with a strong base of Early Childhood Care and Education (ECCE), children from age 3 are also included in formal schooling compulsorily, aiming to promote “better overall learning, development, and well-being” (NEP –2020). Thus, the education sector now covers the age cohort of 3–18 years of age as against 6 to 18 years of age, previously.

NEP Aims and Targets within the SDPP Framework

The NEP2020 also draws extensively from the UNCRC’s four broad pillars of Child Rights- Survival, Development, Protection, and Participation (SDPP) in the context of education. The global education development agenda reflected in the Goal 4 (SDG4) of the 2030 Agenda for Sustainable Development, adopted by India in 2015 - seeks to “ensure inclusive and equitable quality education and promote lifelong learning opportunities for all” by 2030.These principles are clearly embodied in the NEP–2020 Pillars of 4 Es i.e. Enrolment, Equity, Excellence and Employability. Specific targets are set towards Universal access, full equity and inclusion, quality and learning reveal the Government’s commitment to achieve the above. These can be clubbed as follows:

Increased Participation via:

i) Universalization of education with the aim is to achieve 100% Gross Enrolment Ratio in preschool to secondary level by 2030

ii) Universal access to ECCE ensuring that every child prior to the age of 5 will attend a “Preparatory Class” or “Balavatika” (that is, before Class 1). These children will be entrusted to an ECCE-qualified teacher and undergo primarily play-based learning.

iii) Bring 2 crore out of school children back into the mainstream through universalization of access and expanding the open schooling


system. State Open Schools to be expanded and strengthened in addition to NIOS.

iv) Targeting inclusion of children from Socio Economically Disadvantageous Groups (SEDG) and the children with special needs (CWSN): by creating awareness, providing inclusive school environment etc. With specific emphasis on special education the policy highlights that there is an urgent need for additional special educators with specialist requirements including subject teaching for children with disabilities/Divyang children more particularly at the Middle and Secondary school level.

Increased Survival The policy aims at curtailing drop out rates,

repetition rates as well as providing a safe enriched learning environment for all children in schools via: i. Improving school environment through better

infrastructure and schooling facilities: it is not just about creating basic facilities (like hostels, transport, books, uniforms etc. but specific ones for ECCE as well as CWSN (like ramps, wheel chairs, special aid equipment, assistive devices and appropriate technology-based tools, teaching-learning materials like braille etc). It is also about ensuring functional toilets, safe drinking water, health, sanitation and nutritious food.

ii. Teacher development: Adequate number of quality teachers by filling vacancies at the earliest especially in disadvantaged areas and areas with large pupil-to-teacher ratios or high rates of illiteracy. Training and professional development of teachers on a regular basis to enable them to deal with inclusive classrooms, new teaching pedagogy etc.

iii. Local language and local flavor: Teaching up to at least Grade 5 is recommended to be imparted in mother tongue/regional language.

iv. Providing for Counsellors or well-trained social workers for children’s needs and guidance in schools and to continuously engage with parents and communities to ensure that all school-age children are attending and learning in school.

Better development It is targeted to achieve universal foundational

literacy and numeracy in primary school by 2025;

identifying stage-wise targets and goals to be achieved by 2025. Close tracking and monitoring of the progress is emphasized too via

i. Adopting Holistic approach to teaching the policy recommends a more integrated education with no rigid separation between academic streams, extra-curricular, vocational streams.

ii. Vocational Education to be compulsorily integrated from Class 6 onwards through Internships with local vocational experts; Skills integrated experiential learning, multifarious enrichment activities involving arts, quizzes, sports, and vocational crafts; visits to places/monuments of historical, cultural and tourist importance, cultural exchange programme so as to make children familiar with the countries rich heritage, value our culture and instill nationalism.

iii. “Bal Bhavans” to be established in all states as centers of art and crafts learning and special daytime boarding school.

iv. Improved Governance to ensure that all schools follow certain minimal professional and quality standards for which States/UTs are advised to set up an independent, State-wide, body called the State School Standards Authority (SSSA). States will also be encouraged to conduct their own census-based State Assessment Survey (SAS), to be used only for developmental purposes.

Increased protection & technology support: via

i. 100% immunization in schools with health cards for monitoring health and nutritional progress of children in the ECCE

ii. Extending the existing Mid day meal (MDM) programme be to the Pre-paratory Classes in primary schools and adding simple but energizing breakfast to midday meals to children till elementary as well secondary schools.

iii. Careful attention to safety and rights- particularly for girl children in schools by creating good school campus with proper boundary walls, school counsellors, efficient mechanisms for reporting and proper action against errants.

iv. Enhanced use of digital technology in education through smart classrooms, digital boards


and Technology enabled classrooms, DTH channels and ICT infrastructure in schools from upper primary to higher secondary level

Exclusive Funds and Additional Support In addition to expanding financial support

for SEDG students through the existing means of scholarships, fee waivers, free bees the policy for the first time recommends funds creation of three specific nature:

i. Additional provisions should be made for Gifted Students/Students with Special Talents in the area of sports, dance, dramatics, music, yoga, science, maths etc. through scholarships, promotional activities, trainings etc.

ii. A ‘Gender-Inclusion Fund’ to be constituted for equitable quality education to all girls as well as transgender students to improve their access and participation.

iii. ‘Inclusion Fund’ schemes shall also be developed to address local/regional access issues for other SEDGs.

The policy places the onus on the ‘State’ to implement the propositions with help from Private sector and civil society by recognizing that “education is a public service”. It reclaims its rights based philosophy by stating that “access to quality education must be considered a basic right of every child”. The focus is on a triple pronged approach, these being :

Regional Focus The Policy recommends special interventions

for promoting the educational development in Aspirational Districts and regions of the country with large populations from educationally-disadvantaged SEDGs should be declared Special Education Zones (SEZs).

Personal Focus on All ChildrenThe Policy specifically call for monetary as

well as non-monetary support and an enabling school environment for all children including the the Socio-Economically Disadvantaged Groups (SEDGs). These are categorized to include children based on gender identities (particularly female and transgender individuals), socio-cultural identities (such as Scheduled Castes, Scheduled Tribes, OBCs, and minorities), geographical identities (such as students from villages, small towns, and aspirational districts), disabilities (including learning disabilities), and socio-economic conditions (such as migrant communities, low income

households, children in vulnerable situations, victims of or children of victims of trafficking, orphans including child beggars in urban areas, and the urban poor); Children With Special Needs (CWSN) or Divyang.

Technology and Teacher Focus

The policy envisages that each state must undertake a technology-based comprehensive teacher-requirement planning forecasting exercise and fill all vacancies with qualified teachers, including local teachers, with suitable incentives for career management and progression. Digital infrastructure in schools and wide ranging teacher training activities are part of this endeavor.

Most importantly, the policy reiterates Government’s commitment to increase public investment in education to 6 pc of GDP at the earliest. It calls for “substantial investment in a strong, vibrant public education system”. Further, it states that, “the Centre and the States will work together to increase the share of public expenditure on education as a per centage of the total government expenditure from the current level of around 14% to 20%. Besides substantially raising public budgetary support to education, the policy envisages to explore opportunities for higher cost recovery without affecting the needy and deserving sections (NEP‒2020, p. 61).

Financial implications of NEP–2020–Identified Areas

It can easily be seen that apart from some ongoing schemes and programmes in the education sector that have been aiming majorly at access there are some new areas that have been emphasized in the NEP–2020. These include,

ECCEUniversalisation and formalization of ECCE

entails large budgetary requirements of good infrastructure for implementing early education. Creation, Upgradation, maintenance of anganwadis or primary school buildings, training of teachers/anganwadi workers in ECC, development of books, play way methods and teaching equipments, nutrition and health monitoring. ECCE is also to be introduced in Ashramshalas in tribal-dominated areas.

SEDGs The policy recommendation on expanding

the scope and coverage of Direct Cash transfers, scholarships, free-bees (like books, uniforms, stationary


etc), promotional incentives (like cycles, laptops etc) to children belonging to the SEDGs and in particular girls within these categories.

Gifted and Students with Special TalentsThe policy for the first time, categorically calls

upon specific support to nurture the innate talents and encourage children with special talents by providing them supplementary enrichment through topic-centered and Project-based Clubs and Circles in curricular as well as ex-curricular areas like “Science Circles, Math Circles, Music & Dance Performance Circles, Chess Circles, Poetry Circles, Language Circles, Drama Circles, Debate Circles, Sports Circles, Eco-Clubs, Health & Well-being Clubs/Yoga Clubs”. It also recommends organization of high-quality national residential summer programmes for secondary school students along these lines.

Children with Special Needs (Divyaang)In its endeavor to make the education system

more inclusive and universal there is special mention for creating special facilities in all schools in addition to special schools for such children with all required infrastructure, specially trained staff and special equipment. The policy, for the first time has also referred to take concerted efforts to include transgender children.

Health and Nutrition Extending the MDM to secondary schools,

pre-primary, provision for healthy breakfast, health tracking and monitoring (including mental health) of children will add to an important component of ECB. Recognising the inter-departmental nature of this responsibility the Policy endorses joint provisioning by departments like WCD, Tribal welfare, Health and Family Welfare.

Advanced, Digital and Technology Friendly Infrastructure Creation

There was already a global recognition towards integration of technology in school teaching as well as learning. The recent COVID‒19 pandemic has further intensified this drive. Additional budgetary provisions are needed towards developing smart classrooms in all schools, however in a phased manner. Development of online apps with quizzes, competitions, assessments, enrichment materials shall all entail financial implications. However, these maybe shared with other departments like Science and Technology, IT etc.

Child Safety and Security Schools should become fully equipped

to provide safe and secure environment to the children, especially girls. Provision for good school buildings, basic functional infrastructure like good quality school buildings, boundary walls, toilets, electricity etc. to be a mandatory requirement. In addition, provision for school counselors, doctors, community workers to ensure efficient management of child safety measures. Honorarium/remuneration to such specialized staff would entail additional expenditure.

Holistic, Integrated, Vocational and Skill Development

In order to ensure Curricular Integration of Essential Subjects, Skills, and Capacities for children in schools financial provisions would be needed for different types of proposed activities particularly between classes 6 to 12th . These include fun courses, internships with local artisans/craftsmen & vocational experts, hands-on experience; Tours and travel expenses on visits; to provide additional exposure outside the school premises by strengthening “Bal Bhavans” .

Teacher Development and Special Trainings Continuous Professional Development of

teachers through regular workshops, group activities, leadership development programmes, incentives and awards, special trainings for technology enabled teaching, skill oriented training and special educators, language teachers are all on the card. A key incentive for teaching in rural schools will be the provision of local housing near or on the school premises or increased housing allowances.

Books, Reading Material, Libraries The policy categorically talks about developing

high quality books and teaching material in local and regional languages. Play-way teaching material, online teaching material, assistive teaching material for CWSN, all entail financial implications. States are required to prepare their own curricula textbooks incorporating State flavor. Public and school libraries are also proposed to be significantly expanded alongwith Digital libraries.

Creation/expansion of State Level Governing Bodies The Policy encapsulates many State level bodies

in conjunction with existing/new national level bodies for standard setting and quality monitoring. State


Boards of examination, standard setting , curriculum development States/UTs will set up an independent, State-wide, body called the State School Standards Authority (SSSA). and conduct their own the State Assessment Survey (SAS).

Several of the above identified areas require devoted attention as they were not getting any or substantive allocation in earlier times or are newly mandated in the NEP–2020. while there has been considerable improvement in the availability of basic physical infrastructure like Toilets, Drinking water or classroom facilities specially at the elementary level, the facilities are still lacking for computers (20.7%) per cent, boundary wall (56.5%), play grounds (69.3%), electricity connection (67.4%), ramps (74.2%) etc. These are extremely important for the kind of holistic education and safety norms that the NEP–2020 envisages. The situation is far worse for facilities like kitchen garden (21.5%),rainwater harvesting structure (13.9%), incinerator facility (14.8%), water testing (23.6%) (Economic Survey 2020-21) all of which may be considered highly desirable in the light of the environmental sustainability drive, greener, cleaner and healthier schools. children in the newly added 3-6 years of ECCE category attending school is still very low at 33.1 % for the country vis-à-vis 95% of the elementary school category ( 6-13 years of age).

Also it is not to be forgotten that even when the country as a whole may be performing well on certain indicators of education development there exist wide ranging inter-state and inter-district disparities. As such, the poor performing districts need focused allocations to be made in specific areas.

Collective responsibilityThe policy places the onus on the ‘State’ to

implement the propositions with help from Private sector and civil society by recognizing that “education is a public service”. This is the time to accept the fact that education is now being globally embraced as a ‘common good’. Thus, investing collectively in education becomes the responsibility of all stakeholders. when the world is today more interconnected and economies more knowledge based, an educated and skilled global society becomes imperative for inclusive and sustainable development. International organisations like UNESCO are thus promoting the idea of considering education to be considered as a global common good and funding and financing of education to be participatory in nature (UNESCO 2015, 2016; Audrey 2020.) Already, multiple and innovative ways

of funding are emerging on the scene. In order to reduce the dependence on the Household sector and students, institutions and Governments are exploring and promoting participation of other stakeholders through new ways of cooperative funding like public private partnerships (PPP), Industry funding under Corporate social Responsibility ( CSR), Education Bonds and shares, Government initiated and supported Edubanksi (Nigerian Education Bank Act 1993 (Ishengoma 2017), Joint Funding Companies (Higher Education Financing Agency HEFAii in India), Associations and civil society contributions/ gifts/ endowments, Potential graduate employers/ alumni; external donors in partnering mode (Khare 2020).

Thus, while they have the capacity to supplement and augment Government resources but never to replace them. Infact, both State and global commitments towards 6% of GDP to be invested in education and international aid to be directed towards more vulnerable regions and communities gains even greater relevance with the COVID–19 pandemic bringing to fore stark inequalities existing in both access and acquisition of education across the globe. It has been reported that 1.5 billion students that come to 90% of the global school-age population suffered due to school and university closures during the pandemic (UNESCO). The most affected ones being from vulnerable sections of the population, underprivileged groups, people with special needs, street children, refugees and displaced persons. Even when the education sector in its attempt to keep its activities ongoing shifted to online/distance mode of teaching, the inequalities existing in access to e-technology came out as one of the stark realities putting these vulnerable sections into a greater exclusion. It is only 57% learners in the world who have internet access at home. This figure is a mere 18% in sub-Saharan Africa. It is also estimated that resources available to education are likely to drop by more than $210 due to the global economic shock. These are the estimates on the assumption that countries will continue to maintain their current levels of public investment in education. With countries facing severe economic crisis and drop in growth rates, such an assumption is highly unrealistic. As per ILO ( 2020), disruptions to education and training caused by COVID-19 will have profound additional impacts on young people’s employability and employment which are likely to last for long Collective action and participatory engagement in increasing investment in education thus becomes even all the more important for national


governments. Time is rife to make this paradigm shift in the political economy of competitive funding in education to collective Funding in education.

Conclusion and recommendations

Within its visionary framework of holistic and inclusive education the NEP 2020 entails specific provisions for wide ranging fundamental and advanced needs of a futuristic quality education system. The purpose is to ensure adequate :

1. Human resources2. Physical resources3. Digital resources

It goes without saying that the need to enhance education budget in order to meet the targets specified by the NEP 2020, is more than ever before. Also the economic crisis emerging out of the current pandemic will create a tough situation to meet all the enhanced financial requirements and require a collective effort on a proactive basis by all stakeholders. Given the budgetary limitations a 3 point formula may be adopted to focus on :

More vulnerable groups:, OOSC, transgender, •CWSN (Divyaang), SEDGsMore vulnerable regions: Aspirational and SEZs •More vulnerable facilities/activities: Skill based •vocational curricular integration, Digitisation and Teacher development.

Few Innovative ways to address these through limited resources are suggested. The State may consider creating four types of special funds. These being,

Horizontal Equalisation Fundsin order to reduce inter-district disparities

prioritising the investment needs in a decentralized manner in special education zones.

Special Inclusion Funds for various groups of children that require special

attention and those that require incentives to nurture their innate talents by way of direct cash support , indirect in kind support, enabling environment support. This would include additional financial requirements to meet the ECCE targets.

Technology Integration FundsRecent reports point at (National Sample Survey

Office’s (NSSO’s) 75th round on Social Consumption

– Education 2017-18) glaring digital divide among school children in Karnataka. A mere six per cent of total school aged children from class I to XII have been reported to have access to computers. This figure comes down to 4.6 per cent for students’ access to internet facility. The rural – urban divide, too is more than 11 % . In the light of the increasing need for technology enabled education that became all the more evident during the recent pandemic and has been rightly promoted by NEP 2020, concerted efforts to enhance the use of digital means for sustained, uninterrupted, equitable, quality education in general and in particular for the relatively disadvantaged groups is the need of the hour.

Performance Based Incentivization Funds As suggested by the 15th Finance commission

to introduce financial incentives for best performing States on the basis of Performance Grading Index# on select education outcome indicators. The purpose is to incentivize States for incremental change in these indicators against the targets set by individual States. It is thus suggested that the Government of Karnataka may take up a similar exercise at the district level in order to reward performance and also avail incentives from Union Government from 2021-22 onwards. The incentive funds may be used to support poorer/ non performing districts for incremental change.

The approach should be to not just stagger the priorities over time but across the major supplementary sources of Public expenditure in a decentralized fashion with districts as unit. Thus, areas requiring immediate attention may be put under the funding priority of the Government, those that have a direct bearing for the private sector and corporate bodies may be put under partnership funding mode and those that can be shifted for a later period may be put under staggered funding mode. The Policy recognizes the need for collective investment in quality education as ‘ common good’ but the need of the hour is to provide enabling legal and administrative infrastructure to major stakeholders to become proactive in investing in education.

Notes:

1. @(Article 246 in the Seventh Schedule of the Constitution of India (1950) provides three lists: Union List, State List and Concurrent List which is under joint jurisdiction of the Centre and State. After the 42 nd constitutional amendment although education was transferred to the concurrent list, the state government continues to bear higher expenditure responsibilities.


* Samagra Shiksha Abhiyan that was launched in 2018 as an Integrated Scheme for School Education programme, The erstwhile 2 major CCS stand merged with it i.e. Sarva Shiksha Abhiyan (SSA), Rashtriya Madhyamik Shiksha Abhiyan (RMSA) and Teacher Education (TE).

#Quality outcome parameters for performance monitoring in education for the award period of FC-XV (%)1 Average language score in Class 3 - Government

and aided schools 102 Average mathematics score in Class 3 -

Government and aided schools 103 Average language score in Class 5 - Government

and aided schools 104 Average mathematics score in Class 5 -

Government and aided schools 105 Average language score in Class 8 - Government

and aided schools 106 Average mathematics score in Class 8- Government

and aided schools 107 Difference between transition rate of boys and

girls rate from upper 40 primary to secondary level

i. EDUBANK – The Nigerian education bank of 1993 that had become defunct is now reintroduced 2016 by the Federal Government of Nigeria to provide loans for students to pursue higher education. The Bank was established to replace Nigerian Student loans board.

ii. Higher Education Financing Agency (HEFA) HEFA was incorporated in India in 2017 as a registered Not-for-profit Union Govt. company and Non–deposit taking Systematically Important Non banking financial company. It is a joint venture of Ministry of Education (MoE) Government of India and Canara Bank (with an agreed equity participation in the ratio of 90.91% and 09.09%) respectively for financing creation of capital assets in premier educational institutions in india.

references1. Audrey Azoulay Sahle-Work Zewde (2020) available

at https://mg.co.za/africa/2020-06-24--investing-in-education-as-a-global-common-good/

2. Economic Survey 2020-21 Volume 2, Govt. of India3. Filmer, Deon, “Disability, Poverty, and Schooling in

Developing Countries: Results from 14 Household Surveys,” World Bank Economic Review, vol. 22, no. 1, 2008, pp. 141–163

4. 15th Finance Commission, Main Report, Oct. 2020, Govt. of India

5. Government of the United Republic of Tanzania, “2008 Tanzania Disability Survey,” United Republic of Tanzania National Bureau of Statistics (Dar es Salaam: 2009).

6. Ishengoma J M (2017), Financing Private universities and University Colleges in Tanzania: Towards an Innovative and Sustainable Approach. Paper presented in International Seminar on Innovations in Financing of Higher Education organized jointly by CPRHE, NIEPA and British Council, New Delhi, India.

7. Loeb, M. E., and Arne H. Eide, eds., “Living Conditions Among People with Activity Limitations in Malawi: A National Representative Study,” SINTEF Health Research, Oslo, 26 August 2004

8. Khare Mona (2020), “Neo-managerialism in higher education: a conundrum of conflicts” paper presented in International seminar on "Governance and Autonomy in Higher Education" February 20-21, organized jointly by CPRHE, NIEPA and British Council, New Delhi, India.

9. Rao Bhanoji, V V (1992): 'A Note on Financing Education: Towards a Strategy for the 1980s and Beyond', Journal of Educational Planning and Administration, January, pp 73-78

10. UNESCO Institute for Statistics and Global Education Monitoring Report. Leaving No One Behind: How Far on the Way to Universal Primary and Secondary Education? Policy Paper 27/ Fact Sheet 37. (Montreal and Paris: 2016)

11. UNESCO. 2015. Rethinking Education: Towards a global common good? Paris, UNESCO.

12. UNESCO. 2016. Education for People and Planet: Creating Sustainable Futures for All. Global Education Monitoring Report 2016. Paris, UNESCO.

13. Tilak J B G, “On Allocating 6 per Cent of GDP to Education”, Economic and Political Weekly, Feb. 18-24, 2006, Vol. 41, No. 7 (Feb. 18-24,2006), pp. 613-618

14. UNICEF (2018) UNICEF STRATEGIC PLAN, 2018–2021 UNICEF, Division of Communication 3 United Nations Plaza, New York, NY 10017, USA https://www.unicef.org/media/48126/file/UNICEF_Strategic_Plan_2018-2021-ENG.pdf

15. world bank. People with Disabilities in India: From Commitments to Outcomes. (Washington, DC: 2009)


* Vice- Chancellor Maharishi Markandeshwar University Sadopur-Ambala, Haryana. Email: [email protected]** Assistant Professor Maharishi Markandeshwar University Sadopur-Ambala, Haryana. Email:[email protected]***Associate Professor Maharishi Markandeshwar (Deemed to be University) Mullana-Ambala, Haryana. Email:[email protected]

India has finally got a New Education Policy (NEP) in 2020 after 34 long years. The much-anticipated reforms of the Indian education system finally arrived with the approval of the new NEP by the Union cabinet on 29 July 2020 (Nandini, 2020). The new policy has been designed with a holistic mechanism to steer the country’s education growth. The current curriculum for education was established in 1986 (Nandini, 2020).

Education is central to the achievement of maximum human capacity, the development of an equal and just society and the advancement of national development, according to the policy draft. The key to India’s continued rise and global success in terms of economic development, social justice and equity, technological progress, national integration and cultural sustainability is the provision of equitable access to quality education.

The NEP 2020 seeks to holistically universalize pre-primary-to-secondary schooling with a 100% Gross Enrolment Ratio (GER) by 2030. It suggests drastic reforms, including the opening of Indian higher education to universities overseas, the dismantling of the UGC and the All India Council for Technical Education (New Education Policy, 2020). “The policy focuses on the revision of the curriculum in school education, “easier” board examinations, a decrease in the syllabus to maintain “basic essentials” and a focus on “experiential learning and critical thought (GoI, 2020).

The new NEP evoked largely positive reviews from scholars and analysts, many of whom referred to the change as “ground-breaking” and called it an ambitious re-imagination of a modern, inclusive and egalitarian education ecosystem in India while hoping that the changes would be translated on the ground into reality (Jain, 2020).

National Education Policy- Historical ContextIt is not surprising that India has taken more than

three decades to arrive at a landmark new education policy, because while education is given top priority in India’s development scheme, there is no defined timeframe for upgrading the education system. To begin with, more than two decades after independence in 1968, India obtained its first broad-based and articulated education policy. Prior to this, the education system in the country was led by a number of government funded programmes. The 1968 education policy called for a “radical restructuring” on the basis of the study and recommendations of the Kothari Commission (1964–1966) and advocated equitable educational opportunities for all to ensure national integration and greater cultural and economic growth (GoI, 1968). The policy was aimed at ensuring compulsory education for all children up to 14 years of age, as provided for in the Constitution of India, as well as advanced training and certification for teachers.

In 1986, the government launched a new NEP, emphasizing the educational needs of Indian women and Scheduled Tribes and Scheduled Caste groups, with “special emphasis on eliminating disparities and equaling educational opportunities.” In primary education, the NEP called for a “child-centred approach” and launched Operation Blackboard to develop primary schools nationally (GoI, 1986). In 1992, the 1986 policy was revised in 1992; and in 2005, based on the ‘Common Minimum Plan’, the government introduced a new policy. The revised policy proposed a standard entry test for the entire country for entrance into the country’s vocational and technical programs.

The NEP 2020, a substitute for the 1986 Policy, has been initiated in 2016, when the TSR Subramanian Committee submitted its report to the Government of the Union. The government later formed Kasturirangan Committee in June 2017, which submitted the draft report in 2019 which was followed by a series of public consultations before launch of NEP—2020.

New Education Policy 2020

NEP–2020is an ambitious re-imagination of the education system in India, planning to turn it into a

Education Policies in india: Past, Present and a roadmap for the Future

Ashok Kumar Arora*, ripudaman Singh ** and Anupam Sharma***


new, inclusive and egalitarian one. The successful introduction of this approach involves a drastic simplification of decision-making processes and a re-prioritization of financial capital. The new NEP seeks to holistically universalize schooling from pre-school to secondary education, with a total enrolment ratio of 100% in school education by 2030. Provided that in school-going or college-going age groups there are about 350 million Indians today, the NEP calls for a large-scale adoption of a size never before attempted elsewhere in the world.

The new NEP introduced a 5+3+3+4 model corresponding to the age groups 3-8 years (foundational stage), 8-11 (preparatory), 11-14 (middle) and 14-18-18 age groups, in a major change from the 1986 policy that advocated for a 10+2 school education system (secondary). This puts early childhood education within the framework of formal education. The programme for mid-day meals will be expanded to children in pre-school. Through three years of Anganwadi/ pre-schooling, the current system will have 12 years of schooling (The Hindu, 2019)

The NEP 2020 emphasizes on the mother tongue of students as the medium of instruction as it adheres to the ‘three language formula’ but also requires that no language be introduced as long as India is native to at least two of the three languages (The Times of India, 2019). The proposal further suggests that all institutions offering single streams be phased out and that all colleges and universities should aim to become multidisciplinary by 2040. The latest NEP argues that much of the very best research in the world has occurred in multidisciplinary university settings (Mattoo, 2020).

Under the NEP, undergraduate degrees will have a term of either three or four years and several exit alternatives will be available during this time. After completing one year in a specialty or field, including technical and professional fields, the college would be required to offer a credential, a diploma after two years of training and a Bachelor’s degree after a three-year program (Jebaraj, 2020).

Another critical factor includes strategies that will address potential curriculum demands that will integrate realistic skill-based learning. The strategy tackles much of the crucial challenges that undermine our current education environment and brings in a totality of the paradigm change we need in India for trained and eligible people. The new NEP will be a step

in the right direction, as the Indian job market faces a dichotomy of compartmentalized skill sets where many of them are unemployed due to a lack of skill-based education.

A rational and objective review of higher education policies show that, as envisaged in the policy, there are around a dozen guidelines that are essential to invigorating the scheme. Consequently, it may be necessary to identify these guidelines on the basis of the twin criterion of form and need, thus promoting the work and facilitating the creation of the action plan. In the analysis, it is noted that there are several proposals that would involve statutory mechanisms of one sort or another. There are some that will entail the development of new instruments that are not part of the scheme to date. There is also a third array of guidelines which will include a review of and changes to the current systems. This grouping can help to crystallize the best strategy for all three forms of recommendations to be applied.

In essence, the first series of guidelines will include the development of supporting conditions for revamping the whole higher education system. Of course, some of them might need a little more than mere law. Recommendations such as the creation of the Higher Education Commission of India (HECI) with its four verticals viz. National Higher Education Regulatory Council (NHERC) the National Accreditation Council (NAC), the General Higher Education Council (GEC), the Higher Education Grants Council (HEGC); Multidisciplinary Universities of Education and Science (MERU), the National Research Foundation (NRF), the National Technical Forum for Education (NETF), the Constitution of the Board of Governors (BOG), the Admission of International Universities Act (Chopra, 2021). The creation of the proposed legislative bodies will entail the adoption of these recommendations. They are part of the policy agenda, which requires a mechanism that takes a lot of time. Before and after they are presented as legislation in Parliament, they will have to proceed under detailed multilevel scrutiny. As a reasonably significant number of quality initiatives are going to flow from them, the Ministry of Education will assign them on top priority.

As a single unified umbrella body, the Higher Education Commission of India (HECI) will be formed for the whole of higher education, excluding medical and legal education. HECI will have four separate verticals: oversight by the National Higher Education Regulatory Council (NHERC), quality setting by


the General Education Council (GEC), funding by the Higher Education Grants Council (HEGC) and accreditation by the National Accreditation council (NAC) (The Indian Express, 2021). The same system of regulatory, accreditation and academic standards would regulate public and private higher education institutions. An Academic Bank of Credit will also be set up by the government to digitally store academic credits received from various HEIs so that they can be transferred and counted against the final degree earned.

The new format would demand that current systems and entities redesign themselves and experience a kind of evolution. The division of roles would mean that under the current regulatory structure, each vertical within HECI would assume a new, single role which is specific, substantive and significant. All undergraduate (UG) programmes, be they professional, academic or vocational, are more holistic. Also a strictly scientific career such as engineering, for example, shall offer humanities, the sciences, vocational, soft skills and vice versa. In every discipline/field, including professional/vocational/technical streams, the UG degree programs will be 3 or 4 years long with several exit opportunities developed and with required certification. For example, for multidisciplinary degree after 4 years, a certificate after completion of 1 year, diploma after completion of 2 years, bachelor’s degree after completion of 3 years, preference is granted.

A 4-year program can also culminate in a “Degree with Research” if a comprehensive research project has been carried out in the main area(s) of study as defined by the HEI. Departments such as Art, Dance, Economics, Education, Indology, Language, Literature, Mathematics, Music, Philosophy, Pure and Applied Sciences, Sociology, Sports, Statistics, Translation and Analysis shall be developed and strengthened in all HEIs.

Focus on research

The NEP’s emphasis on extending the gamut, structure and consistency of study in different fields is one of the most important characteristics. The policy aims to create a ‘New Research Foundation’ in all academic disciplines to concentrate on catalysing and energizing research and innovation across the world. It will be an autonomous agency set up to satisfy the necessary criteria in order to successfully conduct

science. it has attempted to eliminate the needless clutter that has been a barrier to successful study so far. The importance and efficiency of study, financial considerations and beneficial ties between academics, government, and industries will be studied.

Funding in all the fields will be focused on peer-reviewed guidance and competition. Initially, the Foundation will have four branches, including Sciences, Technology, Social Sciences, Arts and Humanities. It paves the way for research capacity building at academic institutions across the world. Within the aegis of the new strategy, in order to remove bureaucratic rigmarole, which has always proven to be an irritant in the smooth conduct of study, universities can enjoy a greater degree of autonomy and intellectual independence.

The strategy envisages inclusive schooling by the incorporation of sciences, social sciences, arts, humanities and athletics, in order to upgrade the scholarly multidisciplinary community. The cornerstone of science and advancement in the current vision would be intellectual awareness, imagination and critical thought. It seeks to create transformative research and to discourage the replication of related works that lack pioneering prospects. The strategy also envisages India’s transformation into an equal and vibrant information society through the provision of high-quality education for everyone.

The strategy envisages comprehensive education through the incorporation of sciences, social sciences, arts, humanities and sports, in order to update the academic multidisciplinary community. The cornerstone of science and advancement in the current vision would be intellectual awareness, imagination and critical thought. It seeks to create transformative research and to discourage the replication of related works that lack pioneering prospects. The strategy also envisages India’s transformation into an equal and vibrant information society through the provision of high-quality education for everyone. India’s ‘demographic dividend’ can be completely exploited by empowering and motivating a large number of dedicated academics to perform quality studies in different fields. The policy further attempts to establish a holistic approach to the teaching of practitioners by ensuring broad-based expertise, awareness of the social-human background, a clear ethical compass, in addition to technical capabilities of the highest level.


A Boost for a Self-reliant india

what is important is that, although the policy would seem to be a narrative of different programs aimed at modernizing the education system of the country, a deeper look would find that these programs are enshrined in larger objectives. The policy’s “vision” promoted “an education system rooted in indian ethos that directly contributes to the sustainable transformation of India, that is Bharat, into an equitable and vibrant knowledge society by providing everyone with high-quality education and thus making India a global knowledge superpower.”

Skill education is given primary priority in schools and higher education in NEP 2020. It will be launched from pre-school to class 12 at school level to enable each pupil with at least one vocational ability. It seeks to raise the total enrolment ratio in higher education, including technical education, from 26.3 per cent (2018) to 50 per cent by 2035 in order to continue higher education.

In terms of fostering cultural heritage, growing GER in higher education and building a pool of talented and qualified young people who will improve the national economy, education must be an economic growth booster and the strategy emphasizes the information economy. As the knowledge economy is interrelated to society, there would be a multitude of socio-economic changes in its development and spread.

Without any strict distinction of academic, extracurricular and vocational streams in schools, the policy stresses fundamental literacy and numeracy. Vocational education with internships can commence from class six. Assessment changes will be implemented with a 360-degree holistic success card to measure student progress in order to obtain learning results.

An ‘atma-nirbhar’ Bharat would enable high-performing Indian universities to develop campuses to spread India’s culture and education in other countries. Alternatively, it would make it possible for chosen universities from among the world’s top 100 universities to work in India.

Cautious Approach Needed

Apparently, the NEP 2020 looks very promising and has been praised by a large number of academicians. But while the transformative reforms outlined in the

policy are considered timely to revamp the educational system in order to address the existing demands, it seems difficult to enforce the policy. And this is notwithstanding the fact that the PM has vowed to “fully commit” himself to the current NEP and to guarantee that it can be fully implemented.

To begin with, its introduction will entail substantial improvements in facilities for schooling, technology and teacher training. For example, the shift in school education to the new format will require teachers to be trained in new pedagogy, a learning process through the thinking and practice of teachers who will accompany learners. To date, the Indian education system has mainly been based on a rote system or a repeated memorization strategy. This is a major obstacle the country has never encountered before from a funding point of view. The 2020 NEP envisages a rise in education investment from 4.6% to 6% of GDP, which is nearly ‘2.5 lakh crore per year (Business Today. 2020). A high order, taking into account the fact that public spending on education in India has not met the recommended amount of 6% of GDP, as envisaged in the 1968 Policy, echoed in the 1986 Policy and reaffirmed in the 1992 Policy Analysis (World Bank, 2020).

The Centre and States’ actual public spending on education in India is about 4.43 per cent of GDP (National Education Strategy 2020) and just about 10 per cent of overall government expenditure (Business Today, 2020). These statistics are significantly lower than those of other developed and emerging countries. The next challenge is preserving the timetable indicated in the NEP. Academic credit exchanges for chosen colleges are scheduled to be in effect in higher education by December 2020; various exits and entry points for higher education will be available from 2020-21; a four-year degree programme will be launched for central universities by 2021 and for others by 2022. The common admission tests will be completed by February-march 2021 and will be conducted by may 2021.

This haste does not take into account the immense pressure faced during the pandemic by most of the higher education institutions - which is by no means finished. This pressure has been especially serious on the vast majority of the diverse student body that finds a place inside public universities, both state and local, not inherently ideal. This space, beyond recognition,


would probably be transformed. There are expected to be significant financial costs as well, aside from human costs.

What makes it difficult is that this strategy comes into being at a time when the COVID- 19-induced lockdowns have ravaged the economy, government tax receipts are abysmally poor and a new peak is feared to hit the fiscal deficit, placing a serious limit on the exchequer.

Conclusion

In determining the economy, social status, acceptance of technology, and safe human activity in every nation, higher education is a significant factor. The responsibility of the education department of the state government is to develop GER to include every resident of the nation in higher education offerings. India’s 2020 National Education Strategy is working towards achieving this aim by developing revolutionary policies to boost efficiency, attractiveness, affordability and supply by opening up private sector higher education, while at the same time retaining stringent quality controls in all higher education institutions.

NEP-2020 is expected to achieve its targets by 2030 by promoting merit-based admissions with free-ships & scholarships, merit & research-based continuous performers as faculty members, and merit-based established leaders in regulatory bodies, and stringent quality control by biennial accreditation based on self-declaration of success through technology-driven monitoring. As multi-disciplinary independent colleges with a degree granting authority in their name, all higher education institutions with the present nomenclature of associated colleges can extend or become constituent colleges of their affiliated universities.

The National Research Foundation, an impartial body, will support ground breaking ventures in the focus areas of fundamental sciences, applied sciences and social sciences & humanities research. With the ability to select central and allied subjects within

a discipline and through disciplines, the HE system will turn itself as a student-centred system. Faculty members also have latitude within the defined policy context to select program, technique, pedagogy and assessment models. These reforms will begin in the 2021-22 academic year and continue until 2030, where the first stage of transition is projected to become noticeable.

The Indian higher education system is therefore shifting from teacher-centred to student-centred, information-centred to knowledge-centred, marks-centred to skill-centred, exam-centred to experimental-centred, learning-centred to research-centred, and choice- centred to skill-centred.

references

1. Business Today (2020). Union Budget 2020: How Much will Modi Government Spend on E ducation? Business Today, July 23.

2. Chopra, R. (2021). Explained: India’s National Education Policy, 2020. The Indian Express. January 22

3. GoI (1968). National Policy of Education. Government of India. Ministry of Education.

4. GoI(1986). National Policy on Education. Government of India. Ministry of Education.

5. GoI, (2020). New Education Policy ---2020. Government of India. Ministry of Human Resource and Development, Government of India

6. Jain, S. (2020, September 3). The National Education Policy 2020: A Policy for The Times. Observer Research Foundation

7. Jebaraj, P. (2020). What has the National Education Policy 2020 Proposed? The Hindu. August 2

8. Mattoo, A. (2019). Treating Education as A Public Good. The Hindu, November 15.

9. Nandini. (2020,). New Education Policy 2020 Highlights: School and Higher Education to See Major Changes. Hindustan Times July 30.

10. ToI (2019). State Education Boards to be Regulated by National Body: Draft NEP. (2019, October 30). The Times of India, October 30.

11. World Bank (2020). Government Expenditure on Education.


Multiple Exit option in Engineering Stream: A Thought on National Education Policy–2020

Shailendra Jain*

Relevant education with quality is the foundation of any successful society. Introduction of the National Education Policy (NEP-2020) is a much-needed step in revolutionizing that foundation. Imagine a young workforce that is self-motivated, following its own paths and dreams and thinking up completely new concepts and ideas, for the economic, social, and cultural development of the nation. An effective implementation of this philosophy, through NEP, one can easily visualize the change.

To meet this requirement, quality higher education must aim and enable an individual to study specialized areas of interest, with ethical and moral values. This can be achieved by introducing a range of disciplines including sciences, social sciences, arts, humanities, languages, as well as professional, technical, and vocational subjects. For this it is aimed to start large multidisciplinary universities like ancient Indian tradition followed in Takshashilla and Nalanda, which had thousands of students.

Top class engineering institutions like IITs are expected to introduce more arts and humanities courses for holistic development. Students of arts and humanities will aim to learn more science. Students will be expected to actively engage with the practical learning through internship and, improve their employability, as a by-product. Whereas at present students’ view education primarily as leading to job.

Such integrated, multi-disciplinary system of knowledge transmission is projected through the introduction of clusters comprising neighbourhood institutions. By creating clusters, it is aimed to establish vibrant communities of scholars and peers and enable students to become well-rounded across disciplines.

For this, it is proposed to introduce the undergraduate degree, with multiple exit options, with appropriate certifications (a certificate after 1 year in a discipline or field including vocational and professional areas), or a diploma after 2 years of study, or a Bachelor’s degree after 3 and/or 4-years.This will enable students to migrate to another stream as per their interest. The concept of “taking a break” has generally been frowned upon in our country. However, this

pause is often the key for young minds seeking their purpose and determining their life goals. In other cases, education is many times dropped to meet unexpected personal, or other, needs. Having to start all over again is the primary deterrent to resume studies in both these cases. The NEP seeks to provide flexibility so that education does not become a burden but remains the boon that it is. Such exit option will allow the students to take a break to address local challenges, problems, and needs, and re-enter into education. This way not only the students, but the entire region gets benefitted.

The different institutions are expected to study local area needs for their solutions. Institutions, situated in the rural areas have a huge opportunity to offer new courses aimed at creating technically trained workforce for aiding mechanized farming, reinventing and strengthening traditional farming methods, developing new tools, offering engineering solutions for enhanced crop yield, creating storage and disposal solutions. The surrounding farms can easily be utilized as labs and workshop to experiment and demonstrate impact of new technologies.

To achieve this HEIs should have more flexible and innovative curricula. Engineering, one of the demanding streams of education needs to be re-structured. In the present structure general engineering, science, humanities and management subjects are taught in 1st year, as foundation, and not fit for exit option. There is a need to restructure these schemes, such that students can be awarded Certificate/Diploma in a discipline/professional area. A few discipline related courses need to be re-arranged in 1st and 2nd year, to enable them to award Certificate/Diploma. This may offer students to opt out a course with some outcome, if they wish to move to another area of interest.

One possible way to have exit option is proposed for engineering stream in Table 1.In addition to general engineering, management and science subjects, core subjects may be added in the 1st year, specific to stream, requisite for the award of the certificate. This will enable an exit option as well as pre-requisite for next year. For example, courses specific to Building Automation/Biomedical Instrumentation/Smart City Technologies etc can be included, required for the award of certificate in these areas. However, there is a need to inculcate culture in society to accept exit option

* Director, SLIET Longowal, Punjab-148106 and Professor, Department of Electrical Engineering, NIT Bhopal- 462003 (MP). E-mail: [email protected]


Table 1: Proposed Scheme for Bachelor in Engineering (Multi-Entry, Multi-Exit option)1st Year (for award of Certificate)Sub Code Group Subject l T P Credits

101 General Engg, Management & Science Group

(GEMS-I)

Basic Sciences (PCM) - I102 General Engineering - I103 Communication & Soft Skill - I104 Computer Programming - I105 workshop Practice106 Core Subjects Specific to

Stream(CSSS-I)

core-i107 core-ii108 core-iii109 Core-IV110 Core-V

Exit option after 1st Yr with Certificate/ Entry into 2ndYr2nd Year (for award of diploma)


(GEMS-II)

Basic Sciences (PCM) - II202 Engineering Drawing203 Entrepreneurship, Mgt & Hum204 Constitution of India205

Core Subjects Specific to Stream

(CSSS-II)

Core-VI206 Core-VII207 Core-VIII208 Core-IX209 Core-X210 Elective-I/Internship

Exit option after 2nd Yr with diploma/ Entry into 3rdYr3rd Year (for award of basic degree)


(GEMS-III)

Basic Sciences (PCM) - III302 Environment Engg303 Entrepreneurship, Mgt & Hum-II304

Core Subjects Specific to Stream

(CSSS-III)

Core-XI305 Core-XII306 Core-XIII307 Core-XIV308 Core-XV309 Elective-II310 Elective-III/ Internship

4th Year (for award of degree with research)401

Core Subjects Specific to Research(CSSR-I)

Core-XVI402 Core-XVII403 Core-XVIII404 Elective-IV405 Elective-V406

Major Project/internship

Major Project/Internship407408409410 General Proficiency

as an alternative/choice, not as a failure to continue the course.

This way the students will be expected to constantly upgrade their skills and build upon their work experience. As they learn through practice and actual experience, they are expected to transform themselves from jobseekers to job-creators. However,

every one of us has to play our active role to make it happen.

reference1. National Education Policy-2020, Ministry of Education

(earlier mHRD), Government of India.


The New Education Policy–2020 (NEP–2020) has provided a road map for education in the country. The dynamics of phase-wise applications has very minutely been worked out in the policy document and is a challenge for educators and education managers at all levels to adapt to the new setup and come out of traditional inertia. The mindset of the society, which has largely been equating degree and education for years, has also to be molded accordingly. In the light of given circumstances in different walks of life over the period in question there are all possibilities that some new normal have to be introduced in the policy, as one during the present pandemic scenario.

The present document of NEP--2020 seems silent about the open universities, perhaps for the reason that this did not appeal in its present form to the policy makers. This has stirred the worry among many associated with open universities and distance education. Looking back, the distance education in india was started in 1962 with a pilot project on correspondence courses under the University of Delhi’s School of Correspondence Courses and Continuing Education and first Open University ie Dr B R Ambedkar Open University was established in 1982. The concept then proliferated among some other universities followed by the establishment of Indira Gandhi National Open University (IGNOU) at the national level in 1985 and the responsibility for promotion and coordination of open and distance learning (ODL) was transferred to IGNOU. The Distance Education Council (DEC) was set up by IGNOU in 1991. Apart from disbursing degrees/diplomas/certificates to the masses outside the classroom by these universities, their role was perhaps never been evaluated or examined in terms of academic excellence until in August 2010, the Ministry of Human Resource Development constituted a committee for investigating distance education standards in India. The committee recommended the creation of a new regulatory body, the Distance Education Council of India (DECI) that came into existence in December 2012 under the UGC. Eventually, regular universities deprived of amass registration of students under open learning mode, resorted to almost similar concept in the name of non-collegiate or private students who will study on their own and examined by the university to

impart degree. This section of students is often larger than the regular students in a university and contributes to greater revenue to the university striving hard to raise funds, particularly the State universities. Private or self-funded universities are at large not permitted to register distance learners and non-collegiate students. Overall, the distance and non-collegiate learners have been contributing to GER at a good scale.

Present COVID-19 restrictions have modified teaching-learning and evaluation process at large right from school to centres of higher education. Modern widely adopted e-learning modules are in a way an extension of the distance learning with technology support. Thus other than digital input it is not a new form of teaching-learning process, however, it is a little more interactive compared to traditional distance education involving a few short-term contact programmes. Although there have been some surveys on the acceptability of the online teaching in some parts of the world (ww.collegereaction.com; www. axios.com), there needs to be a study in the indian context to assess whether this has contributed to knowledge enrichment to the same extent, and if the answer is affirmative, it is a blessing in disguise, otherwise it was a short-term treatment to a problem and not a long-term solution. Yes, the software industry has flourished to some extent developing online teaching-learning kits, establishing digital classrooms, enabling virtual meetings and helping examination and evaluation in online mode.

The concept of establishing e-universities in future is floating in the air, may be as a substitute to the open universities or in their coexistence. However, before implementing any such so called new normal to the system of higher education the outcome of the online teaching-learning process deserves a thorough review in terms of quality of education and it should be addressed beyond market forces. One would agree to the fact that this mode of teaching is perhaps no perfect substitute to the face-to-face method. The digital platforms and online communication could be effective supportive technological tools but not the alternative. This is well reflected in the aforesaid surveys and in the attitude of teachers and students alike who are now breathing back on the campus after COVID restrictions are lifted gradually. A thorough feedback from all concerned, including students, teachers, parents, industry and employers in this field will help pave a judicious path and intelligent decision making in the interest of the society.

New Education Policy–2020: Should the Concept of E-Universities Be A New Normal?

M M Saxena*

* Vice Chancellor, Tantia University, Sri Ganganagar 335002. E-mail: [email protected]


National Education Policy–2020: overcoming Challenges and opening up New Vistas

r limbadri*

indian education system is the oldest education systems in the world. But unfortunately, it could not cope with the major changes of the changing times and technological advancement. There had been hardly any change in the curriculum. Governments, policies, educationists, men, materials and methods have come and gone but there was barely any improvement in the system of education. Neither did the students benefit largely. In this context there is a need to discuss about the Educational policies in the country.

Following are the major education policies in India, from independence till day: The University Education Commission (1948-49) which focused on higher education, the Education Commission (1964-66) that gave a comprehensive and holistic approach to the entire system of education. Subsequently, the 42-constitutional amendment of 1976 brought education in the concurrent List. Next, the New Education Policy (1986) gave importance to technical education. The policy also aimed at removing disparities and equalise educational opportunity, especially for women, Scheduled Tribes (ST) and Scheduled Caste (SC) communities.

The next important educational policy is, the National Education Policy–2020, that challenges: access, equity, quality, affordability, and accountability faced by the current education system. The National Education Policy–2020 is a well-defined and futuristic education policy which drives the country towards economic and social progress. It gave a big relief as it calls for a significant restructuring of the educational system and its governance. The Policy assigns a key role to both public and private capital in education and recommends liberal arts education as the foundation of higher education. Though the objective of the Policy is very noble, its success depends on its implementation to a large extent on how successfully the government, universities can face the challenges.

Some Important Features of National Education Policy–2020

The policy aims to universalize the pre-primary •education by 2025 and provide foundational literacy/numeracy for all by 2025.It proposes new Curricular and Pedagogical •Structure, with 5+3+3+4 design covering the children in the age group of 3-18 years. However, it does not affect any physical restructuring of schools. It aims at equitable and inclusive education for •every child in the country, with a special focus on under-represented groups. Universal Access and Retention with 100% Gross •Enrolment Ratio for all school education by 2030.It proposes a three-language formula. It aims •to protect and promote our culture through the study of classical languages, mother tongues, and regional languages.A new independent State School Regulatory •Authority (SSRA) is to be created.It aims to consolidate 800 universities and •40,000 colleges into around 15,000 large, multidisciplinary institutions.The policy proposes three types of Higher •Educational Institutions (HEIs): Research Universities, Teaching Universities and Autonomous degree-granting colleges.It aims to provide autonomy to all higher education •institutions. Higher education institutions are to be governed by Independent Boards with complete academic and administrative autonomy.An autonomous body called the National Research •Foundation (NRF) is to be set up through an Act of Parliament. It would create a strong research culture as the proposed NRF seeks to build research capacity across higher education. It encourages globalisation of higher education, technology integration at all levels of education. Rashtriya Shiksha Aayog or the National •Education commission apex body is to be constituted. it will be chaired by the Prime

* Professor of Public Administration, Osmania University and Vice Chairman Telangana State Council of Higher Education Government of Telangana, Hyderabad. E-mail: [email protected]


Minister and will comprise eminent educationists, researchers, Union Ministers, representation of Chief Ministers of States, eminent professionals from various fields.The Policy also recommends the creation of a •National Higher Education Regulatory Authority (NHERA) as the sole regulator for higher education, including professional education. MHRD to be re-designated as the Ministry of •Education (MoE).Increase in public investment by the Central •and State Governments to 20% of overall public expenditure over a 10-year period. The Policy emphasizes on mother tongue-based •education and makes oral language development crucial. It focuses on online learning as an alternative to •regular classroom interaction. It proposes to make professional education an •integral part of the higher education system.

Advantages of NEP –2020

The Policy gives maximum flexibility, to the •learners to choose their learning trajectories.Equal importance to arts, sciences, physical •education and other extra-curricular activities so that learners can choose according to their interests. Multi-disciplinary approach (across the sciences, •social sciences, arts, humanities and sports).Emphasis on conceptual learning rather than rote •learning; creativity and critical thinking.Cultivates life skills like cooperation, teamwork, •empathy, resilience.Regular formative assessment for learning rather •than the existing summative assessment.

The policy seeks to introduce certain structural reforms at the higher educational level. It promotes a flexible three- or four-year degree programme structure at the undergraduate level, allowing multiple exit and entry points. it also recommends to promote contemporary subjects such as Artificial Intelligence, Design Thinking, Data Analytics, Machine Learning, and Holistic Health which promise careers in future.

Challenges in ImplementationThere may be many emotional overtones.

The government has to handle it very sensitively.

Following are the impediments that could come in way while implementing the Policy:

The idea of setting up the Rashtriya Shiksha Aayog •is crucial in order to integrate the approaches and programs of multiple departments. However, bringing medical or agricultural or legal education under one umbrella is likely to be very difficult.Language issues have to be handled sensitively in •view of their emotional disparities which we have been witnessing.The NEP initiates training the students not only in •cognitive skills like critical thinking, but also in soft skills like empathy, perseverance, leadership and teamwork. It may be difficult to monitor these pedagogical changes. Teachers should make learning enjoyable and •engage the learners continuously. Qualitative faculty should be appointed. This may be very demanding.The Policy proposes bottom-up approach to •transform the learners from grass-root level. This is a very challenging decision.A thorough orientation towards multi-disciplinary •education should be given to both the teachers and students. The Curriculum should be completely revamped. Funding and financial resources have to be •raised in case the proposals of NEP 2020 for higher education are to be implemented. Private institutions should offer more scholarships to make admissions possible for students from low-income strata. Surely, this is a big test to all the educational institutions. The major challenge is to furnish digital •connectivity, digital classrooms, expertise-driven online teaching models, VR/AR (virtual reality and augmented reality) technologies to overcome gaps in physical teaching.

Added to these challenges, the society expects not just knowledge from the students at a given time, but a continuous support and wisdom from the people to answer the unexpected questions in the career. The higher education should take this academic responsibility. The students should be trained to face the global challenges along with their local variations. Hence, the teachers and the students should share their academic responsibility. Such a process has to be disseminated manifesting itself in various ways and


in different domains of curriculum. Other initiatives of the Policy are: promoting internationalisation of higher education; improving the quality of open and distance learning; enhancing participation of under-represented groups, and eliminating gender, social category and regional gaps in education outcomes.

when we examine the real situation that exists at present, we can agree with Radley who brings out an analytical assessment of how students fail to perform well as they don’t have the right kind of practical and industry-related knowledge. Students are faring poorly at interviews, nearly 27% of the engineers (Radley 2019) fail even to pass an interview. Here are a few statistics, conducted for the National Employability Report that portrays the plight of our engineers:

Only 3.84% of engineers are employable in •software-related jobs at start-ups.Around 3% engineers possess new-age skills •in areas such as AI, Machine Learning, Data engineering and Mobile technologies. On an aggregate level, employability in these areas is around 1.5-1.7%.US have a much higher proportion of engineers, •almost four times, who have good programming skills as compared to india.A much higher percentage of Indian engineers •(37.7%) cannot write an error-free code, as compared to China (10.35%).Only 40% of engineering graduates end up doing •an internship and 36% do any projects beyond coursework. (Radley 2019)

The Policy has laid a legislative framework permitting the entry of universities from among the top 200 in the world to operate in India, following the regulatory, governance and content norms applicable to Indian universities. In the present day, the universities have a responsibility to work together to address the economic, social, cultural and environmental challenges in the world. The researchers should be able to demonstrate the societal impact of their research. The Policy demands Universities to provide evidence of how their research has changed people’s lives for the better. It recommends that research should be in response to the Sustainable Development Goals, of the United Nations.

The Policy states that by 2030 there will be independent colleges with a minimum strength of 3000 students. This perhaps is a big challenge for all the

colleges. Unless we provide them with the assurance of a job, it will be very challenging to increase the enrolment ratio from 26% to 50%.

The new Policy gives equal footing to curricular, extracurricular and co-curricular activities. It aims to contribute towards the wholesome growth of a child which promises him better employment opportunities in future. Nevertheless, it may be very asserting in the case of corporate colleges.

A big challenge in the implementation of this education policy is the multidisciplinary institutions. The proposal to build Multidisciplinary Education and Research Universities (MERUs) is extremely interesting. It will be certainly accomplishing if the government could invest in creating these high-quality institutions. The investment needed will be very huge, and requires strategic planning.

Teacher-student ratio which is suggested by NEP is 1: 10 or 1:20 depending upon the nature of the institution is a big issue. At present, the teacher-student ratio is about 1: 60 or even more in some colleges. The recruitment of teachers in such a big number to match 1:10 ratio is a major test. Finding high-quality teachers in such huge number is certainly impossible.

The entry of foreign universities in Indian education space may have problems. While affordability of the students is the main question, the interest of foreign universities also matters a lot. On the other hand, the number of students who are going abroad for Higher education is on the rise as per the available global data. Unless the higher education system is revamped at a faster pace and quality higher education is not provided here, India might be facing a significant brain drain (bharath kancharla, 2019).

Making a Headway

However, the policy has to give a vision that would be inclusive of the bottom-most strata of society and provides relief to the poor, women, caste and religious minorities. A comprehensive roadmap and coherent implementation strategy have to be executed. A commitment to finances which is paramount to execute the Policy has to be defined.

Here are some recommendations that have been specified in the discussions all along the country to make NEP–2020 work.


NEP–2020 m • ust consider linking the RTE to the goal of universalisation of education at pre-primary, middle and secondary level. Without this legal backing it may be difficult to reach the target.

The Government must collaborate with the states •over the three-language formula, as education is in concurrent List.

There should be involvement of State • councils of Higher Education in processing of NAAC

Specific, time bound and accountable •commitments should be linked with funding and expenditure.

As Education is in concurrent list but state •governments are funding more that’s why there should be more involvement of state governments in policy making and implementation.

The policy must also incorporate the Common •School System which will ensure equal opportunities for all.

Currently a powerful framework for Foundational •Learning has been laid out but evaluation technicalities are not specified in detail. Unless evaluation is re-examined, the quality of education cannot be ensured. many countries are ahead in education because of their evaluation system.

Conclusion

The recommendations of NEP–2020, with regards to Higher Education are commendable. Yet their worth can be demonstrated only when implemented. The major recommendation is the recommendation of rebuilding the higher education system to suit the modern age. Though changes proposed by the government are being acclaimed, it needs a great effort from all the stakeholders for its implementation. The employability and skill gap of graduates is another concern. The India Skills Report (2018) features that 50% of the applicants who appear for the interview do not meet the demands of the employer. Approximately only 20% of Engineering graduates in India are employable as per the National Employability Report, 2019. Their employability skills regarding the latest and futuristic technologies

are much lower. The employability of non-engineering graduates is also much lower, around 5% as per these employable reports. The demographic advantage that India possesses, would go futile if a large proportion of them cannot get into productive employment.

The drafting committee of NEP–2020 has made a comprehensive attempt to design a policy that considers all these diverse views, global best practices in education, field experiences. Though the Policy is ambitious it needs a specified roadmap for implementation. The extensive reforms at the tertiary level, restructuring of undergraduate programmes to suit four-year degrees alongside three-year programmes, multiple exit and entry points – all need a meticulous, rigorous and accurate strategies.

references

1. Panda, Rajesh, (2020). NEP-2020: Implementation Challenges – Education World www.educationworld.in/nep-2020-implementation

2. Kapur, Samir (2019). National Education Policy- 2019: Will the NEP be able to tackle challenges faced by the system? Published On Aug 14.

3. Draft National Education Policy- 2019: All you need to know ...www.indiatoday.in/education-today/gk-current...04/10/2019.Challenges in implementation

4. Brink,Chris (2021). Academic Responsibility: The Changing Mission of HE, 21stJanuary,www.universityworld news.com

5. Niazi, Shuriah and Sharma, Yojana (2019). Ambitious Modi Plan to Restructure HE and Boost Research, 06 June, www.universityworldnews.com

6. Google search on NEP- 2019, dt. 14.11.2019, http://www.indiatoday.in

7. Nimbahera, Ashok Kumar.Implementation Challenges of NEP in Higher Education... therise.co.in/3481

8. Kancharla. Bharath (2020).New Educational Policy Integrating Technology in Education…www.rsrr.in/2020/08/26

9. Radley,Martin (2019).www.educationaltimes.com

10. Govind, Nikhil (2019). The New Educational Policy, 2020: Opportunities and Challenges for Medical Ethics DOI: https://doi.org/10.20529/IJME.2019.041


Education is a fundamental right to all irrespective of gender, physical, racial, economic, geographical, cultural, or linguistic disparities. India’s higher education system is the third largest in the world, next to United States and China. Equity in education requires putting systems in place to ensure that every student gets an equal opportunity for success through knowledge. That requires understanding the unique challenges and barriers faced by individual students or by populations of students and providing additional supports to help them overcome those barriers. Equity does not favour few but all equally in the society and can be maintained if there is no divide in education.

The Organization for Economic Co-Operation and Development (OECD) defines two dimensions of equity in education:

Fairness, which means confirming that personal •and social conditions do not avert students from attaining their academic potential.Inclusion, which means establishing a bare •minimum standard for education that is shared by all students irrespective of background, personal characteristics, or locality.

The above mentioned can be achieved if students across the country gets equal access to education delivery systems and the educational needs of the student community is fulfilled at a uniform level. Often, we witness that students from rural areas face language barriers when they are suddenly exposed to the cities or urban areas. Further the schools and colleges in the rural areas are not equipped with updated educational tools as compared to cities and towns.

A solution to the same can be achieved if education is imparted in two (2) languages from the initial level of primary education to all the students across the country. The migration of students from one state/locality to another will also be easy if from the very beginning the students are well versed in two (2) languages out of which one is common in all state/region and the other can be a local language of education. This facilitates free flow of communication between students anywhere

in the country at any level. However, at any point, regional language should be given more emphasis till a certain level post which Hindi/English or any other commonly understood language should be instilled. The National education Policy of 2020 outlines the vision of India's new education system. The policy is a comprehensive framework for elementary education to higher education as well as vocational training in both rural and urban India. The policy aims to transform India's education system by 2021 thus providing equity and access in education to all strata of people in the fields of education along with promotion of Indian languages, arts, and culture.

India being a house to rich cultural traditions, arts, and languages, it is a priority for all to preserve and promote the culture through awareness and education. This awareness could be driven in all by imparting proper education to all, rich and poor, in a uniform manner, where no one is deprived of the basic education. cultural awareness and expression are among the major competencies considered important to develop in children, to provide them with a sense of identity, belonging, as well as an appreciation of other cultures and identities. It is through the development of a strong sense and knowledge of their own cultural history, arts, languages, and traditions that children can build a positive cultural identity and self-esteem. Thus, cultural awareness and expression are important contributors both to individual as well as societal well-being. More stress should be given to India centric education in the curriculum so that the feeling of nationalism is of utmost importance to all.

For all of the above, it is the responsibility of the higher authorities to ensure that teachers are of highest standard and they have the materials, resources, and training they need to design an equitable classroom and thus provide access to programs and strategies that support the goal of equity and enable all students to succeed in every way.

According to the Universal Declaration of Human Rights, “Higher education shall be equally accessible to all based on merit.”

The Central Government on the other hand is taking all measures to promote equity in the field of

Challenges and Solutions for Equity and Access in Higher Education: With reference to

National Education Policy—2020 S P Singh*

* Vice Chancellor, The Assam Royal Global University, Guwahati-781035(Assam). E-mail: [email protected]


education and have listed the following measures for the same:

Right to Education for all. •Equality of educational opportunities for social •equity and thus to eliminate social disparities. Improve the situation of education in rural areas to •boost the educational level of these areas. Arrange resources in the form of expert teachers •and funds and finally frame effective policies to bridge the gap that lies between students of rural and urban areas.Scholarships, loans, and other incentives for •students of backward areas for equal opportunity.Problem related to imparting education to female •students especially in rural areas should be eradicated by promoting awareness about gender equity.

issues in Access to Higher EducationAccess is a key challenge to improving the quality

of higher education in India and enhancing social access to higher education is still important in the country. Few major issues related to the same includes:

Poor Infrastructure– This is the biggest lacunae of the rural community in delivery of quality education. Focus of infrastructural development on the urban segment has been heavy, while establishment of quality higher education institutes in the rural sector has not been significant.

Inadequate resource person– The student teacher ratio on the whole is at a negative graph in the rural areas.

Unqualified teachers- Along with the issue of inadequate faculty members, there lies a bigger matter of concern involving the qualification of teachers mostly in the rural areas which is not as per standards.

Outdated Curriculum – The curriculum of most higher education courses are not as per industry requirement and are not technologically up-to-date and hence there arises a big divide between the industry and academia.

Occupation –This is an important factor for enrolment in educational institutions of students in rural areas. For parents of students involved in farming, the enrolment ratio is found to be very low as they involve the children in the farming occupation rather than sending them to schools. Poverty is seen to lead to high dropout rates in rural areas.

Distance – Students in remote areas face the challenge of distance and communication to reach their schools and colleges. This leads to larger number of dropouts owing to the communication hassles.

Disproportionate finance allocation – Most of the students from the rural areas face issues related to lack of financial support to pursue high quality education. Government funds allotted also do not reach the correct source for proper utilisation and there appears an asymmetry in the allocation of funds within the various stages of education.

Standard of living – The living standard in rural and semi-urban areas also create obstacles in attracting suitable manpower especially talented teachers resulting into sub-standard education delivery in those areas. Only a handful of dedicated and philanthropic teachers at times make remarkable contribution but only at few places/regions.

The rural and semi-urban India is facing various challenges of accessibility due to all the factors mentioned above. However, the collective efforts of government and non-government organisations including the private sector is gradually changing the landscape of education, especially in school level in most of the states/regions of the country. The allocation of resource is also increasing every year for education. Further, the National Education Policy aims for universalisation of education from pre-school to secondary level with 100% Gross Enrolment Ratio (GER) in school education by 2030. Along with this, the Centre and the states aims to work together to increase the public investment in the education sector to reach 6% of GDP at the earliest. Under these circumstances, it is likely that the future of education system and the question of equity and access will be solved in due course of time. However, the role of philanthropic teachers and educationist is of utmost importance to reduce or eliminate the problems of education divide by making education equitable and accessible to all.

references:1. https://shikshan.org/nep-2020/indian-languages-arts-

culture/2. https://www.thinkingmaps.com/equity-education-matters/3. https://www.business-standard.com/article/pti-stories/

access-equity-key-challenges-to-improving-quality-of-higher-education-say-scholars-119032000794_1.html

4. https://www.ugc.ac.in/oldpdf/pub/he/heindia.pd5. Renu Kumari, and Kiran Kumari, (2016). Bhartiyam

International Journal of Education & Research. Volume 5, Issue IV.


The National Education Policy—2020 (NEP—2020) is formulated in a new economic and socio-political context. This context is widely conditioned by the emergence of ICT-driven knowledge economy in India on the one hand, and stagnation of first mass of population in a state of limited access to quality education and skill development opportunities on the other. This context is again delineated by the growing demand for life-long learning, arousal of new occupational aspiration, and increasing physical mobility of population across the space and the resurgence of the forces of cultural nationalism and huge concentration of young population in the demographic landscape of the society. However notwithstanding the increasing rate of literacy and education, their spread has been uneven among social groups in India owing to historical, social and geographical considerations. Social inequality and exclusion has remained embedded with the unequal expansion of the bases of knowledge and skill in the society in one way or the other. Such inequality and expansion is widely depicted in the arena of higher education in India. The NEP–‒2020 has remained grounded itself within these scenarios and has claimed to use education to be an effective tool to transform the course of the society towards the equitable and inclusive direction of a knowledge driven era. As against this backdrop the key questions are: What have been the commitments of the aspirations NEP–‒2020 in ascertaining equity and inclusion in higher education? How does the NEP–‒2020 visualize the role of ODL system to achieve the ideals of equity and inclusion in higher education? What are the challenges and opportunities for the ODL system under this NEP–‒2020 regime in enhancing the process of equity and inclusion in higher education? What could the possible response of the ODL system to this new regime? This paper is an effort to interrogate these questions in brief.

NEP—2020: Promising a New dawn?Education has always remained a key factor of

human development and economic reconstruction of a country and its national integration. Accordingly all nation states frame polices on education that promote, generate and circulate skilled and educated man power, and train and socialize the new generation keeping in view both the short and long term needs of the nation. In knowledge society the significance of education has been multiplied to become the key means for generation of wealth and employment, formation of knowledge based networks, ushering of knowledge and technological revolution, converting knowledge as the main source of livelihood and mobility, integration of society with the global socio-economic and technological forces and transformation of all members of the society as creative beings. Education in knowledge society is a source of collective use and reflection. It is no more a social service, but a long term investment that aims to ensure inexhaustible development of the country through mass production and application of knowledge by cultivating human brains for a desired end (Singha Roy 2014).

Historically, the growth and expansion of education and knowledge has been uneven leading to the unequal formation of human, social and economic capitals both within and between the societies. To bridge the gap the policy planners, social activists, academia and politician alike have advanced the strategy of mass education as against the elite education, especially for the hither to uneducated lots. In the changing global scenario demand for mass education has emerged to be a universal phenomenon. As the state initiatives to promote mass higher education meet with several limitations, non-state players have also emerged viable stake holders to attain the goal of promoting the mass education. In many placers balance between public and private financing of higher education has been shifted in favour of private players (Palfreyman, D., Tapper, T., and Thomas .S. 2012:Xiii). It is no denying the fact that the national education systems find themselves

Equity and inclusion in Higher Education: Challenges and opportunities for the odl System

under the NEP–2020 regime in indiadebal K Singha roy*

* Professor, Department of Sociology, Indira Gandhi National Open University, Maidan Garhi, New Delhi-110068, E-mail: [email protected]


in an increasingly global market place. In India the higher education institutions are under pressure from the government to use state power to secure their policy goal of increasing GER and to contribute to enhance the path of mass education.

Mass education is philosophically founded to access and equity in education for the vulnerable sections and those excluded from the main stream of the society. In India slogan for inclusive education is not a new one. Since early 1990s education is considered to be a ‘critical investment for human development’ and invasive instrument for bringing about social, economic and political inclusion and a durable integration of people, particularly those excluded from the mainstream of society to the national lives (9th Five Year Plan 1997, National Human Development Report, GOI 2001:48). It has also been accepted that expansion of knowledge and skill is also a precondition for growth to be inclusive (Approach Paper to 12th Five Year Plan, Government of India 2012).

The National Education Policy—2020 has envisioned education system firstly, to contribute directly to transforming India ‘sustainably into an equitable and vibrant knowledge society, by providing high-quality education to all, and thereby making India a global knowledge superpower (NEP 2020:6) and second, to achieve social justice and equality, critical to achieving an inclusive and equitable society in which every citizen has the opportunity to dream, thrive, and contribute to the nation. It proposes to create a new system that is aligned with the aspirational goals of 21st century education, including the aspiration of the Socio-Economically Disadvantaged Groups (SEDGs) (NEP 2020:3-4) like those of the SEDGs based on socio-cultural identities (such as Scheduled Castes, Scheduled Tribes, OBCs, and minorities), geographical identities (such as students from villages, small towns, and aspirational districts), disabilities (including learning disabilities), and socio-economic conditions (such as migrant communities, low income households, children in vulnerable situations, victims of or children of victims of trafficking, orphans including child beggars in urban areas, and the urban poor (NEP—2020: 24). It has also additionally recognized the special and critical role that women play in society and in shaping social mores; therefore, providing a quality education to girls is the best way to increase the education levels for these SEDGs, not just in the present but also in future generations ((Ibid: 26).

Hence, the NEP 2020 further commits that to “facilitate learning for all students, with special emphasis on Socio-Economically Disadvantaged Groups (SEDGs), the scope of school education will be broadened to facilitate multiple pathways to learning involving both formal and non-formal education modes. Open and Distance Learning (ODL) Programmes offered by the National Institute of Open Schooling (NIOS) and State Open Schools will be expanded and strengthened for meeting the learning needs of young people in India who are not able to attend a physical school(Ibid:24)

Turning to higher education the NEP—2020 has underlined that “as India moves towards becoming a knowledge economy and society, more and more young Indians are likely to aspire for higher education. As against these backdrops it has recommended a “complete overhaul and re-energizing of the higher education system to overcome these challenges and thereby deliver high-quality higher education, with equity and inclusion (Ibid:34). Among the proposed key measures to bring changes it has also mentioned for “increased access, equity, and inclusion through a range of measures, including greater opportunities for outstanding public education; scholarships by private/philanthropic universities for disadvantaged and underprivileged students; online education, and Open Distance Learning (ODL); and all infrastructure and learning materials accessible and available to learners with disabilities” (Ibid: 34).

Knowledge Society and A Move Towards Mass Education

As India aspires to move towards a high end knowledge society it is to opt for strategy for quality mass education at a faster rate. To Drucker (1968) the knowledge society needs both the great man who create knowledge and the journeyman who can convert new knowledge into every day action. To him “There is no conflict between masses education and quality education. We need to educate large masses of people to get the large amount of quality we need… to get large number of competent journeyman and stimulate large number of future masters”. He however cautions that “mass education should be quality education” (Drucker 1968: 336).

Rightly enough National Education Policies of India has consistently emphasized on the need of mass education and has underlined the significance of the Open Distance Learning (ODL) towards such end.


The National Education Policy 1986 was formed in a context while india was gradually transitioning from a command and control economy to an open economy and started experiencing the flow of expansion of Information and Communication Technologies (ICTs) and arrival of knowledge revolution in the horizon. The Programme on Action 1992 of National Policy on Education 1986 was formed when India was introduced to Structural Adjustment Programme of the neo liberal economic order, had started experiencing the arrival of ICTs and the increasing demand for knowledge driven work force. That time there were only 150 universities and 5,000 colleges with a minimum level of infrastructure for the maintenance of quality and standards. These unable to accommodate flow of student population at the level of higher education. These were again founded on rigid structure.

The Programme on Action 1992 of National Policy on Education 1986 pointed out that “higher education programmes have to be redesigned to meet the growing demands of specialization, to provide flexibility in the combination of courses, to facilitate mobility among courses, programmes and institutions, to update and modernize curricula, to integrate work/practical experience and participation in creative activities with the learning processes, and to facilitate reforms in the evaluation procedure”. It also underlined that the preexisting rigid structures of education do not permit these reforms (POA, NPE 1992:45). It assigned special role to Indira Gandhi National Open University to run special programmes to promote self-learning among learners through ODL system. It propagated for the Open University to augment opportunities for higher education, ensures by using all possible means. The NEP 1986 reiterated that ‘the Open University system has been initiated in order to augment opportunities for higher education and as an instrument for democratizing higher education…It provided an elaborate framework to enhance quality, access, equity and to democratize education. The Planning Commission of India subsequently emphasized on the expansion, excellence and equity in education through the ODL mode with provision of separate Radio and T.V. channels.

Significantly as the form of extent of penetration of ICTs in Indian society increased in the following years and decades, the policy directives for the use of ODL also started getting added momentum. The Eighth Five Year Plan 1992-95 had also

recommended an equitable and cost-effective higher education “by large-scale expansion of Distance Education system”. It advocated that “the programmes of Distance Education should absorb at least 50 per cent of the additional enrolment during the Eighth Plan (Planning Commission, 1992). The 9th Five Year Plan( 1997-2002) recognized the expansion of higher education and the role played by the IGNOU, three open universities in the States and the departments of correspondence courses in different universities therein. The 10th Five Year (2002-2007) Plan proposed that ‘during the Tenth Plan, IGNOU would set up open universities in states where none exist at present and expand the activities of Gyan Darshan and Gyan Vani”(Planning Commission 2002).The Eleventh Five Year Plan 2007-2012 underlined the need of use of media and new electronic technologies like FM radio stations, television channels, ‘SAKSHAT’—one-stop education portal—EDUSAT network for two-way communication and Internet for ‘any time anywhere’ education to facilitate lifelong learning of students, teachers, and those of employment or in pursuit of knowledge, free of cost to them.. The 12th Five Year Plan 2012-17 has again noted in the face of growing concern about the quality of ODL programmes, regulatory oversight would be strengthened during the Twelfth Plan. Observing the success of the ODL and the need of its expansion at a further larger scale it mentioned that ‘traditional institutions will be encouraged to offer part of their curriculum online to promote blended learning and provide students more choices while keeping costs low. This would also enable them to reach out to more students and non-traditional learners”(Planning Commission 2012).

iCTs, Paradigm Shift in odl and a drive for online delivery

Over the last three and half decades many of the Open Distance Learning (ODL) institutions of the country have acquired recognizable maturity for developing quality study materials by making full adherence to distance education pedagogy. Though the ODL system has experienced a technological paradigm shift from ‘Printed traditional book’ to ‘SLIM print book/module’, to ‘SLIM print book/module supplemented by or integrated with radio, television conferencing, audio video tape to Radio, television conferencing, audio video tape to Blended ‘SLIM print book/module supplemented by or integrated with radio, television conferencing, audio


video tape, ICTs to Online learning. Importantly the ODL system has also acquired academic paradigm shift especially in the process of designing and developing SLIM that forms the backbone of this system. Whether in the conventional ODL system or in the online system SLIM has acquired new dynamics by getting integrated with generation new body of knowledge and research, pedagogy, the learners need, learning objectives and the ICTs.

ODL’s contribution to the online course delivery has not been as extensive as has been for the conventional ODL programmes mostly because of the strictness of the regulatory authorities of the country on the one hand, and perceptive fear of devaluation of academic degrees earned by the learners on the other. Because of concerns for the quality and limited access to ICTs by the learners most reputed educational institutions in India were hesitant to offer structured online degree programmes. However, since last one and half decades the government has encouraged the development of online educational material for SWAYAM (a repository of around 2000 courses), e-pathshala, e-gyankosh etc. platforms providing the opportunity for Massive Open Online Course (MOOC) to a large section of learners. Some institutions have also provided online education in limited areas and levels. Now the scope and conditions for online learning has improved in India and there has significant increase as well in the quantum of line learners therein (SinghaRoy2019). Now with the encouragement of the UGC, and providing a framework of the offering the ODL and online programmes several reputed educational universities and institutes have started launching online educational programmes. Significantly over the decades, this system has acquired the capacity to make online delivery of SLIM course materials, to provide on line academic counselling through webcasting, FM radio and Swayamprabha television broadcasting, Facebook, WhatsApp, Google, Skype, Zooms etc. It is also making use of ‘SAKSHAT’—one-stop education portal—EDUSAT network for two-way communication for ‘anytime -anywhere’ education etc. to facilitate lifelong learning of students, teachers, and those in employment or in pursuit of knowledge. From a mere one distance education institute in 1962, to one Open University, 33 distance education institutions in 1980-81, over the years the strength of the ODL institutes has increased to 256 with 14 Open Universities and

242 Directorates of Distance Education located in regular universities(UGC 2018).

ICTs, Educational Infrastructure and Emerging Demographic Scenario: Significantly India has got a high rate of penetration of ICTs with 56% people has got access to Internet and 86 % to mobile phone, (40% of whom has got access to smart phone). An estimate suggests that there were 1.6 Million on line learners in 2016, and it is expected to grow about 9.6 Million by the end of 2021. Simultaneously India now experiences the phenomenal proliferation of higher education institutions across the country with over 900 universities, 4000 colleges and over 10000 standalone higher educational institutions (UGC2018).

Increasing GER and Student Population: India stands today in the threshold of a knowledge society and experiences the emergence of a highly mobile aspirational generation who looks for new avenues of economic and social engagement by acquiring quality knowledge and skill. Over the decades the Gross Enrolment Ratio (GER) has significantly increased in India at all levels. There has also been quantum increase in the size of student population in india.

odl and online Education for inclusion

As against the backdrop of revolution in ICTs, paradigm shift in the ODL system, expansion of GER and growing demand for higher education the NEP 2020 as advocated for the restructuring of the ODL delivery .In its vision for restructuring it has mentioned that “all institutions will have the option to run Open Distance Learning (ODL) and online programmes, provided they are accredited to do so, in order to enhance their offerings, improve access, increase GER, and provide opportunities for lifelong learning (SDG 4). All ODL programmes and their components leading to any diploma or degree will be of standards and quality equivalent to the highest quality programmes run by the HEIs on their campuses. Top institutions accredited for ODL will be encouraged and supported to develop high-quality online courses. Such quality online courses will be suitably integrated into curricula of HEIs, and blended mode will be preferred (NEP 2020:35)

In its prescription for the Optimal Learning Environments and Support for Students. The policy underlines that the ODL and online education


provide a natural path to increase access to quality higher education. ODL programmes will aim to be equivalent to the highest quality in-class programmes available. Norms, standards, and guidelines for systemic development, regulation, and accreditation of ODL will be prepared, and a framework for quality of ODL that will be recommendatory for all HEIs will be developed. Further all programmes, courses, curricula, and pedagogy across subjects, including those in-class, online, and in ODL modes as well as student support will aim to achieve global standards of quality. The Policy has emphasized on the use of online modes and platforms like Swayam/Diksha for imparting education and teacher’s training. It has also propagated that he possibility of offering vocational courses through ODL mode will also be explored (Ibid: 38-39, 44)

While taking about the Technology Use and Integration with education this report underlines India to be a global leader in information and communication technology and in other cutting-edge domains, such as space. As the Digital India Campaign is helping to transform the entire nation into a digitally empowered society and knowledge economy. Education is to play a critical role in this transformation. Hence, technology itself will play an important role in the improvement of educational processes and outcomes. Technology-based education platforms, such as DIKSHA/SWAYAM, will be better integrated across school and higher education, and will include ratings/reviews by users, so as to enable content developers create user friendly and qualitative content. (Ibid: 58)

This policy has suggested to elaborate provision for the Online and Digital Education by ensuring equitable use of technology This policy while suggested for the optimal use of the existing digital platforms and ongoing ICT-based educational initiatives to meet the current and future challenges in providing quality education for all, it has also suggested the following key initiatives:(a) Pilot studies for online education through agencies like NETF, CIET, NIOS, IGNOU, IITs, NITs, etc, to evaluate the benefits of integrating education with online education; (b) to invest in creation of open, interoperable, evolvable, public digital infrastructure in the education sector, (c) to extended the existing e-learning platforms such as SWAYAM, DIKSHA to provide teachers with a structured, user-friendly, rich set of assistive tools for monitoring progress of

learners;(d) to create digital repository of content including creation of coursework, Learning Games & Simulations etc, (f) using the existing mass media, such as television, radio, and community radio to mitigate the digital divide: Given the fact that there still persists a substantial section of the population whose digital access is highly limited, used for telecast and broadcasts; (f) creating virtual labs by using the existing e-learning platforms such as DIKSHA, SWAYAM and Swayamprabha etc (g) training teachers for rigorous learner-centric pedagogy and to become high-quality online content creators themselves using online teaching platforms and tools; (h) initiating the process of online assessment and examinations, (i) Establishing the process of blended models of learning by promoting digital learning and education, and simultaneously recognizing the importance of face-to-face in-person learning; (j) Setting up of NETF and other appropriate bodies to set up standards of content, technology, and pedagogy for online/digital teaching-learning.

Critical Concerns for Educational inclusion for the Socially and Economically disadvantaged Groups through odl and online Education

The NEP–2020 has recognized that the ODL and online education will provide a natural path to increase access to quality higher education. It is important that the numerical strength of distance learners has increased over the decades from an enrolment of 1,112 in 1962 to 1.66,428 students in 1980-81 to 3636744 in the year 2009-10. in 1962-63 the share of distance education total enrolment was only to the extent 0.15%. It has increased 5.7% in 1980-81 with a growth rate of 31.8% over the decade).According to All India Survey On Higher Education 2017-18 in addition to 1 Central Open University, 14 State Open Universities and 1State Private Open University, there are 110 Dual mode Universities in India and ODL enrolment constitutes about 11.0% of the total enrolment in higher education, of which 41.9% are female students. Under the national leadership of IGNOU the ODL system in India has been able to set a standard for mass quality higher education and in enhancing the path of inclusion for the socially and economically disadvantaged groups.

Now along with the technological paradigm shift ODL system there have emerged multiple players, both public and private, in the ODL system. Under the NEP–2020 all higher education


institutions are empowered to offer Open Distance Learning (ODL) and online programmes, to improve access, increase GER, and provide opportunities for lifelong learning. In the wake of use of the decentralized online technology the higher educational arrangement of India will also receive decentralized providers. Importantly this policy has promised provisionsfor the creation of open, interoperable, evolvable, public digital infrastructure, e-learning platforms, digital repository, mitigation of the digital divide, teachers training for rigorous learner-centric pedagogy, online assessment and examinations, blended models of learning and setting up of bodies to set up standards of content, technology, and pedagogy for online/digital teaching-learning.

it is important that the ODL system in india inherently occupy a disadvantaged position in the educational arena of the country. These are predominantly because of traditional outlook of neglect and stigma attached to it, lack of standard in the course content, improper student support services for timely receipt of study materials, conducting academic counselling session, monitoring and evaluation by many of the ODL providers. The issues of equivalence and recognition of the acquired ODL degree often add more woe for the distant learners. Though conventionally Online educational programme encounters similar disadvantage, COVID-19 exigency has made it an acceptable mode of programme delivery. Now Online education has become parts of varieties of blended modes like regular face to face classes with online classes, SLM driven ODL with online programme, and stand-alone online programmes.

Keeping in view the need of quality mass education for an emerging knowledge society in general and to suffice the educational aspiration of the socially and economically backward sections in particular the ODL and online education should adhere to certain basic principle for development, delivery and certification of their programmes by way of institutionalizing the provisions suggested by the NEP–2020.

Replication • of the best Practices: ODL programmes are offered by more than 225 higher education institutions in India. Study needs be conducted by these institutions to identity the best ODL practices used in the academic content development, programme delivery, technology and multimediainnovation and integration,

examination and research and faculty development in these institutions. Student feedback should also be collected on student satisfaction ratio. The best practices mmy be replicated further by these institutions. Similarly the online education as offered by the institutions like NETF, CIET, NIOS, IGNOU, IITs, NITs, should be studied for their efficacy and be replicated accordingly.

The Higher Educational Institutions are to invest •for the creation of the digital infrastructureand e-learning platforms such as SWAYAMetc, and digital repository of academic content, but also share for all academic institutions as public good. For example to suffice the immediate learning need the learners are to be encouraged to avail the opportunities free access to online open educational resources as available with NCERT, e-gyankosh IGNOU, Swayam, State open universities, on line library or e-resources as arranged by UGC or other bodies. However, to minimise the information overburden of the learners, these materials are to be classified by levels and programmes of studies

Digital divide is a fact to be reckoned with in •India, especially for the rural areas and for the economically weaker sections of the society. Many rural and poor students walk for kilometres to get access to internet kiosks in rural India till now. Hence as part of on learning- teaching initiative, all learners first be ensured of access to internet and of having a personal computer on their disposal; otherwise the whole motto of uninterrupted education would get misplaced. Provision for free distribution of computer, state subsidized computer and interest free educational loan to purchase computer for the economically vulnerable across the space should be part of a holistic package of online learning strategy.The state and the academic institution must take effective step to mitigate the digital divide. After all education should effectively considered as an investment for the nation building

As the credibility of the ODL system is founded •on the development and use of SLIM, these are required to be professionally developed in collaboration with the trained subject, distance education, media, ICTs experts. The SLIM experts are required to ensure appropriate content choice, concept mapping, integration of up-to-date data and information, media and ICTs in the


course content. Besides strict peer reviewing of the disciplined based text, the experts should also be employed to resent the text in the conversational style, to simplify the language, make the study materials selfcontained, self-explanatory, self-exploratory for the learners. It also involves regular collection of feedback from the distance learners, subject experts and stake holders and knowledge partners, feedback analysis and periodic revision of course materials. All the institutions offering academic programmes through distance education must have developed the SLIMs before offering the programmes. There should be dedicated provision for training teachers for rigorous learner-centric pedagogy and to become high-quality online content creators themselves using online teaching platforms and tools.

Importantly due credits are to be given for •writing the ODL text not simply as chapter of a book, but as innovative contribution to write teaching materials. The SLIM writing undergoes a rigorous process of selection, improvising, scrutiny and innovation. It should be given equal status of writing research papers to attract the quality writers for SLIM. The ODL system in India has been getting added political attention to enhance GER in higher education. However concern for enhanced GER should be accompanied by production of quality SILM..

The online learning and the ODL system are •posited between the ICTs enabled learning environment on the one hand and time-tested wisdom of the regular higher educational institutions on the other. There is a pressing need of mindful and planned integration of the SLIM with the MOOCS and other platform along with the regular academic programmes of conventional universities to enhance the process of quality of mass higher education. However, such integration must guard against the possibility of devaluation of degrees earned by the distance learners against all odds. Hence the process of blending be well articulated at the policy level and be recognized by the regulatory bodies in uncertain term. The Academic Credit bank as proposed the NEP–2020 is a welcome one. However the process of accumulation of credits should be founded on the principle of accumulation of quality knowledge.

The ODL i • nstitutions have acquired a centralized tendency of administration, and quizzing the space for academic innovativeness as research seldom get a priority. It is important that institutions must produce an enabling environment for the academic creativity in view of the surge for online education and a paradigm shift in the ODL system itself. It must liberate itself from its own dictum that power is knowledge.

Conclusion

India has got the dubious distinction of retaining a huge pool of human population away from the door step of higher education. In this backdrop the ODL system has emerged to be catalyst to transform the hidden potential of a large section of this aspirational generation to be the key resource of the emerging knowledge society in India. The state is to nurture the required space for the ODL system to pay their crucial role in ushering the educational wellbeing of the disadvantages learners and in integrating them with the vibrant knowledge society. The Open Universities in India have emerged out of a political commitment of the state especially to cater to the educational need of the disadvantaged section of population. Hence there is a need to rededicate the ODL system for the educational well-being of the disadvantaged section of the people by providing them quality education and knowledge at their door step. The Draft National Education Policy 2020 has envisioned India to be ‘an equitable and vibrant knowledge society, by providing high quality education to all’. However it must recognize the historical roles played by the ODL system in the country not only in enhancing the GER in Higher education, but also to enhance the access of higher education among the hitherto neglected sections of the society. The ODL system has been evolving and responding to the changing techno-economic dynamics of the society being an effective catalyst of mass education in society. If the knowledge society is to be the hope of the future India, and if the higher education is to ensure critical thinking, problem solving, creativity and multi-disciplinary capability for all, the good practices of the Open universities with its inherent character of openness and flexibility under its command need to be replicated by repositioning its social commitment for mass quality higher education for all. ODL and ONLINE should start as a movement to institutionalization of these arrangement within the larger educational arrangement of the country.


references

1. Anand, S. (2019). Online Education in India: Trends & Future Prospects,https://www.shiksha.com/mba/articles/online-education-in-india-trends-future-prospects

2. Drucker, P.F. (968): The Age of Discontinuity: Guidelines to our Changing Society. Heinemann: London.

3. Government of India (1986). National Policy on Education, Ministry of Education: New Delhi.

4. Government of India (1992) The Programme on Action 1992 of National Policy on Education 1986, Ministry of Education: New Delhi

5. Government of India ( 2012). Report to the people on Education 2011-12MHRD: New Delhi

6. Government of India (2011). All India Survey on Higher Education, MHRD.

7. Government of India (2020). The National Education Policy, MHRD: New Delhi https://mhrd.gov.in/sites/upload_file:///E:/EducationBook/NEP_Final_English.pdf

8. Harris, D. (1987). Openness and Closure in Distance Education. Flamer: London

9. Menon, M (2012) Report of the Committee to Suggest Measures to Regulate the Standards of Education Being Imparted through Distance Mode, Ministry of Human Resource Development , Government of India: New Delhi

10. Planning Commission (1985). Seventh Five Year Plan 1985-1990, Vol. I &II Government of India: New Delhi

11. Planning Commission (1992). Eighth Five Year Plan 1992-1997, Vol. I &II Government of India: New Delhi

12. Planning Commission (1997). Ninth Five Year Plan1997-2002Vol.I&II Government of India: New Delhi

13. Planning Commission (2002). Tenth Five Year 2002-2007, Vol. I & II Government of India: New Delhi

14. Planning Commission (2007). The Eleventh Five Year Plan 2007-2012Vol.I, II &III Government of India: New Delhi

15. Planning Commission (2013). Twelfth Five Year Plan 2012-17 Vol I, II & III. Government of India, Planning commission: New Delhi

16. Singha Roy, D.K. (2014). Towards a Knowledge Society: New Identities in Emerging India. Cambridge University Press: New Delhi.

17. Singha Roy, D.K. (2019). Emerging Knowledeg Society and the Open Distance Education in India: Required Initiatives in National Education Policy 2019 to Bridge the Gap, University News:Vol 57. No 32

18. Singha Roy, D.K. (2020). Bridging Social Distancing through Online and Open Distance Learning: Scope and Conditions, University News, May.

19. UGC (2018). Annual Report 2017-18. UGC: New Delhi

Weekly E- Essay Series of Scholarly Articles on reimagining indian Universities

A ‘Weekly E-Essay Series of Scholarly Articles on ‘Reimagining Indian Universities’ was launched on AiU website on 15th May, 2020 as a part of the change which AIU seeks to bring about in the academics in this day and age of COVID-19. The essays scheduled for release in this series are in a broad range of fields covering a variety of topics pertinent to ‘Reimagining Indian Universities’ received from distinguished experts and authorities in the area of Indian higher education included in the Book ‘Reimagining Indian Universities’ edited by Dr. Ms.Pankaj Mittal and Dr Sistla Rama Devi Pani. In the series, every week one scholarly article written by an erudite scholar of Indian academia is being released on the AIU Website. The series was initiated with the essay of Prof Bhushan Patwardhan, Vice Chairman, University Grants Commission, India on 15th May, 2020.

The essays are unique, enlightening and inspirational. Those who are interested in reading these essays may browse AiU website: www.aiu. ac.in.


The New Education Policy 2020 was unveiled on 29th July 2020 to bring the transformation in the education sector by making education inclusive, accessible and equitable. The objective of the policy is to bridge the gap in learning outcomes, access and participation in school education. This is an excellent policy in context of making education system more holistic, multidisciplinary and flexible (Saxena, 2020). The highest priority of achieving foundation literacy and numeracy by all students by grade 3 is the fundamental aim of NEP ---2020. The NEP 2020 also emphasize to inculcate core values that have worn out over time. A comprehensive and progressive education policy of a country is the backbone of the all-round growth of a country. With advancements in technological, economic and cultural fields, a country evolves its education system through a well-defined education policy. Keeping pace with the times, the Government of India announced the National Education Policy 2020 (NEP 2020), which came after quite a long time after the last major changes were brought in by the policy in 1986.

After having announced the same, the real challenges before the government are its smooth and obstacle-free implementation and universities and schools will have a major role to play in doing the same. Educationists at all levels must be ready to play their part to face challenges in implementation in letter and spirit. The article endeavours to identify challenges that will be faced in the implementation of NEP 2020.

Major Features of NEP ---2020The concern for improvement of education

has been at the top of India’s development (Saxena and Anu, 2019). The New Education Policy seeks to positively upgrades the present education system. It is bundled with some very innovative and contemporary proposals. The policy foresees a model of all-inclusive learning that is immersive, consistent and appealing. In

addition to the art and aesthetics, scientific aptitude and creative thinking will be inculcated.

NEP–2020 seeks to implement both informal and formal education models. Formal learning in the classroom is through the teacher’s instructions and books. The new policy endeavours to take learning beyond the classroom and inspire students to learn from practical experience. From the preliminary stages of education, students will be exposed to multilingualism that will have a great cognitive advantage. A concerted effort will be put in to promote contemporary subjects such as Data Analytics, Artificial Intelligence and Machine Learning which are being touted as the career of the future. A student-centric approach will be developed to replace the current teacher-centric approach, in which the students will have the choice to select the subjects they want to learn. Keeping in view the reputation of the rich culture and languages of India, Sanskrit can be offered at all levels of school and higher education. The idea behind the policy is unification rather than compartmentalization of humanities, arts, and sciences and between academic and vocational education, which is indeed a revolutionary shift. The salient recommendations of NEP 2020 are: -

• The multi-disciplinary system wherein subjects from different streams i.e., Science, Humanities and Commerce can be chosen which will focus on innovativeness, creativity and ingenuity in students.

• The policy emphasizes skill development, particularly of vocational crafts and life skills training.

• Determinative evaluation for learning vis-à-vis present cumulative assessment.

• Flexibility to choose learning trajectory. Equal importance is given to subjects from all the streams so that students can choose subjects as per their aptitude and interests.

Some Critical issues in implementation of NEP –2020Multi-Disciplinary Regime

The contemporary education system does not provide orientation and training in pedagogy for college

National Education Policy–2020: issues and Challenges in implementation

Manoj Kumar Saxena * and Ambika Kanwar**

* Professor, Department of Education, School of Education, Honorary Director, Publication Center and Honorary Director, Open Educational Resources Cell, Central University of Himachal Pradesh, Dharamshala-176215,Kangra (Himachal Pradesh). E-mail: [email protected]** Research Scholar, School of Education, Central University ofHimachal Pradesh, Dharamshala-176215, Kangra(Himachal Pradesh).


and university faculty. This necessitates refurbishment of the curriculum strategy to make it flexible for empowering higher-order, foundational thinking and skill development at different levels of instruction. In order to meet the necessary requirements, there is a need of high level co-ordination and wholehearted effort amongst the educational institutes, teachers and administrators at all levels.

e-infrastructure

e-resources in remote areas will be required because e-learning is the way forward. In order to meet the requirements of the NEP–2020and overcome criticalities in classroom teaching, there will be a requirement of robust e-infrastructure to include multi-media based audio-visual technologies, expertise-driven online resources and digital classrooms. This will be one of the major challenges in the times to come especially in government-run schools.

Change in Outlook

The present education regime is the legacy of the British era and the transformation in outlook will involve multiple generations of students, parents and teachers. The corporate sector will also need to change its recruitment and training strategies. The generations after independence have been educated in an older system and it has crystallised which will take some time to align with the new policy and system. The government will need to put in efforts by implementing an awareness plan to educate people on NEP 2020 to successfully change the outlook.

Skill Development

One of the major highlights of the policy is skill development, especially life skills and vocational training. The life skills training prepares children to be skilful in social behaviour, making children socially adaptable and is comparatively easier to implement. The major challenge, however, lies in imparting vocational training as there is a danger of attributing certain vocations to certain specific communities who have been traditionally dependent on certain occupations for many generations. The proposed vocational training should be based on the identified aptitude of the students. The people need to change their perception towards vocational education while the policymakers and administrators have to introspect the reasons why India is still far from achieving the target set by Kothari commission in 1964-66 (Kukreti, 2020).

Evaluation System

The conventional system of assessment needs to be re-worked and presently there is no clarity on methods to do that. The old system is based on a figurative assessment that needs to be overhauled and will require a system that will be quite subjective and hence a fair system of evaluation will be required. The school boards will have to innovate the evaluation system as per the new policy.

Requirement of Trained Teachers

Implementing this policy will need trained teachers, facilitators and support staff supplemented by a pool of inspiring mentors. Learning need to be made an engaging and enjoyable activity rather than a monotonous routine mental workout which eventually produces unemployable youth. Hence, the policy will have to develop a learning regime that takes into account the cultural and geographical diversity of our great nation as well as the different learning pace of each pupil. The upcoming breed of technology savvy teachers will act as mentors to students in guiding their students about new technologies and will be the main motivators and initiators of the IT implementation at schools (Gupta, 2020).

Change Management

NEP 2020 endeavours not only to improve the cognitive skills in students wherein developing high order thinking skill and critical thinking along with building the foundation of literacy but also life skills which will prepare the students for the varied challenges in their adult life. Hence the change in the curriculum and teaching methods is the need of the hour so that maximum benefit can be incurred from the new policy. NEP demands a value-based education system along with pedagogical and curriculum changes. Hence, new methods need to be improvised and innovated for the successful application of the policy.

Financial Constraints

The country needs about 7 million teachers to address the enormous student surge, as about 250 million students are expected to join schools in the coming decade and a student-teacher ratio of 1:35 has to be maintained. Moreover, teaching is not a very lucrative job. Due to these limitations, experiential learning and conceptual teaching will be quite difficult in comparison to the predominant book-oriented instruction. Additional fund apportionment is required


to overcome this major inadequacy. Besides, the current faculty of educators has to be positioned toward modern teaching methods. The upsurge in the education budget allotment from 3 per cent to 6 per cent of GDP is not sufficient to meet the cumulative requirements of teacher training, robust e-infrastructure and expansion and modernisation of educational institutes etc.

Education vis-à-vis Degree

No doubt, for reducing the number of dropouts in higher education the multiple exit concept is quite flexible and adaptive but what is the value of such degree, diplomas and certificates? The mindset of Indian society is confined only to jobs with acquired degrees. Hence to implement this policy, it becomes necessary that we need to work upon dismantling this mental barrier and stereotype thought process which harp upon that degrees are the only way to acquire a job. This situation is perilous and discourages and weakens the honing of other inborn talents of the students.

Inter-disciplinary Higher Education

An inter-disciplinary educational regime is a great initiative that will provide flexibility to the students to study the subjects of their choice. For ages, Indian universities have developed in a very compartmentalised manner, scholars and professors have remained fiercely protective of their subject speciality turf. This culture is deep-rooted with very few exceptions and the new policy calls for changing the same. To implement an interdisciplinary higher education model the teaching faculty need not only to be a subject expert but also lean on into other disciplines, which is not an easy task to accomplish. In order to make the system successful, there is a need to have a disruptive cultural shift over the next decade or so.

Legal Complexities

To implement any policy, it must be in coherence with various laws and acts. There is a legal complication in implementing this policy as per The Right to Education Act, 2009 with respect to age. Certain provisions such as the age of starting school will need to be clarified, to resolve any problem between the Act and the recently introduced policy in the long run.

ConclusionNEP2020 is an advanced regime that will facilitate

value-based education and scientific learning. It will replace the older system of ‘curriculum’ which is rigid

and unamenable to change with changing times due to the unwieldy bureaucratic system to change it. The policy will inevitably eliminate the non-performing assets from the education system. The policy-makers need to take care that the budgetary burden of implementing the new regime is not transferred on to the students and is funded by the government. The major task of executing this policy depends upon the monitoring organizations who need to supervise and audit the implementation in letter and spirit. it should be ensured that the leadership of these organisations is handpicked on a merit basis rather than a routine promotion basis. Last but not least is the requirement of robust e-infrastructure so as to explore and exploit the latest trends in the field of education. In the absence of these basic requirements, NEP–2020 will remain an ineffective policy and will not support a knowledge-based economy in the future.

The vision as enunciated in the policy is aspirational and ambitious, hence a time-bound and well-planned implementation roadmap will decide if this will truly encourage an inclusive education that makes students future-ready. The New Education Policy–2020with all its idealistic and ambitious norms, if properly implemented can bring much better and needed changes to transform the country.

references1. Gupta, Stuti (2020). Role and Prospective Contribution of

Technology in Education Sector with Respect to National Education Policy 2020, in Gupta, Payal (Ed.) National Education Policy 2020: A Paradigm Shift in Indian Education, Ishika Book Distributors, p. 183.

2. Kukreti, B. R. (2020). New Education Policy - 2020:Integration Of Vocational Education In Secondary AndHigher Education, in Mahajan et.al. (Ed.) National Education Policy 2020: Reflections from Stakeholder, White Falcon Publishing, p. 40.

3. Saxena, Manoj Kumar (2020). National Education Policy – 2020: Reformas in Higher Education, in Mahajan et.al. (Ed.) National Education Policy 2020: Reflections from Stakeholder, White Falcon Publishing, p. 130.

4. Saxena, Manoj Kumar and Anu, G.S. (2019). New Education Policy on Higher Education: Reflections from Himachal Pradesh, Prabhat Prakashan, p. 14.

5. Saxena, Yachna (2020). A Critical Analysis of Inclusive Education in India’s National Education Policy, in Gupta, Payal (Ed.) National Education Policy 2020: A Paradigm Shift in Indian Education, Ishika Book Distributors, p. 120.


All developed nations and international and regional bodies involved in development of education realise necessity for a look at policy at intervals. “Education influences and is influenced by the context in which it is developed. This synergistic relationship implies that education must be in a constant state of change, as it responds to changing social and economic needs, and that education itself is a force for social and economic change as people become more empowered and more productive (Asian Development Bank 2003, p.10). Indeed, while education research might encompass broad themes in areas such as leadership and school improvement, teacher development and teacher quality, skills and employability, equity in education, governance and quality assurance, and citizenship education, it is ultimately policy-making that translates these domains into practice” (Jie 2016, p. 1). Education policy formulation is a difficult process that can rarely claim perfection. An effective policy continuously offers scope for evaluation and modification as and when necessary. “Education policies can be useful instruments to guide decisions concerning the improvement and transformation of educational systems. Such instruments require great sensitivity to national contexts and objectives determined by their own citizen” (Klees, Samoff & Stromquist 2012, p. xix). Three reasons mentioned by World Bank (2013, p. 9) for mapping and analysing the design of education policies are:

1. Policy frameworks provide a sense of what is possible in an education system.

2. The analysis of policy frameworks allows for a better understanding of where to focus improvement efforts; and

3. The analysis of policy frameworks may support a more thorough understanding of implementation gaps.

Education policy is generally formulated having an eye on future. “The future is inherently unpredictable because it is always in the making. Long-term strategic thinking in education thus needs

to consider both the set of trends and the possible ways they might evolve in the future”. (OECD 2019a, p.13). “In today’s increasingly complex systems, education systems are making considerable efforts to ensure that governance structures facilitate effective planning, implementation and delivery of education policies.” (OECD 2019b, p.44). Highlighting issues related to evidence-based policy- making in education, European Commission/EACEA/Eurydice (2017, p.9) stated, “While there is a wide range of evidence available, the challenge is to ensure that the evidence used in policy-making is pertinent to current policy issues. There are two important challenges here: timeliness and relevancy. Firstly, constant societal change implies that policies must be adapted to address new and emerging issues (such as coping with migrants, radicalisation, youth unemployment etc.). As a consequence, the evidence to support policymaking often does not exist when it is needed. Secondly, the complexity and multidimensional nature of education system poses challenges to produce relevant and reliable evidence using an appropriate methodology.”

Unless formulated with enough safeguards, the policies may flop. Viennet. & Pont (2017, p. 6) stated, “Education policy implementation is a complex, evolving process that involves many stakeholders and can result in failure if not well targeted. In fact, a range of reasons can prevent implementation from being effective, such as a lack of focus on the implementation processes when defining policies at the system level; a lack of recognition that the core of change processes requires engaging people; and the fact that implementation processes need to be revised to adapt to new complex governance systems. It is therefore crucial to understand it, clarify its determinants and explore ways in which it can be more transparent and effective.”

OECD (2018, p. 23) stated, “Policy success depends on the design and specific features of the policies themselves, but also on the overall complexity of the policy ecosystem at the stage when implementation strategies are being developed. Here, it is important to engage actors, including students, based on a shared understanding, and supported by

Higher Education in National Education Policy–2020: A review

Sunil Behari Mohanty*

* President, All India Association for Educational Research, Flat 1, Beatitude Apt 2, 61 B Selvaraj Chettiar street, Vaithikuppam, Puducherry-605001. E-mail: [email protected]


stronger capacities and resources. In the same way, better policy evaluation and contextual understanding should permeate the system. Evaluations can offer both summative and formative perspectives of specific reform implementation and can help identify factors that can promote success in policy implementation.”

National policies generally evaluate earlier strategies and formulate future strategies in respect of various areas. Priority of an area varies from one nation to another. For instance, in a country such as the US having a high-quality science and technology education system may go for liberal education to maintain a balance in human development process. Policy priorities for a highly literate nation, is higher education, whereas the priority for a nation with high illiteracy may be primary school education for all. The nations having large scale unemployment problem go for policy to attract individuals for vocational courses and even go for training in vocations from early stages, as suggested by Mahatma Gandhi.

History of Policies

Nearly, a century ago, in 1913, the British rulers had brought out “Indian Educational Policy 1913” (Superintendent, Govt. Printing, India, 1913). The Policy did not visualise a national pattern for the whole nation. “In view of the diverse social conditions in India, there cannot in practice be one set of regulations and one set of progress for the whole of India” (Govt. of India – under British Rule 1913, p. 2). This policy document was based on the deliberations made at three conferences of experts and representative non-officials held during previous two years. After 18 years of having a constitution, the nation had its first education policy in 1968 (Ministry of Education, 1968). Although this document stated that the policy would be reviewed after five years, it took 11 years to bring out a Draft Policy document (Ministry of Education, 1979). After 17 years of 1968 policy, in order to raise a debate on various issues the Central government brought out a discussion document of 119 pages “Challenge of Education” that listed following constraints: (a) internal, (b) technological, (c) economic. (d) legal, (f) financial, and (g) constraints of the total system (Ministry of Education 1985, pp.74-86). This document made open various issues to the public and pointed out the pros and cons of various strategies that could be debated. Finally, in 1986, the National Policy on Education 1986 was brought out with approval of the

parliament. Taking note of several objections raised in various forums regarding certain aspects of the policy, the central government appointed a committee under the chairmanship of Acharya Ramamurti (Acharya Ramamurti 1990). The Central Advisory Board of Education could not accept all recommendations of the Acharya Ramamurti (1990) and appointed a committee under the chairmanship of N. Janardan Reddy (Reddy 1992). Basing on this report, 1986 policy was modified in 1992. Although the latest policy of 1986 modified in 1992 stated about a revision of the policy in five years, after 23 years, in 2016 central government-initiated policy formulation, by bringing out a document “Some Inputs for Draft National Education Policy 2016” (MHRD 2016), that invited inputs for the proposed Policy by 30th September 2016. In the same year, the Ministry brought out another document –“National Policy on Education 2016 -Report of the Committee for Evolution of the New Education Policy” (Subramanian 2016). Based on inputs received the Ministry brought out “Draft National Education Policy 2019 (Kasturirangan 2019). Finally, in 2020, the ministry brought out a new policy document (MHRD 2020).

A Few Unfulfilled Strategies of National Policy on Education 1986/1992

1. Consolidation of, and expansion of facilities in, the existing institutions (Art. 5.26, p. 18).

2. Increasing flexibility in the combination of courses (Art. 5.29).

3. Systematic assessment of teachers’ performance (Art. 5.31).

4. Stress on (a) research in Indology, the humanities, and social sciences, (b) encouragement for inter-disciplinary research, (c) relating India’s ancient fund of knowledge to contemporary reality (d) intensive study of Sanskrit and other classical languages and establishment of an autonomous Commission for the purpose (Art. 5.33).

5. Networking systems between technical education and industry, R&D organisations, programmes of rural and community development, and with other sectors of education with complementary characteristics” (Art. 6.15 ix).

6. Establishment of a national body covering higher education in general, agricultural, medical, technical, legal, and other professional fields for greater co-ordination and consistency


in policy, sharing of facilities and developing inter-disciplinary research (Art.5.34).

7. Networking arrangements between institutions of teacher education and university departments of education” (Art. 9.6, p. 33).

8. The outlay on education will be stepped up to ensure that during the Eighth Five Year Plan and onwards it will uniformly exceed 6 per cent of the national income. (Art 11.4, p. 36).

9. Establishment of the Indian Education Service as an All-India Service (Art. 10.3).

10. De-linking degrees from jobs in selected areas (Art. 5.38).

11. National Evaluation Organisation (Art. 5.41, p. 20).

12. State Advisory Boards of Education on the lines of CABE (Art. 10.4).

13. Special selection and training of heads educational institutions (Art. 10.7).

14. National Examination Reform (Art. 8.25).15. State Councils of Higher Education to keep a

watch on standards (Art.5.30).16. Checking of the emergence of substandard and

mediocre institutions (Art.6.15 -vii) 17. Training of educational planners, administrators,

and heads of institutions (Art.10.5).. 18. “Creation of a system of performance appraisals

of institutions according to standards and norms set at the National or State levels” (Art. 7.3(d)).

19. Uniform emoluments, service conditions and grievance-removal mechanisms for teachers throughout the country (Art. 9.2).

National Education Policy 2020 recommenda-tions on Higher Education-A review

Just as last policy of 1986 was modified after 6 years as it had to remove many target years which had already been crossed and a few other impossibilities, this policy document may need modification as the document has repetitions – such training of school teachers mentioned both as part of chapter 5 “Teachers” (Art. 5.22 - Art. 5.29) under school education and also chapter 15 ”Teacher Education” mentioned under Higher Education and correct certain unnecessary description, criticisms of current scenario and carry out certain apparent contradictions and correction of ambiguous language.

Initiatives for Accelerating Progress

1. Renaming MHRD as Ministry of Education (MoE) (Art. 25.2)

2. Strengthening the Central Advisory Board of Education (Art. 25.1, p.60

3. Creating a Dedicated Unit for Building of World Class, Digital Infrastructure, Educational Digital Content and Capacity (Art. 24.5, p.60)

4. National Educational Technology Forum (NETF) (Art. 23.2, p. 56)

5. Establishments of Academies for Language Development (Art. 22.18pp. 55-56)

6. Establishment of National Institute (or Institutes) for Pali, Persian, and Prakrit (Art.22.16p. 55)

7. Merging of Classical Language Institutes with Universities (Art. 22.16, p. 55)

8. Establishment of Indian Institute of Translation and Interpretation (IITI) (Art. 22.14)

9. Outstanding local artists and crafts persons as Guest Faculty (Art.22.9, p.54)

10. Flexibility in the curriculum at School and Higher Stages for Traditional Indian Knowledge (Art 22.8, p. 54)

11. Technical education (Art. 20.6, p. 51)12. Health Education (Art. 20.5, p. 50)13. Law education (Art. 20.4, p. 50)14. Professional Standard Setting Bodies (PSSBs)

(Art. 18.5, p. 47)15. Establishment of a National Research Foundation

(NRF) (p. 46, Art.17.9-11)16. Stimulating Research Capabilities and Excellence

(Art.17.8, p. 46)17. Higher Education Grants Council (HEGC) (Art.

18.5, p. 47)18. National Accreditation Council (NAC) (p. 47,

Art. 18.4)19. National Higher Education Regulatory Council

(NHERC) (Art. 18.3, p. 47)20. Regulation of HE Institutions by Four Independent

verticals under Higher Education Commission of India (HECI). (p. 47, Art. 18.2)

21. Stimulating Research Capabilities and Excellence (Art.17.8, p. 46)

22. General Education Council (GEC) (p. 47)23. National Higher Education Qualification

Framework (NHEQF) (Art. 18.5).


Initiatives that May Face Hurdles1. Conversion of Sanskrit Universities into Large

Multidisciplinary Institutions of Higher Learning (Art. 22.15, p. 55)

2. Integration of Programmes of Agriculture and Veterinary sciences with General education (Art. 20.3, p. 50)

3. Conversion of Stand-Alone Universities for Professional courses into multidisciplinary institutions by 2030 (Art. 20.2, p. 50)

4. In 15 years, HEI will have only independent self-governing institutions (Art.19.2p. 49)

5. Curbing Commercialization of Education (Art. 18.12, p.48)

6. Utilisation of Retired Persons - National Mission for Mentoring (15.11, p.43)

7. Making all colleges autonomous (10.4, pp. 34-35)

8. Administrative Autonomy to colleges (10.11, p.35)

9. Integrated B.Ed. courses only in multidisci-plinary institutions by 2020 (Art 15.3, 15.4, 15.5, p.42; Art. 5.22 & Art. 5.23).

Strategies of Draft NEP–2019 Not Found in NEP –2020

1. National Tutors programme (NTP) (P2.5, p.60& MOE-SDOE.4, p. 429) by 2022

2. Nalanda Mission (P10.15, pp.220-221 & p. 426)3. Takshashila Mission (P10.15, pp.220-221 & p.

426)4. All students are likely to have access to connected

personal computing devices by 2025 (P19.4.1.b, p.348)

5. All new colleges from 2020 onwards to be autonomous (P18.5.2. p.333)

6. Establishing Rashtriya Shiksha Aayog (RSA) /National Education Commission (NEC) (p.425)

7. Establishing Rajya Shiksha Aayog (RjSA)/ State Education Commission (SEC) (p.427)

8. Having 100-150 Accreditation institutes to support NAAC accrediting process (p.433)

9. indian Institutes of Liberal Arts” (pp.231-232) 10. Doctoral course to include a unit on

communication in at least one Indian language other than English (p.233).

Higher Education Provisions and a Few Points as FeedbackLarge, Multidisciplinary Universities and Colleges, With at Least One in or Near Every District (9.3. A, P.33):

Existing central universities and most of the state and private universities and colleges are multidisciplinary. In the current scenario, as due to shortage of funds, a large number of central universities, created a decade ago, are understaffed and continuing with under construction academic buildings and are functioning without having appropriate library, playground and other amenities, it may be suicidal to go for New “large, multidisciplinary universities and colleges with at least one in or near every district”. When funds are not available to fulfil constitutional obligation for school education, no doubt, the nation may need to give priority to consolidation, instead of expansion, by completing the physical infrastructure and providing adequate human resources. National Policy on Education 1986/92 had also stated that “In view of the need to effect an all-round improvement in the institutions, it is proposed that, in the near future, the main emphasis will be on the consolidation of, and expansion of facilities in, the existing institutions.” (MHRD 1992, Art. 5. 26, p. 18).

Local/Indian Languages Medium of Instruction (9.3. A, P.33 & 14.4.2, P.42)

Teaching through Indian languages may not necessarily mitigate equity issues. The relevant sentence in policy may not need attention in the states like Chhattisgarh, Odisha

Multidisciplinary Undergraduate Education; (9.3, P. 34)

As existing undergraduate education is mostly multidisciplinary, above statement may be irrelevantScholarships by Private/philanthropic Universities for Disadvantaged and Underprivileged Students (9.3, p. 34)

it is a wishful thinking of NEP–2020 which may or may not materialize.

Transforming Higher Education Institutions into Large Multidisciplinary Universities, Colleges and HEI Clusters/Knowledge Hubs, each of which will Aim to have 3,000 or more Students. (10. 1, p.34):

At present, there were multi-disciplinary as well as single discipline universities of the state govern-ments. Future will tell if the state governments can muster resources to do so.


Bringing Back Great Indian Tradition to Create well-rounded and Innovative Individuals (10.2 p.34 & 11.1 p.36):

The above strategy may need careful implementation because of the following viewpoints. A century ago, Sri Aurobindo wrote,” “The living spirit of the demand for national education no more requires a return to the astronomy and mathematics of Bhaskara or the forms of the system of Nalanda than the living spirit of Swadeshi a return from railway and motor traction to the ancient chariot and the bullock-cart.’’ (Sri Aurobindo 1920, p.272). He also stated, “The past is our foundation, the present our material, the future our aim and summit. Each must have its due and natural place in a national system of education,” (Sri Aurobindo 1972, Vol. 17, p. 205).

Recently, a document of Organization for Economic Cooperation and Development, which has most of the developed nations as its members, states, “Opinions differ on historical developments and, even when there is agreement, the future is rarely just a smooth continuation of past patterns. Moreover, we do not know in advance which trends will continue and which will change course, or in what context. Sometimes, we can just be plain wrong. Similarly, it is not guaranteed that the trends that were important in the past or seem so now will remain influential; emerging trends, barely visible at the moment, may become crucially important in the future. (OECD 2019a, p. 14). +In ancient India, institutions were established in locations away from towns. Casteism, the famous Indian evil dominated during ancient India. Mahabharata says that a tribal learner, named Ekalabya who was learning the art of archery from a distance had to sacrifice his right thumb behest of Guru Drona’s order, as the knowledge given to princes could not be applicable for others. During those days most of the teachers were Brahmins by caste. Should all non-brahmin teachers quit their jobs? There were instances of students going to villages and towns with a begging bowl for their rations? Should it now be the practice. There are instances of students being given manual work (Aruni story) and when the teacher was satisfied about the sincerity, transferring knowledge to the student. Should the nation go for this strategy?

Making all Colleges Autonomous (10.4, pp. 34-35): Getting autonomy may be always an indicator

of quality. Mohanty (2015) found that 69 autonomous colleges and 162 non-autonomous colleges became colleges with potential for excellence (Mohanty SB 2015, p. 53).

Administrative Autonomy to Colleges (10.11, p.35): State governments may not relax their hold over

government colleges by giving them administrative autonomy. Rather they will like them to be universities so that these colleges get more funds from UGC and depend less on state funds.

Funding of Public Institutions (10.11, pp.35-36): Even after a decade of existence, many central

universities have not been able to possess appropriate material and human resources.

Universities throughout the world are Multidisciplinary (10.14, p.36):

This is not a fact. There are single discipline universities in both India and abroad

Terms such as ‘Deemed to be University’, ‘Affiliating University’, ‘Affiliating Technical University’ and ‘Unitary University’ to be Replaced by University:

Such terms indicate the scope of the institution and central government may reconsider this strategy. A few years ago, UGC had banned deemed universities to name themselves as universities and central government’s NUEPA became NIEPA.

Flexibility in Curriculum and Faculty and Institutional Autonomy in Setting Curricula (Art 1.6, p.37):

Affiliating universities shall have to modify their regulations to allow autonomy for institutions in developing curricula and also institutions shall have to modify their regulations to allow autonomy for their own teachers for developing curricula.

The M.Phil. Programme Shall be Discontinued (11.10, p.38):

The number of teaching and other posts in institutions offering M.Phil. programmes might have to be reduced.

Establishment of MERUs (Multidisciplinary Education and Research Universities) (11.11, p.38):

In a situation, when resource crunch is reflected in central universities created a decade ago, yet to have appropriate physical infrastructure for which they are having induction programmes in hotels, the central government may not pursue this strategy.

Attaining Global Quality Standards (12.7, p.39): This aspiration might have to wait till the next

millennium as before that there may not be an end to casteism in the society and continuation of reservation policy that shall make the higher education classes


more heterogenous and dilution in classroom teaching learning strategies.

Allowing Top Universities of the World to Operate in India (12.8, p.39):

This will widen the equity gap as only rich can join these universities. However, will check flow of Indian money to US and other nations. “Such institutions should give an Indian degree nd be subject to all rules and regulatins that would apply to any Indian university” (Yash Pal 2009, p. 40).

Institution wise Faculty Appointment (13.3, p.40): State governments may not like to accept this as

it may affect the domination of political leaders.

Steps to be taken by Governments (14.4.1, p.41):

Since the policy document is a document of the government, the steps listed need to be placed at appropriate places in the document and if no place is available, places may be created.

Steps to be taken by all HEIs (14.4.2, p.41): The steps may be placed in appropriate

sections.

Having Degree Courses Taught in Indian Languages and Bilingually (14.4.2, p.42)

Teacher Education for School Education Stage (Art. 15.1-9, pp. 42-43 & 5.22-5.29, pp.23-24):

The central government may take into account four stages of education -foundation, preparatory, middle, and secondary and developing new models of initial teacher training programmes for foundation, preparatory, middle stages of education and remodelling existing secondary programme meant for lower secondary stage to include upper secondary stage in its teaching practical.

Teacher Education and Multidisciplinary Perspectives (15.1, p.42):

multidisciplinary approach does not apply to consecutive mode of initial teacher training.

Development of Practice under the Best Mentors (15.1, p.42):

Conventionally, initial teacher training programmes in India do not use mentors from among schoolteachers in teaching practical in schools, as found in case of US and a few other nations. Teaching practical in schools are supervised by faculty of

teacher education institutions. If mentors from among schoolteachers are to be used, it may be necessary to have modifications in regulations of the examining bodies to allow these mentors to officially assess teaching performance of teacher trainees which will be reflected in declaration of results. This action may also necessitate reassessing number of faculty required for a course.

Teachers and Tribal Traditions (15.1. p.42): Special teacher training courses exist in many

nations for indigenous population. Many state governments have tribal schools and tribal teacher training programmes, which will immensely benefit from teacher training courses for tribal population.

Selling of Degree for a Price by Majority of Stand-Alone Teacher Education Institutions (15.2, p.42):

Above statement needs correction - Such practices are also followed in universities and colleges of the central and state governments, authenticated by steps taken by NCTE in 2019 stopping admission 2020-21 in many government institutions.

Failure of Regulatory Effort in Teacher Education (Art 15.2, p.42):

The central and state governments are squarely responsible for such precarious situation, as their own examining bodies, are not utilising their stiletto and not carrying out their responsibilities to stop deterioration of initial teacher training programmes.

Needed Efforts to Revitalize Regulatory System (Art 15.2, 15.3, p.42):

Since teacher eligibility test has been introduced, there may not be necessity of any external agency except affiliation given bodies to tinker with courses and teacher training institutions.

By 2030, integrated B.Ed. courses only in multidisciplinary institutions (Art 15.3, 15.4, 15.5, p.42; Art. 5.22 & Art. 5.23):

1. Since many central government universities and colleges / institutions with high salaried experts are failing to provide educationally sound initial consecutive mode teacher training programmes, the success of concurrent mode initial teacher training programmes that will bring in a plethora of non-Education subject faculty is questionable and may lead to further deuteriation of initial teacher training.

2. The central government managed Regional Institutes of Education have been running both


models (Consecutive and concurrent) types of courses for more than half a century (since their inception in 1963), accepting the facts that both the models are equally effective. In the absence of findings any study conducted on the two types of products working throughout the nation, the central government may consider not taking any action on the proposal to have only concurrent mode programmes by 2030. Wastage in concurrent mode (post +2) is more than consecutive mode (post general degree) as in case of former, the admission takes place after higher secondary when students are continuing with their efforts to get admitted in medical and technical courses. Consecutive mode is less costly than concurrent mode, which employs larger number of teachers

3. Within coming nine years, it may not be possible for many states to increase funds for school education, to make 4-year B.Ed. degree compulsory for teachers of all stages which will at least double salary expenditure for teachers engaged in foundation, preparatory and middle stages of education.

All B.Ed. Teaching Practical Training in Local Schools (Art. 5.23, p.23):

Above statement may not work as the Regional Institutes of Education of NCERT of the Central Government take students from more than one State and send them to respective states for teaching practical)

Scholarships for Teacher Trainees (Art. 15.5, p.43 & Art. 5.2, p.20):

Instead of giving scholarships, central government may consider the possibility of establishing a model comprehensive residential teacher training college in each state except Karnataka, Madhya Pradesh, Meghalaya, Odisha, and Rajasthan, which have at present Regional institutes of Education of NCERT, providing teacher training programmes covering four stages of education and charging no fees from such students and applying this principle also for existing training colleges.

Uniformity in Trainee Selection (15.7, p.43): This strategy will create problems as there are

wide differences among types of schools, subjects offered at degree stage, and availability of teacher trainees with degree level content knowledge for teaching a subject and standardization of such a test may not be feasible and may not be necessary when

institutions are going to be closed because of large scale unemployment

National Curriculum Framework for Teacher Education, NCFTE 2021 (Art. 5.28, p.24):

Each state may frame its own framework and all these frameworks may be the base for national framework.

Teacher Education for Higher Education Stage (Art. 15.10-11, p. 43):

Keeping in view the fact that already uncorrected facts and explanations are found in online resources available in technology platforms that happened due to hasty preparation, appropriate agencies may be involved in scrutinising these materials at intervals and updating the changes in facts and figures.

Training in Teaching Techniques as part of Ph.D. Course Work (Art. 15.9. p. 43):

In a limited number of countries in central Europe, in which such practices are found have not made it compulsory for all subjects and have made it optional perhaps keeping in view the fact that teaching may not be the choice for all Ph.D. scholars.

Utilisation of Retired Persons - National Mission for Mentoring (15.11, p.43):

Retired persons may not always be knowledgeable persons and their knowledge and skills may be outdated. As the governments and institutions are engaging selected retired persons, central government may not go for such a mission

A Few Sentences May Need Refining to Have More Clarity1. University, worldwide, means a multidisciplinary

institution of higher learning that offers undergraduate, graduate, and Ph.D. programmes, and engages in high-quality teaching and research. The present complex nomenclature of HEIs in the country such as ‘deemed to be university’, ‘affiliating university’, ‘affiliating technical university’, ‘unitary university’ shall be replaced simply by ‘university’ on fulfilling the criteria as per norms. (10.14, page 36).

2. All assessment systems shall also be decided by the HEI, including those that lead to final certification. (12.2, p.38).

3. Develop bridge courses for students that come from disadvantaged educational backgrounds (14.4.1 i, p.42).


4. HEIs shall also move away from high-stakes examinations towards more continuous and comprehensive evaluation. (12.2, p.38).

5. The 4-year integrated B.Ed. will be a dual-major holistic bachelor’s degree, in Education as well as a specialized subject such as a language, history, music, mathematics, computer science, chemistry, economics, art, physical education, etc. (Art. 15.5, p.42).

6. Beyond the teaching of cutting-edge pedagogy, the teacher education will include grounding in sociology, history, science, psychology, early childhood care and education, foundational literacy and numeracy, knowledge of India and its values/ethos/art/traditions, and more. (Art. 15.5, pp. 42-43).

7. Faculty with training in areas of social sciences that are directly relevant to school education e.g., psychology, child development, linguistics, sociology, philosophy, economics, and political science as well as from science education, mathematics education, social science education, and language education programmes will be attracted and retained in teacher education institutions, to strengthen multidisciplinary education of teachers and provide rigour in conceptual development. (15.8, p.43).

8. Teaching and learning of Indian languages need to be integrated with school and higher education at every level,” (Art. 22.6).

9. Creating such programmes and degrees in higher education, across the arts, languages, and humanities, will also come with expanded high-quality opportunities for employment that can make effective use of these qualifications” (Art.22.13, p.55).

10. “Education thus, must move towards less content, and more towards learning about how to think critically and solve problems, how to be creative and multidisciplinary, and how to innovate, adapt, and absorb new material in novel and changing fields (p.3).

11. Teachers and faculty as the heart of the learning process – their recruitment, continuous professional development, positive working environments and service conditions; (p.5).

12. A ‘light but tight’ regulatory framework to ensure integrity, transparency, and resource efficiency of the educational system through audit and public disclosure while encouraging innovation and

out-of-the-box ideas through autonomy, good governance, and empowerment.

13. recognizing, identifying, and fostering the unique capabilities of each student, by sensitizing teachers as well as parents to promote each student’s holistic development in both academic and non-academic spheres; (p.5).

14. no hard separations between arts and sciences, between curricular and extra-curricular activities, between vocational and academic streams, etc. in order to eliminate harmful hierarchies among, and silos between different areas of learning; (p.5).

15. multidisciplinarity and a holistic education across the sciences, social sciences, arts, humanities, and sports for a multidisciplinary world in order to ensure the unity and integrity of all knowledge; (p.5).

A Few Target Years2021: National Curriculum Framework for

Teacher Education (NCFTE) (Art. 5.28)

2022: National Professional Standards for Teachers (NPST) (Art 5.20)

2025: At least 50% of learners through the school and higher education will have exposure to vocational education (Art. 16.5)

2030: All HEIs to become Multidisciplinary (Art 10.7)

A Few Strategies that May Need Consideration in Modification, if Any Spiritual Development in Higher Education

Higher Education Research Institute at the University of California at Los Angeles had a project on spiritual development in higher education. A report published by the institute found that efforts were being made in many colleges and universities to make the faculty and staff acquire skills for promoting spiritual development in students (HERI 2007, p. 1). The first national longitudinal study of undergraduate’s spiritual growth among US students reported:

1. Spiritual growth despite declining religious engagement.

2. Development of diverse cultures and skills to face complex life problems through strategies such as study abroad, interdisciplinary coursework, service learning and other forms of civic engagement.


3. Increase in the level of spirituality through programmes such as self-reflection and practice of meditation.

4. Programs dealing with “inner selves” facilitating academic pursuits and leadership skills and intellectual self- confidence. (Astin, Astin, & Lindholm, 2010, p. 2). In the United Kingdom, Ofsted, UK (2018, p.40) states that the spiritual development of pupils is shown by their:

• ability to be reflective about their own beliefs, religious or otherwise, that inform their perspective on life and their interest in and respect for different people’s faiths, feelings, and values

• sense of enjoyment and fascination in learning about themselves, others, and the world around them

• use of imagination and creativity in their learning

• willingness to reflect on their experiences.”

NEP–2020 has not specified the reason for which, it has not covered spiritual development of students, although many Indian philosophers like Swami Vivekananda, Sri Aurobindo, Gurudeva Rabindranath Tagore have highlighted India as the spiritual guru of the world and although a few years ago, UNO had recognised yoga, which is a part of spiritual development. A century ago, lack of unanimity among intellectuals about religious education in government schools had been mentioned in indian Education Policy 1913 (Superintendent, Govt. Printing, India, 1913). Although spirituality is above religions and treats all religions as part of the Divine plan, it has been thrown also to Indian ocean, perhaps out of fear of unauthenticated controversy between secularism and spirituality.

On April 3, 1900, Swami Vivekananda in his lecture delivered in the United States, pointed out that meditation starts with Dhâranâ - concentrating the mind upon an object (Advaita Ashrama 1985, p. 228). According to Tagore (1917, p. 145), it brings individuals closer to the eternal being. Gandhi (1937) sad that: “By spiritual training I mean education of the heart. A proper and all-round development of the mind, therefore, can take place only when it proceeds Pari passu with the education of the physical and spiritual faculties of the child. They constitute an indivisible whole. According to this theory, therefore, it would be a gross fallacy to suppose that they can be developed piecemeal or independently of one another.”

According to Swami Sivananda (1962, p. 125), it is a prolonged period of concentration According to Sri Aurobindo, (1998, p.445), it corrects the restless wandering of the mind and trains it its simple form. Spirituality is the foundation of the Indian mind (Sri Aurobindo 2003, p. 6). “Among the Eastern philosophical tenets, the ideal of education includes moral and spiritual values within the formal curriculum, without whose appreciation no student can approach feelings of great happiness, especially of a spiritual nature.” (White & Janowiak 2012, p. 14). Spirituality recognises life in the matter (Mohanty 2012, p. 528).

Soon after independence, before the constitution was passed, the University Education Commission 1948-49 stated that “If we exclude spiritual training in our institutions, we would be untrue to our historical development (Radhakrishnan 1949, p.203). The Commission also stated that “The fundamental principles of our constitution call for spiritual training. There is no State religion. All the different forms are given equal place, provided they do not lead to corrupt practices. Each one is at liberty to approach the unseen as it suits his capacity and inclination. If this is the basis of our secular state, to be secular is not to be religiously illiterate. It is to be deeply spiritual and not narrowly religious,” (Radhakrishnan 1949, P.204). Highlighting the role of mediation, the Commission stated that stated that: “A short period of silent worship or meditation every morning before the class work starts may well become an integral part of college life. For a few moments we may free the mind from the distractions of daily living and attend to the forces which determine the meaning and value of fife. We will find the Supreme, the only supreme, which it is possible for its to know when we are taught to look within,” (Radhakrishnan 1949, p. 262).

The Education Commission 1964-66 stated that “we would also like to lay stress on the importance of encouraging students to meet in groups for silent meditation” (Kothari 1966, p. 29). Waters et al. (2014, p. 103), in a study conducted in Australia reported usefulness of meditation for facilitating cognitive functioning and emotional regulation of school students. The National Policy on Education 1986 modified in 1992 had stated that “The future shape of education in India is too complex to envision with precision. Yet, given our tradition, which has almost always put high premium on intellectual and spiritual attainment, we are bound to succeed in achieving our objectives.” (MHRD 1992, p.50).


Spiritual development needs to be included in programmes for initial teacher preparation. (mohanty 2019). Introduction of silent worship or meditation for a few minutes will not have any objection from any religious community, as in this activity one can concentrate on whatever religious leader, without disturbing the neighbour. In view of these types of efforts in the US and other countries, it might have been appropriate for NEP–2020 to include strategies for spiritual development.

ConclusionA few ideas mooted in NPE 1986/1992 not

implemented and dropped in NEP 2020 are: a) Delinking degrees from jobs; b) Indian Education Service; and c) Networking between institutions of teacher education and university departments of education. The proposal of NPE 1986 to have 6% of GDP for Education has been retained in NEP–2020. As new initiatives such as RTE Act and current policy plan for universal provision from ECCE to Higher Secondary education, revision of policy, if any may go beyond 6%. The policy document proposes a review in the decade 2030-40 and then go for comprehensive review (p.62). The period for waiting for a revised policy may be too long.

references1. Acharya Ramamurti (Chairman) (1990). Report of the

committee for review of national policy on education 1986. New Delhi: Government of India,

2. Advaita Ashrama (1985) The Complete Works of Swami Vivekananda - Vol.4. (12th ed.). Compiler, Calcutta.

3. Astin, A. W., Astin, H. S., & Lindholm, J. A. (2010) Key Findings from the First National Longitudinal Study of Undergraduates’ Spiritual Growth. Higher Education Research Institute, University of California, Los Angeles. http://spirituality.ucla.edu/docs/Brochures/Key%20Findings%20Brochure%20(March%202010).pdf

4. European Commission/EACEA/Eurydice (2017) Support Mechanisms for Evidence-based Policy-Making in Education. Eurydice Report. Publications Office of the European Union, Luxembourg. https://eacea.ec.europa.eu/national-policies/eurydice/content/support-mechanisms-evidence-based-policy-making-education,

5. Gandhi, M. K. (1927) An Autobiography or The Story of My Experiments with Truth (Translated from the Original in Gujarati by Mahadev Desai). Navajivan Publishing House, Ahmedabad. https://www.mkgandhi.org/autobio/autobio.htm

6. Gandhi, M.K. (1937) Intellectual development or dissipation? Harijan 8-5-1937. In Publications Division (1999) (Compiled) The Collected Works of Mahatma Gandhi Vol.71 (February 25, 1937-July 5, 1937). Govt.

of India, New Delhi. p.122. http://gandhiashramsevagram.org/gandhi-literature/mahatma-gandhi-collected-works-volume-71.pdf

7. Kothari, D. S. (Chairman) (1966) Report of the Education Commission 1964-66. Govt. of India, New Delhi.

8. Learning and Teaching Scotland (2010) Pre-Birth to Three: Positive Outcomes for Scotland’s

9. Children and Families-National Guidance. Author, Glasgow. http://www.educationscotland.gov.uk/Images/Pre Birth To Three Booklet_tcm4-633448.pdf

10. Ministry of Education (1968) National Policy on Education 1968. Govt. of India, New Delhi

11. Ministry of Education (1979) Draft National Policy on Education 1979. Govt. of India, New Delhi.

12. Ministry of Education (1985) Challenge of Education - A Policy Perspective. Govt. of India, New Delhi.

13. MHRD (1986) National Policy on Education 1986. Govt. of India, New Delhi

14. MHRD (1992) National Policy on Education 1986 (With Modifications Undertaken in 1992). Govt. of India, New Delhi.

15. MHRD (2016) Some Inputs for Draft National Education Policy. Govt. of India, New Delhi

16. MHRD (2020) National Education Policy 2020. Govt. of India, New Delhi

17. Mohanty, S. B. (2006) Does the nation need a new National Policy on Education for high quality higher education? University News 44, 38, 1-12, September 18-24.

18. Mohanty, S. B. (2009) Should the nation have a new National Policy on Education? Journal of All India Association for Educational Research 21, 2, 1-3, December.

19. Mohanty, S. B. (2012) Indian culture and learning. In P. Jarvis & M. Watts (Eds.), The Routledge International Handbook of Learning pp. (526-533). Routledge, Abingdon

20. Mohanty, S. B. (2014) A few issues for formulating a new National Policy on Education. Journal of All India Association for Educational Research 26, 1, 1-8, June.

21. Mohanty, S. B. (2016) Formulating a new National Policy on Education - A few strategies for improving higher education. Journal of All India Association for Educational Research 28, 1, 1-31, June.

22. Mohanty, S. B. (2019a) Draft National Education Policy-2019: A review. University News 57,29, 29-36, July 22-28.

23. Mohanty, S. B. (2019b) Spiritual development and preparation of teachers. in Oxford Research Encyclo-paedia of Education. Oxford University Press, New York. https://oxfordre.com/education/view/10.1093/a c re f o re / 9 7 8 0 1 9 0 2 6 4 0 9 3 . 0 0 1 . 0 0 0 1 / a c re f o re -9780190264093-e-816

24. NCTE (2005) Report on ECCE Teacher Education Curriculum Framework and Syllabus Outlines. Author, New


Delhi. http://14.139.60.153/bitstream/123456789/448/1/Report-Report%20on%20ECCE%20Teacher%20Education%20Curriculum%20Framework%20and%20Syllabus%20Outlines_D12618.pdf

25. OECD (2018) OECD Education Policy Outlook 2018 - Putting Student Learning at the Centre. OECD Publishing, Paris. Publishing, Paris. Retrieved June 20,2018 from https://read.oecd-ilibrary.org/education/education-policy-outlook-2018_9789264301528-en#page3

26. OECD (2019a) Trends Shaping Education 2019. OEcD Publishing, Paris. https://doi.org/10.1787/trends_edu-2019-en https://www.oecd-ilibrary.org/education/trends-shaping-education-2019_trends_edu-2019-en

27. OECD (2019b) OECD Education Policy Outlook 2019 - Working Together to Help Students Achieve Their Potential. OECD Publishing, Paris. http://www.oecd.org/education/education-policy-outlook-4cf5b585-en.htm

28. Ofsted, UK (2018) Handbook for Inspecting Schools in England Under Section 5 of the Education Act 2005. Author, Manchester. https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/ f i le /730127/School_inspect ion_handbook_section_5_270718.pdf

29. QS (2020) World University Rankings-Top University-Education. Author, London. https://www.topuniversities.com/university-rankings/university-subject-rankings/2020/education-training

30. Planning Commission, India (2012) 12 Five Year Plan 2012-17. Govt. of India, New Delhi. https://www.mhrd.gov.in/sites/upload_files/mhrd/files/document-reports/XIIFYP_SocialSector.pdf

31. Pleschová, G. & Simon, A. (eds.) (2018) Early Career Academics’ Reflections on Learning to Teach in Central Europe. SEDA, London. https://www.seda.ac.uk/resources/files/Early_career_academics_reflections_on_learning_to_teach_entire_book.pdf

32. Radhakrishnan, S. (Chairman) (1949) Report of the University Education Commission 1948-49. Govt. of India, New Delhi.

33. Raudonyte,I. (2019) Use of learning assessment data in education policy-making (Working Papers). Paris: IIEP-UNESCO.

34. Reddy, N. J. (Chairman) (1992). Report of the CABE committee on policy. New Delhi: Government of India. https://indianculture.gov.in/report-cabe-committee-policy

35. Scottish Government (2008) The Early Years Framework. Author, Edinburgh. http://www.gov.scot/resource/doc/257007/0076309.pdf)

36. Sri Aurobindo (1920) A preface on national education 1. Arya, 15 November & 15 December,268-274. p. 272. (Also, in Sri Aurobindo (2003a) Early Cultural Writings (The Complete Works of Sri Aurobindo Vol.1. Sri Aurobindo Ashram, Pondicherry. p. 420.) https://www.sriaurobindoashram.org/sriaurobindo/writings.php

37. Sri Aurobindo (1972) The Hour of God. Sri Aurobindo Ashram, Pondicherry.

38. Sri Aurobindo (1998) Essays in Philosophy and Yoga (The complete works of Sri Aurobindo Vol.13). Sri Aurobindo Ashram Publication Department, Pondicherry.

39. Sri Aurobindo (2003) The Renaissance in India (The Complete Works of Sri Aurobindo Vol.20). Sri Aurobindo Ashram Publication Department, Pondicherry.

40. Stanford University (2020a) STEP Elementary. Author, Stanford, CA. https://ed.stanford.edu/step/academics/elementary

41. Stanford University (2020b) STEP Secondary. Author, Stanford, CA. Accessed on August 23, Subramanian, T.S.R. (Chairman) (2016) Report of the Committee for Evolution of the New Education Policy. MHRD, Govt. of India, New Delhi. http://www.nuepa.org/New/download/NEP2016/ReportNEP.pdf

42. Superintendent, Govt. Printing, India (1913) Indian Educational Policy 1913. Author, Calcutta. Swami Sivananda (1962) The Voice of Himalayas. The Yoga Vedanta Forest Academy, Sivananda Nagar.

43. Tagore, R. (1917). Personality (1st edn.). Macmillan, London.

44. The Mother (1951) Education. Bulletin of Physical Education 3, 1, 11-17, February. p.11. In

45. The Mother (2002) On Education (Collected Works of The Mother Vol. 12) 2nd Edition. Sri Aurobindo Ashram, Puducherry. p.9.

46. UCL (University College London) (2020) PGCE Mathematics. Author, London. Accessed August 23, 2020 from https://www.ucl.ac.uk/prospective-students/graduate/teacher-training-programmes/mathematics-pgce

47. Waters, L., Barsky, A., Ridd, A., & Allen, K. (2014) Contemplative education: A systematic, evidence-based review of the effect of meditation interventions in schools. Educational Psychology Review, 27, 103-134.

48. White, S. R. & Janowiak, J. (2012) Visionaries from the east as guiding principles for western education. Creative Education 13,1, 10-15.

49. Wikipedia (August 23, 2020) The Postgraduate Diploma in Education (PGDE). Accessed from https://en.wikipedia.org/wiki/Postgraduate_Diploma_in_Education

50. World Bank (2013) What Matters Most for Teacher Policies: A Framework Paper- SABER Working Paper Series 4). Author, Washington, DC. http://documents.worldbank.org/curated/en/503591468331856077/pdf/901820NWP0no4000Box385307B00PUBLIC0.pdf

51. Yash Pal (2009) Renovating and Rejuvenating Higher Education. Govt. of India, New Delhi.


Quality Education is one of the most important aspects of long term economic growth of a country. Higher Educational institutions (HEI) play an important role in instilling knowledge, skills, social values and humaneness in the country’s youth. National Education policy places a strong focus on the growth of each person’s creative potential. By providing high-quality education to all, National Education Policy 2020 envisions an education system that directly contributes to transforming our nation into a sustainable and vibrant information society. NEP has broadened its scope of interest to include science, careers, innovation, and sustainability, among other things.

Sathyabama Institute of Science and Technology is a trailblazer in terms of adapting and introducing innovative steps to improve educational quality. Sathyabama aspires to create talented young minds who are socially responsible and have a creative approach to life and work.

The Institution has always had progressive developmental ambitions and has never squandered an opportunity to improve its status as a premier institution. The Institution’s success can be attributed to adequate planning, sincere attempts to bring plans into motion, and successful strategic plan reviews. As a top-ranking institution in NIRF, ARIIA, Sathyabama recognizes its responsibility to the nation and society as a whole to continue to evolve and transform itself into a world-class institute.

Sathyabama has taken measures to incorporate the recommendations made in the National Education Policy 2020, in order to be considered a valuable knowledge partner and a technology mentor both nationally and globally.

Cloud Based University

it is not only important to stay relevant in the technical education but also being seen as a significant source of manpower for industrial needs. Mentoring has been crucial to our entire teaching process, and our faculties facilitate the holistic development of students from all perspectives. Apart from online forums, the University should facilitate maximum student support through mentoring, counseling, student help desk, etc.

The Institution should work towards strengthening the digital infrastructure, Cloud Infrastruture to provide extensive blended learning experience to learners. This has lead to envision the target of moving towards Bookless University.

industry Supported Curriculum

Quality e-content in SWAYAM and other online platforms, online forums, synchronous online teachings are various measures used for seamless delivery of knowledge to students. The adoption of Outcome Based Learning ensures reflective, responsible and lifelong learning to the students. To make students more employable the Institutions should offer more skill based courses and vocational job based courses as per National Skill Quality Framework (NSQF). Industry partners and Alumni play a major role in designing and delivery of specialty courses.

institutions accord to the National Educational Policy of revamping curriculum, assessment methods and student support by updating the course structure and delivery methodologies every year. Industry supported courses; courses related to latest technology should be introduced biannually based on the industry requirements and the feedback of stakeholders. True to the expectation of our stakeholders, major changes should be effected in the curriculum for the next five years with reference to Industry 4.0 and Society 5.0.

Flexible and diverse Curriculum

In cognizance with the NEP new programmes on latest technology like Mechatronics, Artificial Intelligence, Data Science, IoT need to be introduced at the Undergraduate level. The Institutions should

Adopting NEP–2020 towards Building World Class Higher Education in india

T Sasipraba*, B Bharathi** and Kaja Bantha Navas***

* Vice Chancellor, Sathyabama Institute of Science and Technology, Jeppiaar Nagar, Rajiv Gandhi Salai, Chennai - 600 119 (Tamil Nadu).E-mail: [email protected]** Professor, Sathyabama Institute of Science and Technology, Jeppiaar Nagar, Rajiv Gandhi Salai, Chennai - 600 119 (Tamil Nadu). E-mail: [email protected]*** Assistant Professor, School of Mechanical Engineering, Sathyabama Institute of Science and Technology, Jeppiaar Nagar, Rajiv Gandhi Salai, Chennai - 600 119 (Tamil Nadu). E-mail: [email protected]


contemplate to introduce fully flexible credit system that would facilitate students to have multiple entries, multiple exit and study anywhere anytime possible thereby supporting the Academic Credit Bank System as proposed by UGC. This would create more student mobility with inter and intra university system. The HEI has to propose to introduce Integrated UG/PG degrees in evolving domains of study which would enable multiple entry and exits. Institutions should conceive to introduce variable length degree programmes both online and offline. The University allows its students to accumulate credits through a Fully Flexible Credit System–Choice Based Credit System (CBCS). The students will be given the liberty to choose and undergo courses of his/her interest from any domain through this option of study. The curriculum needs to be flexible enough to account credits acquired to Semester Abroad Programmes taken up by students in different Universities across the Globe.

Most HEIs strive towards becoming a multidisciplinary university by introducing more new programmes on Allied Health Sciences, Agricultural Sciences and Paramedical Sciences wherein the University already provides programmes in Law, Pharmacy, Dental, Architecture, Science and Humanities, Nursing, etc. The Institutions are devising to introduce programmes on Linguistics and Multilingual Studies. The University also proposes to introduce programmes on Literature and Liberal Arts.

The Universities would focus more on a flexible learner centric approach to curriculum that would bring in give more holistic learning experience to the learners. The students would be encouraged to pursue variety of courses and different stages of their graduation. The liberty to choose domain of programmes, length of study, variety of courses would be bestowed to the students to encourage wide spectrum of knowledge generation.

Towards the attainment of holistic and multidisciplinary education as suggested by the NEP, the HEIs can introduce innovative curricula to impart Global Citizenship Education (GCED). The Institution has planned to introduce community internships or Rural Internships to undergraduate students, for them to perceive and understand the global challenges. This would empower students with creative thinking to provide solutions to societal problems. Various clubs such as the Eco, Science, Math, Aero, Community,

Design, Robotic, Literary, Computer Science, Innovation, etc which creates a wider arena for intellectual and personality development to students can be introduced. The students of the University can do technology/knowledge transfer to nearby villages through Community Development Club. Technology solutions to nearby adopted schools and villages can be added as a life skill course and become a part of the curriculum.

online and distance Programmes

To facilitate the effective implementation of the New Education Policy, during the design of curriculum, focus should be given for design thinking, lateral thinking, systems thinking and critical thinking. The new courses to be introduced will develop holistic approach and will also emphasize on Universal Human Values. The Institution can use Open Distance Learning (ODL) and online programmes platform across the domains of Science, Commerce, Business Administration, Mathematics and English Literature from the year 2020 as per the new DEB UGC guidelines. ODL programmes would increase the outreach of higher education to diverse learners. In Many HEIs Artificial Intelligence, Data Science, Bioinformatics Courses emphasizing on the Professional development for students and working professionals are introduced from the year 2020.

Faculty Strength

The use of mooc courses, moodle platforms for course delivery can facilitate larger outreach of content to maximum number of students. The faculty of such courses can become acclaimed Star professors in specific domains of expertise. Our faculty involve themselves in inter University research and publication activities with national and international Universities. The faculty is encouraged to perform more research based activities by supporting them financially. The Institution houses variety of research centres to support and facilitate research by faculty. Our faculties have been provided opportunities to act as domain experts and Guest lecturers in various international Universities through our Faculty Exchange Programme. The University proposes to fund and facilitate more such collaborations.

research

Sathyabama will focus on collaborative/joint research in association with National and international


Partners which will result in more publications, increased citations, New Technology Development, Technology Transfer, Joint Publications and Patents. The institution would engage in high quality research on the thrust areas to contribute to the society. The focal point of the Institution would be encourage more bilateral research and fundings from International Universities.

Sathyabama has proposed to focus more on translational research. The University has supported research and creation of various ideas and prototypes and now is working towards converting all these research into real life products. We have focused majorly on the research to discover novel drugs to fight against life threatening infectious diseases including tuberculosis(TB), new improved treatments for Tuberculosis (TB), Acquired Immune Deficiency syndrome (AIDS), Dengue and non-infectious diseases including cancer, diabetes etc. in order to reduce mortality rates and improve life expectancy. Many biological, drug designs, biochemical researches are due to be translated from preclinical to clinical stage of product design.

Sathyabama works in close association with numerous national and international research forums to bring in “From Crisis to Cures” approach in drug discovery. The Institution is working on more research to bring in technology solutions to various multilateral societal problems. More emphasis would be given to the conversion of prototypes to products. The Institution looks forth to commercialize such patented design ideas and product prototypes in the near future.

EGovernanceThe University is managed and maintained by

ERP for all facets of administration and management. The Institution focuses on strengthening EGovernance by deploying completely cloud based, secure, veracious ERP. The University is already into the verge of becoming paperless university to facilitate sustainable development.

The University would bring in more transparency and accountability to its employees. Measures of increasing better utilization of technology and resources would be brought in place to improve Stakeholder’s experience in the University.

Sustainable Growth

Research at Sathyabama would focus on the Sustainable Development Goals (SDG) of Agenda

2030, which requires the participation of individuals, institutions, countries and Governments in creating a better world free from poverty, hunger, health issues, inequalities, and providing access to quality education, access to clean water and sanitation, access to affordable and clean energy. The Institution will encourage faculty and students to undertake socially viable projects in their academic pursuits. The University will also focus on the further development of research infrastructure to attract and host foreign researchers and students.

Our University plays its responsible role on environment consciousness Initiatives by transportation pooling of staff and students in University buses thereby serving its part of reducing carbon footprint in the environment. The University houses Sewage Treatment Plant to recycle water, uses measures of food waste, reduce the use of plastics within the University. The students are encouraged to create reusable, biodegradable, environment friendly products through the Eco Club Initiative.

“My Saturday University” is a commendable initiative of the Institution, to offer Skill Development Courses for the Government School Children of nearby villages and schools adopted by us. It is a fun loving educational programme designed for underprivileged children to learn and acquaint knowledge. This is a step towards reassuring equal education and opportunities for all.

Research is focused on to improve water quality by reducing pollution, Energy research, eliminating dumping and minimizing release of hazardous chemicals and materials, halving the proportion of untreated wastewater and substantially increasing recycling and safe reuse globally. Technology Solutions for Healthcare, Agriculture is encourage for better solutions to the society.

Sathyabama rightly believes that a society that has empowered women, and where equality exists, growth becomes inevitable. The Institution strategizes and conducts various women empowerment programmes and initiatives. The students participate in Gender equality seminars, webinar and many other programs, but are also made to have hands on experience while they visit villages and the schools that we adopt. The University is utilizing every opportunity to deploy and satisfy the 17 goals of SDG.


innovation Ecosystem

Aligned with the recent initiatives of Ministry of Education’s Innovation Cell, the Institution seeks to ensure a considerable increase in the Self Employment rates of students and faculty in the next five years. As the nation progresses towards its capacity building through Start-ups, the Institution will also contribute through its Start up activities inside the campus. The Institution encourages startup ideas of students through the Technology Business Incubator right from Ideation to Deployment. More support to such ideas through consultancy and investments are planned for futurity. The Faculty and students are encouraged to perform quality research on product development by supporting them with Seed Funds.

With the Vision of imparting NEP suggestions, the Institute has already set up a Next Generation Laboratory, employing virtual reality, augmented reality, automation to plan and simulate new products. The Institution will share its expertise with Industries Providing Solutions for their real time Industrial problems. The Institution will also set up Laboratories, centres of excellence in association with Industries to provide training and practical exposure to students. Sathyabama would stress on promoting an innovation eco system that would be instrumental in supporting incubatees and their transformation into successful entrepreneurs. It would facilitate establishment of several start-ups and contribute to the development

of new innovation, products and Technology and their commercialization. The Institution would be supporting the conversion of ideas into tangible and marketable products and groom newer indigenous technologies validated and implemented by National and International research partners, both from academia and industry. Hence our thrust will be on innovation to provide the right ecosystem from the first year onwards, so that innovation will not be compartmentalized but becomes a part of the learning practice and perspective. The Institution has a well defined Sathyabama Innovation and Start up policy in line with National Innovation and Start up policy to provide guidelines for promotion of startups.

Conclusion

Sathyabama as one of India’s premier Academic and Research universities puts forth its best initiatives to build sustainable, responsible and knowledgeable students for the better future of our nation. We understand the importance of foundational learning, moving towards “learning to learn”, promoting critical thinking, lifelong learning, and faster skill adaptation in students. We have proposed to administer measures in all walks of educating students in accordance with the NEP. Implementation of the National Education Policy at all levels of education would bring in a sea of changes in the growth of our nation. The National Education Policy would serve as our reference guideline in imparting quality education.


The National Education Policy 2020 has come as a challenge to the present education system of the Republic of India which demands several revolutionary modifications and sets up an exciting output criteria, particularly for higher-education. The intention of NEP–2020 has been made clear as it “lays particular emphasis on the development of the creative potential of each …… such as critical thinking and problem solving.” The components of ‘empathy, courage and resilience, scientific temper and creative imagination’ are marking the tempo of the present policy emphasizing on ‘creative and critical thinking’ and ‘outstanding research’. The purpose of such policy direction is for ‘making India a global knowledge superpower’ with the clear intent to become a leading partner in global knowledge based economy. That needs a huge stride in having our own knowledge base and innovative options that can be offered to others as the raw-materials of industrial and economic growth. So far, India is known for her human resources with both skilled and unskilled components, but now the demand is to excel with cutting edge knowledge, skill and innovative mastery to take the position. In this process we need to inculcate exceeding number of highly skilled workforces with a considerably high amount of very knowledgeable and innovative human resources who will be instrumental to this newer avenues of growth, entrepreneurship and industrial development to stand in the front-line at global scale with our knowledge, ideas and innovations along with the production backup to realize them. This NEP –2020 is aiming for that goal and meant that. Now our challenges are to implement NEP 2020 in such a manner so that a sufficient yield of such resources can be generated, from which, the innovative excellence may be achieved for a large subset. So higher education needs to spread and provide an environment where innovative excellence and creativity is needed with high quality research to reach sufficiency. So, this is a time point which demands radical changes in our

views and for taking proper steps in higher education with accumulated ideas and execute them properly to fill the gap and stride forward in global scenario.

The open University system and HE in life-sciences

The Open and Distant Learning (ODL) system and Open Universities had been developed with two basic intent. The first one is to extend the opportunity of higher education to those who are not capable or fit to continue in the conventional regular system, and secondly, spreading the higher education in a flexible manner to a greater mass in a distant mode. Such education system is controlled through different regulations by the University Grants Commission so far, as has been done for other regular universities also, latest by ODL Regulation, 2020. This had been found very effective means to bubble up the number of higher educated population, but effective quality and values in terms of operation and achievements leave further scopes to analyse and work with. There are 14 open universities, one of national level and others are state-aided, who solely exerts their education through distant learning mode for all there courses. Several other universities or higher education institutes (HEI) use ‘hybrid’ mode of education, thus offering some of their courses through distant mode and many HEI are now offering various ‘online courses’ through different platforms. ‘SWAYAM’ programme is now gaining importance and popularity gradually where faculties of different reputed HEI are offering their courses, Therefore, the distant learning environment in higher education has widen up and will expand more with the support of national policies and NEP –2020 has now provided the options for the same to flourish.

However, there are several constrains in this mode, one of which is the absence or very less amount of direct interaction between teacher or provider and student or learner or receiver. This issue has now been successfully addressed by using information technology tools and by using different interactive programme platforms developing nowadays to resolve

How to reach the Standard of research and innovative through Higher Education Hierarchy in open Universities as Set in

NEP–2020: With Special reference to life SciencesAnirban Ghosh*

* Associate Professor, Department of Zoology, School of Sciences, Netaji Subhas Open University, West Bengal-700064. Email: [email protected] / [email protected]


the demands of online education. But the major issue of such method is incapability of such programmes to find out any solutions to compensate the practical ‘hands-on’ training required for many subjects. That is the reason why the medical sciences, hard-core engineering, practicing law and other similar subjects which depends on practicing skills are not allowed in this mode of education. This has become the reason that prompted UGC to issue directive that Open Universities should be allowed to pursue their Ph.D programme only in Regular mode, particularly for laboratory dependent subjects. Therefore, in the subjects where laboratory skills are essentially important, ODL systems face some restrictions. As per the present national mandate and NEP 2020, higher education left no provisions to compromise in quality. Now to meet the timely demand of high throughput HE system, ODL methods and universities might be the proper candidate. At the same time, this system should be properly crafted to utilize it in its full strength with proper quality, particularly for laboratory oriented subjects requiring ‘hands-on’ skill and life-science subjects are foremost among others which require ‘wet- laboratory’ infrastructure at different levels.

Understanding the need of NEP–2020 to implement in open University system

NEP 2020 has a strong stance to the HEI, which emphasized on creating research environment in different Universities by “catalysing quality academic research in all fields”. That will be facilitated and monitored by the newly proposed National Research Foundation (NRF). This is probably one of the major welcome move for the higher education with the statement that such efforts “continuously inspiring a nation to achieve even greater heights.” The most practical realization of the present time is that “A robust ecosystem of research is perhaps more important than ever with the rapid changes occurring in the world today,…”. Basically, till date we had followed a demarcation between the research institutes and universities where the latter one found more reluctant in pursuing research with excellence or at least of adorable standard, except the premier universities and HEIs of our country. This line of demarcation should be narrowed as fast as possible to properly implement the new education policy, because everything in the education hierarchy is a continuous threaded process where every previous layer will supply the raw material or resource for the

next. If there is no serious research environment in any HEI or university with a participatory process to train the learners from previous tires of educational hierarchy to that environment, it will be very difficult to develop and inculcate inquisitive minds with innovative aptitude. There may be sporadic flashes of innovation or creativity, but for systemic development of creative and inquisitive workforce with the confidence of accepting challenges and handling newer problems, needs to develop a definite structured research facilities across the universities and other HEI. This needs a sort of cultural and attitudinal revolution through the faculties and administrations of colleges and universities. No faculty will be capable to incubate any student if that faculty does not have proper research mindedness and in contrary, if the institutional administration does not possess the appropriate willingness to support the research initiatives, this would become more difficult. This essayist experienced such situation of institutional reluctance despite achieving three major research grants of leading national funding agencies and had to cross rigorous phases to drag them to completion. Therefore, the ground reality is harsh and we need a complete cultural revolution in this aspect, not only for faculties but for administrative levels of HEI through a nationwide move.

This is the fact that among the Open Universities, IGNOU is the largest with better infrastructural setup and research environment. As a central open university though IGNOU has a loftier funding source, but this is admissible that it possess a superior research environment and culture than the other state aided open universities in our country. However, to mitigate the present demand all these open universities are to be taken into account. After meticulously studying their strength, weaknesses, faculty expertise and proposals for extending their infrastructural support for courses and programmes in life-sciences, emphasize should be given to improve their laboratory facilities. This development or facilitation of research laboratories will be at the apex of this process and integrated plans to use laboratories from different layers might be favoured to avoid duplication of resource and effort. Overall life science domain can be broadly divided into fewer subsets like a) Organismal Biology for animals, plants and microbes encompassing classical zoology / botany with microbiology, their taxonomy, behaviour and evolution, b) Cell and Molecular Biology encompassing genetics, developmental biology, immunology etc. under one umbrella; c)


Ecology and Environmental Sciences encompassing different allied areas or d) Bioinformatics, in silico Biology, ecological and environmental modelling etc. encompassing related areas and like that. For initial steps of development of standard research infrastructure and laboratories in open universities, such approach will be effective. Also as per proposals and efficiency of the faculties and institutes, sophisticated instrumentations may be provided as centralized facilities. But the major concern in our existing system is the proper utilization and maintenance of the research infrastructure and instruments, particularly where research environment and institutional administrative attitude requires to be trained also. Therefore, a proper monitoring may be needed to continue an effective and fully functional instrumental facilities with proper maintenance which potentially can help in propagation of research environment and regular outcome with desired standard. In this process, institutes have to fulfil their responsibilities which may be supported and incentivised along with the faculties through a central strategy.

Such an attempt is needed to be backed with the financial fluency and intense involvement of enthusiast faculties supported by administration. But this effort is essential to meet the gap between us and other nations who are leading the world economy including USA and China. Present report of US based National Science Board revealed that China exceeded the mighty USA in the number of scientific paper publication (https://www.nsf.gov/statistics/2018/nsb20181/report), though other indicators including citation index are found in favour of US and EU so far. This indicates the fact about the changing scenario of research throughout the world and China’s emergence as knowledge superpower in coming future. The overall investment of GDP of these contenders in research and development is practically far beyond the reach of India due to the size of our economy at present and for other national priorities and obligations. However, this is inevitable truth that to get a position in knowledge-centric economy, prioritization and investment in research and its proper utilization is essential. Such limitation can be addressed through developing strong cooperation, collaboration and networking among HEIs and universities. This should not be a facultative willingness or some form of cooperative virtue of higher ranked institutes to a weaker one in HEI structure, but it should be an obligatory compulsion. while basic research infrastructures in open universities should meet a high standard at its

own, they should also have access to more specialized and sophisticated instrumentation at their neighbouring institutes in quick time to implement any research idea which are of limited scopes in their own infrastructural setup. Such collaborative networking while increases the access to the pool of facilities available around, in the other hand, this will help to accommodate a large portion of faculties and learners from different layers and niches to express their innovative and creative imaginations in a conducive platform of implementation.

How to develop Good research Structure in open University for life Sciences

To simply exemplify the idea, we can assume that the State Open Universities are regionally situated and surrounded by different regular Universities of the region. Many of such neighbouring regular universities possesses much better research infrastructure and ecosystem with their laboratories, faculties, research scholars and technicians in their life-science and related departments. Now the departments of these regular universities may join hands in a collaborative tie-up to facilitate the development of the research laboratories in the Open University, where the initiative may be formalized between the University administrations through memorandum of understanding (MOU). Proper functioning of the commitments from both parts will be essential for such development and may be monitored by some mechanism from both institutes. This approach should be developed in a multi-institutional fashion where an open university may have collaborations with more than one regular universities and institutes according to demands, requirements and mutual interests. In a larger form this will produce a research ecosystem within the region, and any collaboration of either of the Universities involved with a third institute within the country or abroad can be exploited by any of the members, thus heading towards formation of a robust research network with accessibility to a large infrastructural facilities and much larger human resources and their intelligentsia (Figure-1).

Primarily within institutes, there should be free access and collaborative environment between all specialized laboratories and different departments. Sophisticated instrumentation or complex facilities should be shared among departments along with ideas to inculcate a truly interdisciplinary research environment. The departments have to establish their next level partnership with the specific laboratories


and departments of other institutes where active participation of regional Universities or HEIs will be more realistic and effective approach. Such approach is needed to be properly supported and encouraged from the institutional authorities of both sides to find effective results. In the next level, other institutions which are in collaboration with the partner institutes may also be utilized or may help to develop further connection to proceed in research, development and innovation or broader network expansion. Thus the bigger reach of diversified interested population or learners of the Open University can be drawn into a quality research environment to open up their creative minds. NEP–2020 has empowered the vocational courses and unlocked the opportunity to enter into main stream higher education, where Open Universities might be the better place for them with professional background and experiences. Entry of such population in the Open University may facilitate further innovations and fresh ideas and skilled hands which will be incorporated into this robust network.

Therefore, the basic idea of the whole thing is a proactive collaborative and cooperative networking among HEIs to utilize their fundamental research laboratory facilities in a community-centric approach. This will enable the Open Universities to reach a next level of advancement avoiding repeated investment of funds at different points separately, but investing required funding at one point of the network. This will curb the huge fund requirement at the moment. But, the development of laboratory infrastructures

and facilities in Open Universities for the basic research level should be prioritized initially to uplift the system and make their research setup relevant and contributory in the whole network. This a continuous effort which should be initiated and maintained in a steady pace with the similar efforts in other institutes in the network to enhance the overall capability with time. This is a must require course to reach the desired global standard and maintain it for achieving the goal of NEP–2020.

Function of Two Staged laboratory Structures in the HE Hierarchy in life Sciences

So far, the idea is for ‘Top Level’ development as creating and expanding the research facilities in the top layer of higher-education hierarchy. Now we have to realize that how such facilities can serve the layers to reach the desired height. Facilitating research laboratories means the development of a research ecosystem where not only the infrastructural and instrumental facilities exists, but also the human resources and expertise with the concerned faculties, research scholars or fellows and technicians will form a well-structured active system. This is also that supportive system where inquisitive minds can play with innovative ideas and the infrastructure have the capacity to cater them. As per the idea, collaborative networking even opens up this opportunities into multiple magnitude higher in dimension. Our whole renovation of this education system is for – a) developing an educated work force who can serve


as workforce in the knowledge dependent industrial, agricultural and economic development of the country, and b) producing a highly-educated and skilled workforce, innovative developers who will actively contribute to raise newer means and ways to proceed in this knowledge-based economy and give us lead in the world scenario. Now the second option needs the high-quality knowledgeable and creative human resources with specialized understanding and skills in the precise areas of the subject, whereas, the first option is for a more generalized development of human resources with basic knowledge in the overall subject areas. According to this, the curriculum formulation will follow where the higher tiers of 5 years of higher-education will serve as the supply line for our second target. This second target population of human resources in higher-education needs sufficient and constant exposure of laboratory environment and practical problem solving exercise to develop their skills with ‘hands-on’ training in a research environment. Such is not possible to any laboratory system dedicated for any particular educational level, but possible only when they have links and exposure with proper research environment. In contrast, a generalized laboratory system for initial three phases or first three years might be enough to reach the broader goal of educational and practical needs for first three steps.

To explain the idea of laboratory development more specifically for the said system, now we will proceed by considering each levels. There are 5 levels, having one year for each level, where first three to four years will be for Bachelor’s degree and last two or one years will be for post-graduate or Master’s degree. For first three years, which produce certificate, diploma or general graduation degree respectively, will need some generalized and basic laboratory and/or field exposures with very few ‘hands-on’ skills to perform. Within these three years, the curriculum may be developed so that only second and third year may have some ‘hands-on’ practical in the laboratory. Also for many of the practical allocated for these three years may be demonstrated via ICT based system to provide the general knowledge and exposure on those practical skills. Therefore, a general laboratory setup will serve the purpose of initial three years, whereas, actual skill based practical training will remain for the last two years. The students or learners who will continue their learning to achieve the Honours Graduate degree or Master’s degree will learn the skill based practical with hands-on training and will get the

exposure of advanced instrumentation and research methodologies gradually in these two years. To develop some specialized laboratories for this level to meet the actual purpose of these two years of education will require sufficient funding for any institute which also require infrastructure and instrumentations similar to a general research laboratory. Also it will need proper technician and faculty involvement. In contrary, if some sufficiently developed research laboratories may offer some limited but well-organized access to perform those skill based practical to the learners of these two levels, they will also be supported with the technicians, research scholars and faculties involved in the research. That in other way, will expose them to a much better inquisitive, innovative culture where problems are being addressed and attempted to solve such problems using skills and intelligentsia.

Therefore, developing proper research laboratories will be a ‘top down’ implementation of policy which will actually help to get ‘bottom up’ innovative and skilful learners from the honours graduate and master’s degree student population. Additionally, for integrated Ph.D courses, this structure will be an absolute match. So for the 1+1+1+1+1 year higher education which is followed by research with Ph.D degree and post-doctoral research, we need to develop basically two levels of laboratory facilities to encompass entire spectrum of higher education. The first one is a generalized basic laboratory facility with ICT based supports for serving the initial 1+1+1 levels. The next is the development of proper research laboratory on two to three core areas of entire domain of life-sciences at primary stage which will cater the upper tiers of higher-education research with controlled and required access to the student population of master’s level or later 2 years. Such research laboratories will have collaborative networking, as already described. The whole idea has been depicted in Figure – 2. Such planning will also be useful if learners seek their entry from vocational courses or other professional courses to main stream higher education or vice-versa. There may be two entry points, depending upon the level of vocational course training of a candidate. These will be the initial year of higher education and the fourth year, from where higher education get its specialization and skilled practical training. In contrary, there may be two levels of exit points, one within first two years and the other will be after the third year (Figure-2) where only the initial level of laboratory training will be enough. Thus, only two levels of laboratory


structure will fulfil all the needs, where the planning of the second level is quite different from our previous perception and will be based on a network-centric collaborative milieu with the basic research laboratory in the implementing institute.

The primary condition of the success of this model depends on two factors, - a) how much developed the primary research laboratory and its supporting infrastructure and human resource, and b) how proactive and open-minded the surrounding institutes are to develop collaborative research network with the primary one. The policy making needs to take care of these two factors for the successful implementation of the policy and to fetch desired outcome. It should be kept in mind that we have to make up a large gap to catch the leaders of this knowledge and skill based economy of the world who already possess a large number of innovative technologies in their inventory.

This need a large scale escalation in our research ecosystem and effort in all sectors including life-sciences, medical sciences and agricultural sciences with all possible human resources to make our backbone and supply line strong enough for catching the position. If we want to start afresh, it will need huge investment of our GDP and investment of private partners with a large amount of time. This is not possible both in the perspective of investment and time. So we have to mobilize our existing resources and infrastructures to maximize their utility with a sufficient amount of new investment also. Such could be possible if the whole idea, as described, can be realised.

realistic designing and implementation

Now we can design the same for life-science research for the Open University and discuss that how such designing and development will support the whole hierarchy of higher-education. We have discussed about the primary level generalized laboratory which

will support the system for the initial 3 years of higher-education in life-sciences, i.e., will support up to general degree level of education. For this we have to plan the curriculum and syllabus of the whole 5 year programme. Where initial two to three years will be more generalized and intended to develop knowledge in broader field of the subject, from third year onward the development should be for specialization of knowledge, proper and specific skill development and development of research aptitude and innovative mind-set.

The final two years, i.e., 4th and 5th years require a very good laboratory support with a proper environment for research with proper facilities and human resources. This is only possible when proper and active research laboratories with research scholars, project fellows, doctoral and post-doctoral fellows, technicians and faculties are there. That


environment and facilities should be created first. But this will be an expansive tusk if for each faculties we have to develop proper laboratories will all facilities. Also some of such faculty laboratories will be under-utilized. In contrary, if the core area specific laboratories can be developed which will be utilized in a centralized manner by different faculties and for different courses, the funding vs. utilization ratio will become much higher. Thus, optimum utilization of fund and resources including infrastructure, instrumentation and human expertise will be done. However, in this process, such centralized laboratory should be sufficiently large and well equipped to support the system, which must need sufficient support of funds, where government at the national level have to extend support at the most possible ways in quick time to make this quantum jump possible in higher-education of our country.

In an Open University life-science faculty, we may develop one core research laboratory for cell biology, molecular biology and allied subjects like immunology, cancer biology, developmental biology etc. which require many of the basic facilities in common. These include well equipped cell and tissue culture facilities, modernized microscopic systems with different attachments and software, different spectrometric, fluoremetric apparatuses for estimation of different biochemical components, different gel and blotting apparatuses with proper documentation systems, various types of nucleic acid estimation, amplification and documentation system and all other supporting instrumentation systems and infrastructure to materialize the whole laboratory setup with proper functional ability. There should be a master strategy to equip the Universities, particularly, Open Universities which are lagging behind to establish such laboratory despite having faculties with expertise and experiences. With this, another centralized laboratories can be developed for research in the field of ecology and environment, organismal biology with evolution, aquatic biology, biodiversity and conservation and allied regions where the infrastructural and instrumentation facilities and methodologies have commonness at a considerable extent. By developing such centralized facilities in these two facets of life-sciences, any Open University or Institute will be able to cover the practical courses of the curriculum, as well as, be able to initiate higher level of research.

Further sophistication may be achieved through the collaborative network developed with other institutes and regular Universities in the surrounding territory and with distant partners. To make such collaborative partnership to happen, a definite policy pressure may be needed for the other regular Universities and Research Institutes who are already with a better research infrastructure. Otherwise, building such collaborative partnership will be difficult in practical sense and weaken the whole strategy to achieve higher and diverse research opportunity and excellence in faster pace with optimum utilization of our regional and national resources. This might be the most effective strategy to make up the gap faster with the others at international standard.

The Newer Perspective The total planning of higher-education is

intended to fulfil the view of NEP 2020 as depicted as “best teaching and learning processes at the higher education level occur in environments where there is also a strong culture of research and knowledge creation; conversely, much of the very best research in the world has occurred in multidisciplinary university settings”. This is going to be a transition from individuality to collaborative multiplicity to fetch the best results from diverse sources with best utilization of available resources, where government will act as catalyst. In this evolution, those will be more important who knows how to learn in this rapidly changing world and can cope with the pace of these changes. To match the requirements of the policy, the integration of a well-developed laboratory network and research ecosystem with the higher education will be essential and present article has tried to outline the strategy for life-science domain in the Open University system. As the future of our education will largely depend on ODL modes, the Open Universities will be instrumental to serve the purpose in both quality and quantity if they are empowered for the service properly.

Footnote: All the single or double quoted phrases and

sentences are taken from the final version of ‘National Education Policy 2020’ approved by the Union Cabinet of India on 29 July, 2020.


Justice Mohan M Shantanagoudar, Judge Supreme Court of india delivered the Convocation Address at the 4th Annual Convocation of the Karnataka State law University, Hubballi on 14th March, 2020. He said, “I would suggest that you take this moment to pause any anxious thoughts flowing through your mind and give yourself a pat on the back for having made it to this stage. it is important to remember at every stage of your life that ultimately, you are the best judge of your own self. irrespective of what you may or may not have accomplished in the past, or the horizons you may go on to scale in the future, so long as you are true and confident to yourself, you need not be influenced by the judgments of others.” Excerpts

Pursuing the Noble Profession of law: Some Commandments

In India, it is common practice for elders to ask the much dreaded question ‘What next?’ after one’s education is completed. However, actually speaking, there can be no full stop to one’s learning process. There is a lot more for you all to imbibe over the course of the next few years. This Convocation may mark the end of your formal education, but it also commences the beginning of your real education, which is an infinite process. I would therefore advise that the question we should be asking is not what is to come next, but what is it that we are doing to improve ourselves right now.

One recent trend that I have observed in young lawyers, when they plan for future career prospects, is that they mostly appear to be attracted to careers in law firms. It is certainly a lucrative option for those who are inclined towards transactional work. Research-oriented students tend to explore policy work and academia, which are also interesting career options. What worries me, however, is that even out of the brave few who do opt for litigation, most choose to practice at the appellate Court level. Our trial Courts have therefore become the Cinderellas of the judiciary.

This is strange, because notwithstanding the aversion of young law students to a career in the trial Courts, either as a lawyer or a judicial officer, trial Court litigation continues to boom. Even laypersons are well acquainted with the problems of frivolous litigation and excess pendency before the trial Courts. It is essentially a vicious cycle. Since competent persons do not join trial Court practice, the pool for elevation to the Bench is also limited. The respect that the decision of a trial Court should command also gets compromised. At the same time,

errors and miscarriages of justice committed by the lower courts increase the burden for the appellate courts.

Additionally, the mismanagement of the lower Courts encourages the filing of meritless litigations by those who wish to use the law as a tool for harassment and intimidation. Even where the judges are good, the lawyers will be incompetent and unethical, which hinders efficient resolution of cases. Looking at this state of affairs, those who do wish to take up lower Court practice are discouraged and the cycle continues. Hence, there is an urgent need for talented persons to rejuvenate the lower judiciary.

Of course, the blame for this cannot be assigned to law students. In fact, most young law students enter college dreaming of using the law as an instrument for social change and development. However, somewhere along the line, cynicism creeps in, and students become inclined towards more materially rewarding careers, such as the position of an associate with a corporate firm or with a reputed senior at the High Court or the Supreme Court. The problem is structural in nature. Our society is such that earning a square meal has to take precedence over our internal job satisfaction and professional desires. Hence, students nowadays are more inclined to undertake clerical work in corporate law firms for a premium salary than to join practice before the lower court.

It is true that at the initial stage, earnings from trial court practice will not be commensurate with those from a corporate career. why then should one take up a trial court practice or consider a career as a District Judge? The answer is: facts. The law, though


a difficult creature to tame, is not that hard to acquire knowledge of. It may be learned from commentaries and treatises or by mere reading of statutes, without having to attend Court every day. On the other hand, applying the law to facts, and gaining mastery over those facts is a different exercise altogether. The appellate Courts only go into questions of law or Constitutional questions, and these arise in very few matters. If the trial Court has not made a finding in one’s favour on facts, one’s cause is lost at the outset. Therefore the trial Court judgement forms the cornerstone of the entire case, and without good argumentation and adjudication at the trial Court level, any appeal will be a meaningless endeavor.

Today, if I were to ask you to give a brief explanation of Article 14 of the Constitution, it would be easy for you to write down a one paragraph summary based on what you have learnt during your constitutional law course. However to understand the demarcation of properties in a civil suit, or to prove the ‘last seen’ circumstance in a criminal trial requires knowledge based on years of observation, which can only be gained from trial Court practice. It is true that the maximum rate of pendency of cases in the country is before the subordinate Courts, but the silver lining in this is that it is the officers in these Courts who enjoy exposure to the most diverse range of matters. To learn the law is one thing, but it is over here that you will glean information about economics, politics, psychology, forensic science and the day-to-day realities of the human condition.

I remember a particularly interesting case I had witnessed in Court where a burn injuries victim had given two dying declarations. The first one, upon which she had given her thumb impression, implicated the accused, whereas the second one was non-incriminatory. I vaguely remembered from my Evidence course in college that in a case involving divergent dying declarations, the Court would have to assess the other material on record to find out which version was true. But this is only abstract theory-how does one actually ascertained which version is true?

In cross-examination, the defense counsel pointed out to the Court that due to the burn injuries, the victim’s body had assumed a ‘pugilistic’ posture or the ‘boxer’s pose’ in which her fists were clenched and her elbows and knees were fixed in a fetal position. Hence, it would have been impossible for her to have sat upright and put her fingerprint on the dying

declaration, as the investigating officer had deposed. This was the first time I learnt that such a term existed in the medical jurisprudence relating to burn injuries. This is only an example of course, there are many such gems of knowledge which can be gleaned from trial court practice.

Even if you ultimately wish to build a practice at the appellate Court level, trial Court practice is a crucial stepping stone towards the same. This is because it is only at the trial court that you learn the intricacies of procedural law. There have been many instances when parties have come to the High Court or Supreme Court with a beautiful case on merits, but have lost on account of some grave procedural irregularity at the lower Court level. For example, no matter how detailed the grounds in a suit are, one’s effort will go to waste if the Court finds that the specific pleadings required to be mentioned by law are absent. The difference between a First Information Report and a complaint, a summons case and a warrant case, the procedure for executing a decree and other such technicalities will always be Greek to you unless you actually witness the process happening in front of you. This is why I always tell young lawyers that the plinth of a good law practice is at the trial Court level.

The same potential for learning also exists if you are considering a career as a judicial officer in the lower Courts. It is the district judicial officers who possess the capacity to render justice at a grassroots level. A well-reasoned trial Court judgment is unlikely to be challenged before or reversed by the appellate Courts, and it saves litigants from the financial and psychological hassles of continuing court proceedings. The information that you pick up about local and regional customs, and the skill set of applying the law to facts, will also hold you in good stead if and when you are elevated to the higher judiciary.

I can understand that those of you who come from modest backgrounds, or who are the first generation lawyers in their family, may find the prospect of starting out with a trial Court practice daunting. I can only give you my own example. I remember that when I had just joined my senior’s practice, I was barely earning enough to make ends meet. Even then, I used to take up pro bono cases in an effort to help out those who were in need of legal counsel and lacked the resources to access the same. In such matters, the clients would often get food or fruits in lieu of lawyers’ fees. Such was the large heartedness of those


people that they would share that food with me in the course of our interactions in office, even though they themselves had barely anything. It was from my experiences as a junior that I learnt that one can find kindness and assistance in the most unexpected of places.

Therefore, do not consider it essential that you should have a godfather or a blue-blooded family background to succeed in this profession, or in any field for that matter. Yes, it is important to meet and socialize with the ‘right’ people to climb up the ladder of progress, but it is not essential. The real ‘right’ people are those who will help you navigate through the complexities of adulthood and a new career, and face the challenges that come your way.

It is for this reason that I always advise junior advocates that they should not worry about starting their practice with a senior merely because of the name-tag and prestige attached to that person, be it at the trial Court or any other Court. The ideal senior is not someone whose name is always in the headlines and who charges lakhs of rupees per hearing. These details may speak to someone’s capabilities as a lawyer, but it has no bearing on whether they will be an effective teacher and guide to you. Hence, it is important that you find someone who is willing to take the time out to give you constructive feedback on your work, correct your mistakes, and refer you to clients when the time comes for setting up your own chamber.

A good senior is also crucial for helping you imbibe professional ethics. There exists a myth amongst certain members of the Bar that one must be talented in the art of deception and forgery to be a successful lawyer. I strongly feel that if lawyers focused more on the art of persuasion and cross-examination, they would be more benefited. Resorting to trickery may help gain clientele and earn profits in the short term, but it will cause long-term damage to one’s reputation at the Bar, which is a crucial factor for someone being considered for designation as Senior Advocates or for elevation to judgeship. I know of many instances where talented advocates have lost out on golden opportunities because of adverse remarks on their character.

I would also advise all the budding advocates before me today to be careful and to maintain dignity and propriety in their interactions with the bench and their fellow members of the Bar. Creating a false and defamatory impression in front of litigants or the

general public that a particular judge is in one’s favour is manifestly immoral. This is especially because judges do not have the time or the media to clarify all such specious allegations. One should think twice even before circulating such a rumour, as it could have serious implications for the independence of the judiciary. Similarly, trying to bribe or undertake ‘settlements’ with the other side without clients’ knowledge, making misrepresentations to the clients or to the Court, are all practices which should be frowned upon.

I would, moreover, implore that young lawyers especially focus on exploring alternate dispute resolution strategies instead of following the same old trend of protracted adversarial litigation. There is a stereotypical notion that lawyers get matters adjourned or move superfluous interim applications so that they can earn more revenue from additional court appearances. Therefore, it is heartening to see that there is a counter-revolution happening in the legal profession wherein disputes are now sought to be resolved through arbitration and mediation. However, this is yet to acquire mainstream appeal, and parties still end up approaching the courts to challenge arbitration awards and mediation settlements. it is up to incoming batches of lawyers to sensitize clients and co-operate with alternate dispute resolution facilitators so as to ensure that these do not become dispute prolongation mechanisms.

Remember that it is your duty to honestly assess the strengths and weaknesses of your clients’ case, and advise them to prefer settlement over litigation if the same would be more beneficial for them. As lawyers, your paramount duty is to assist the court in reaching an equitable solution for all parties involved. You should avoid pleading frivolous grounds or proffering false evidence because you believe it would further your interests or because your client has instructed you to do the same.

I have also noticed that senior advocates tend to use their juniors as props for seeking adjournments, under the wrong impression that the Court may not be inclined to hear submissions from a fresher. However, you all should be warned that I, and many of my brother and sister judges at the Supreme Court, as well as other Courts, follow a practice of making juniors argue, as we think the same is important for honing their talents. When we were young, most of us did not have these opportunities, and hence we want that our successors should get the chance to at


least acquire some basic experience before they start independent practice.

Hence, I would advise that even if your senior is sending you to Court only to request a pass-over or an adjournment, you should be well-acquainted with the matter. it is not that since the senior counsel is arguing the matter, the primary responsibility for reading the case files lies with him and you are a mere puppet being strung along under his directions. The senior and junior advocates work as a team. Also, you should never take the Court’s mood for granted. In case the Bench on a given day is inclined to finally dispose of a case, it would be better if you could at least make some basic submissions on the matter.

It is to be remembered that the judges are not your enemies. The judges bear no condescension or ill-will towards you. No matter how intimidated you may feel by the Bench, you must bear in mind that the judges have also been in your place. If they find that the junior is not in a position to argue the case effectively, they will call for the senior counsel or adjourn the case. But do not be tongue-tied merely because a judge asks you to start arguing the case in the absence of your senior. You should have the presence of mind to at least keep the Court engaged by giving details of the facts and the impugned judgement till your senior arrives. Learning how to think on your feet is an important skill for advocates.

Once you have acquired these fundamentals of procedure and court strategy from trial Court practice, shifting to advocacy at the appellate level will be a smoother ride. At the appellate Court level, two things will distinguish you from your peers. The first is if you have a firm background in trial Court practice, as I have mentioned earlier. The second is if you have done the required amount of background reading. As advocates we are prone to rote learning legal provisions and case citations without understanding their true import and origins. Statutory interpretation and study of jurisprudence are regarded as mere academic exercises. However, you would be surprised to learn how much the outcome of a case may turn upon resolving the ambiguity in one word of a sub-clause of a legal provision.

This is why I encourage recently graduated lawyers to start looking at the ‘Extra Reading’

portions of their syllabus once they have commenced their practice. For those who wish to practice constitutional law, a reading of the Constituent Assembly Debates is a sine qua non. Even otherwise, the Debates provide an interesting glimpse into the socio-political bedrock upon which our country’s laws and policies are framed. The Centre for Law and Policy Research has set up a very easily navigable website for those who wish to explore this subject in detail. Apart from this, it is also useful to read ‘The Framing of India’s Constitution’ by B. Shiva Rao, for more contextual understanding of the framing of Constitutional provisions.

For general reading, Salmond on Jurisprudence, H.M. Seervai’s Constitutional Law of India, The Indian Evidence Act, 1872 by Sir James Fitzjames Stephen, and Principles of Criminal Law by Andrew Ashworth are other examples of literature that will enrich your critical thinking and legal reasoning skills. This is by no means an exhaustive list, but it suffices to say that if you read these commentaries, and are up-to-date with all the landmark Supreme Court judgments, particularly Constitution Bench decisions, you will have an unparalleled foundational knowledge of the law.

You may be thinking, it is very easy for someone to deliver these homilies in a speech, but how are these to be inculcated in practice? A lot of the advice I have given you today will be easier to follow if you remember that merely because you have now graduated, and are on your way to becoming self-sufficient adults, it does not mean that your career is now the be-all and end-all of your life. A lot of the shortcuts taken and mistakes made by young adults happen because they keep chasing the golden goose of professional success without focusing on other aspects of their personality. Yes, your career is important, but it does not define who you are. If you focus on being a good human being, following professional ethics and being a committed worker will not be difficult tasks.

It is also important that just as you indulged in extracurricular activities such as sports and cultural programs during college, you continue the same after you join work. The present generation of lawyers has become so bound to their desks and offices, they rarely indulge in any physical activity outside of running around the Courts, and all of their intellectual energy is devoted to reading files and researching case-laws. It is no wonder then that


by the time they reach middle age, they complain of chronic exhaustion, depression and various lifestyle related ailments.

Therefore, do not hesitate from taking out some time every day to exercise, practice a musical instrument or dance form, indulge in some artistic activity or read a good non-legal book. This will not be an impediment to your career goals, but will actually help you flourish as both your mind and your body require certain ‘recharging’ activities if they are to function at an optimum level. If you are mentally and physically healthy, your interactions with others will also be full of spirit and zest, and you will be able to build useful connections and acquire a good professional reputation accordingly.

Once you have mastered the art of self-care, you can focus on your duty to take care of the nation. It is interesting to observe that both here, as well as abroad, it is lawyers who have often been at the forefront of major socio-economic and political reforms. In the United States, out of 44 Presidents, 26 Presidents have been advocates. Advocates have also played an instrumental role in removing segregation in schools and evolving mechanisms against gender and racial discrimination at the workplace in the U.S. Similarly, in India, there are several examples of advocates who went on to become prominent freedom fighters and statesmen. Mahatma Gandhi, Dr. B R Ambedkar, Lokmanya Tilak, Lala Lajpat Rai, Vallabhbhai Patel and Jawaharlal Nehru are only a few examples ofadvocates who have played a pivotal role in charting out an independent destiny for the country.

Even presently, it is advocates who are using the law as a tool for evolving rights and reforms previously unknown to the polity. As much as the law is made and interpreted in accordance with prevailing societal mores, sometimes the law takes the lead in enlightening people and carving out space for new ideologies. It is sustained effort by hard-working and socially conscious advocates which has led to the evolution of guidelines for tackling sexual harassment of women at the workplace in the Vishakha case, recognition of transgender identities in NALSA v. Union of India, the decriminalization of homosexuality in the Navtej Johar case and the recognition of the right to privacy in the Puttaswamy case. more recently, the Supreme Court has held that female army officers are eligible for

permanent commission and command roles, which is an important milestone for recognition of gender equality norms in the country.

Of course, it cannot be expected that you will bring about a complete overhaul of all archaic codes and revolutionize the society as soon as you leave University. However, you must start laying the groundwork now itself. Commit yourself to a cause, no matter how small it may look in the overall scale of things. Those of you who care about accessibility to justice must assist on pro bono PIL’s or legal advisory work whenever and wherever possible. The Legal Services Committees of our Courts are always in need of talented young advocates to help those who lack the resources to navigate the complexities of law and court procedures. You can also set up, or volunteer at, legal counseling centers for vulnerable groups such as slum-dwellers, homeless persons, domestic violence survivors, acid attack survivors, juvenile delinquents and other such socio-economically disadvantaged persons.

For those who wish to do non-legal work, there are several social activities in which having a legal background can serve as a useful asset. Those of you who wish to participate in public affairs can start by taking an interest in municipal issues—for example, campaigning for the maintenance of your neighborhood, improvement of roads around your locality, promoting the use of open spaces and a clean environment, and so on. Undertaking social work such as a teaching fellowship for underprivileged children, or volunteer work in orphanages and old age-homes, is also a good way of helping those from different backgrounds. Your knowledge of municipal laws, educational laws, laws for senior citizens, etc. will be valuable to the people you work for.

I am sure you all would have plenty of other innovative ideas for bettering your surroundings and making a contribution to society. In our limited capacity, irrespective of our own personal constraints, we must do whatever we can to improve the lives of others. This is especially given our knowledge of the law and the vast impact that it can have, if used correctly, on societal structures.

I am pleased to observe this passion for making a difference and the desire to reach for the stars in


my young friends present at today’s occasion. The experience of attending a Convocation ceremony indeed invokes a peculiar mixture of exuberance and nervousness for all graduating students. Right now, you all stand at a precipice between the naivety of student life and the alien terrain of your professional career and its accompanying responsibilities. You all must be wondering: Do I have what it takes to succeed? And what if I do not?

I would suggest that you take this moment to pause any anxious thoughts flowing through your mind and give yourself a pat on the back for having made it to this stage. It is important to remember at every stage of your life that ultimately, you are the best judge of your own self. Irrespective of what you may or may not have accomplished in the past, or the horizons you may go on to scale in the future, so

long as you are true and confident to yourself, you need not be influenced by the judgments of others.

I would like to conclude with this oft-cited quote from the Bhagwad Gita, ‘Karm karo par phal ki chinta mat karo’-Perform your duties without expecting the fruit of your work. Of course, it is human nature to expect some material reward in return for your efforts. However, so long as your basic needs are being met, and your conscience is satisfied that you are fulfilling your personal and professional duties to the best of your abilities, you need not worry too much about the future. If you have determination and focus, the universe will make your goals materialize for you. I have no doubt that you all possess the capability to excel in whatever it is that you put your minds to. All the best for the future, and God bless.

4. Liv. (2020). China has more industrial robots than next four countries combined. Retrieved from Robotics & Automation News:https://roboticsandautomationnews.com/2020/10/12/ china-has-more-industrial-robots-than-next-four-countries-combined/37273/

5. Nadir, P. et al. (2019). China: Challenges and Prospects from an Industrial and Innovation Powerhouse. Publications Office of the European Union.

6. Normile, D. (2020). China again boosts R&D spending by more than 10 per cent. Retrieved from Science: https://www.sciencemag. org/news/2020/08/china-again-boosts-rd-spending-more-10

7. Sitharaman, N. (2019). Budget 2019-2020. Retrieved from India Budget: https://www.indiabudget.gov.in/doc/bspeech/bs201920.pdf

8. The Prime Minister’s Science, Technology and Innovation Advisory

9. PM-STIAC Council, Ministry of Human Resource Development. (2019). National Research Foundation- Detailed Project Report. Office of the Principal Scientific Advisor to the Government of India.

10. Times Now. (2020, September 2). Global Innovation Index

2020: India jumps 4 places, ranks among top50 countries for first time ever. Retrieved from The Economic Times: https://economictimes. indiatimes.com/news/economy/indicators/global-innovation-index- 2020-india-jumps-4-places-ranks-among-top-50-countries-for-first- time-ever/videoshow/77892807.cms

11. UNESCO Institute for Statistics. (2018).Research and development expenditure ( per cent of GDP) - India. Retrieved from The World Bank: https://data.worldbank.org/indicator/ GB.XPD.RSDV. GD.ZS?locations=IN

12. UNESCO Institute for Statistics. (n.d.). How Much Does Your Country Invest In R&D? Retrieved from UNESCO Institute for Statistics: http://uis.unesco.org/apps/visualisations/research-and- development-spending/

13. UNESCO Institute for Statistics. (n.d.). Research and development expenditure ( per cent of GDP). Retrieved from The World Bank: https://data.worldbank.org/indicator/GB.XPD.RSDV.GD.ZS?

14. Woetzel, J, et. al.(2017, August 3). China’s Digital Economy: A Leading Global Force. Retrieved from McKinsey & company: https://www.mckinsey.com/ featured-insights/china/chinas-digital-economy-a-leading-global- force

(contd. from pg. 76)


CAMPUS NEWS

NAAC Sponsored Seminar on Best Practices in Higher Education institutions

A One-day NAAc sponsored National Seminar on ‘Best Practices in Higher Education Institutions - In NAAC Accreditation’ was organized by Internal Quality Assurance Cell (IQAC), Salipur College, Salipur Cuttack, Odisha on March 12, 2021. 152 teacher delegates including IQAC Coordinators and Principals of different colleges and research scholars from various participated in the event. The seminar was inaugurated by Prof. Amiya Kumar Rath, NAAC Adviser and Dr. B S Ponmudiraj, NAAC adviser by lighting the lamp. In the Inaugural Speech, Prof. Amiya Kumar Rath said, “The objective of NAAC in Assessment and Accreditation is to make quality the defining element of higher education in India through a combination of self and external quality evaluation, promotion and sustenance initiatives.” He asserted that colleges who undertook best practices have positive impact on their assessment and accreditation process earning them the expected grade or score. Best practices will create a conducive atmosphere among stakeholders and society around them, he further stated. The Resource Person, Dr B S Ponmudiraj, NAAC Adviser also submitted that the mission of NAAC is to arrange for periodic assessment and accreditation of HEIs or units thereof, or specific academic programmes or projects, to stimulate the academic environment for promotion of quality in teaching-learning and research in higher education institutions and to encourage self-evaluation, accountability, autonomy and innovations in higher education.

Dr. Umesh Chandra Pati, Principal, Salipur College, Salipur presided over the Inaugural function. Dr. Pati delivered his Welcome Address. Convener, Dr Asit Parija introduced the guests. Dr. D N Patri, IQAC Coordinator was the Organising Secretary of the event. On the eve of the occasion a Souvenir comprising of twenty two articles was released. Similarly, the Research Journal of the College Elixir and Campus Bulletin of the college ‘The Fresh Lines’ were also released by the NAAC Advisers. Mr. U K Panda, Coordinator NAAC Steering Committee of the College proposed Vote of Thanks during the Inaugural Function.

The First Technical Session was based on the thrust area Assessment and Accreditation Methodology

in Revised Accreditation Framework (RAF). Resource Person, Prof. Amiya Kumar Rath presented power point presentation on ‘Process of Revised Accreditation Framework of NAAC’. He gave an elaborate description on each and every parameter. He delivered the revised methodology or process of assessment and accreditation which is being adapted from July, 2017. The SSR has two kinds of Metrics: i) those requiring quantifiable facts and figures as data which have been indicated as ‘quantitative metrics’ (QnM); and ii) those metrics requiring descriptive responses and are accordingly named ‘qualitative metrics’ (QlM). He discussed the seven criteria to serve as basis for assessment of HEIs are Curricular Aspects, Teaching-learning and Evaluation, Research, Innovations and Extension, Infrastructure and Learning Resources, Student Support and Progression, Governance, Leadership and Management, Institutional Values and Best Practices. In his presentation, he stated that the assessment process will be carried out in three stages. As stated earlier, it will comprise three main components, viz., Self Study Report (SSR), Student Satisfaction Survey and the Peer Team Report. He covered key aspects of assessment such as QIF, the assessment process, procedures, grading system, fee structure and other financial implications, preparation of SSR, data required for SSR, submission of IQAC & AQAR, etc. At the end of the session, Dr Asit Parija, Convener of the Seminar proposed the Vote of thanks.

The Second Technical Session was based on ‘Best Practices in Higher Education Institutions, Innovative Benchmarking’. The Resource Person, Dr. B S Ponmudiraj, NAAC Adviser said, “Benchmarking is an ongoing systematic means for measuring and comparing the work processes of an organization. The scene for benchmarking can be set, by considering three fundamental performance issues: whether we are performing better than we have ever performed, whether there are any other organisations that are performing well and from whom we can learn, Are there any practices that will improve our performance. In simple terms, the practices which add commendable value to an institution and its various stakeholders are the best practices. However, they depend on many variables. These should be kept in mind while identifying the practices.” The Organizing Secretary, Dr. D N Patri proposed the Vote of Thanks.


The Third Technical Session started on ‘Nurturing Best Practices in HEIs’. Initiating the discussion, Dr. Amiya Kumar Rath stated, “Every institution has a mandate to be responsive to at least a few pressing issues such as gender equity, environmental consciousness and sustainability, inclusiveness and professional ethics, but the way it addresses these and evolves practices will always be unique. In the Second part of the session, Dr Ponmudiraj elaborated the need of third party evaluation and Students Satisfaction Survey and stated that NAAC is conducting a Student Satisfaction Survey regarding Teaching–learning and Evaluation, which will help to upgrade the quality in higher education. The Vote of Thanks was proposed by Prof. U K Panda.

In the valedictory Session, Dr J K Parida, Director, QAC, KIIT University joined as Chief Guest and Dr Sanjay kumar Satpathy, Professor of Commerce, Ravenshaw University joined as Guest of Honour. Seven participants submitted their experience with the event. Dr U C Pati, Principal, Salipur College proposed Vote of thanks.

Celebration of Azadi Ka Amrut Mahotsav at Nagaland University, Nagaland

A One-day Symposium: ‘Azadi Ka Amrut Mahotsav’ was celebrated by the Nagaland University (NU) at its Headquarter, Lumami to commemorate 75 years of India’s Independence on March 05, 2021. The programme was organized on 12th march 2021 with the rest of the India to pay respect and homage to the freedom fighters to discuss the journey of freedom struggle belonging to various schools of thought and the role of Mahatma Gandhi in particular. The discussions and deliberations were extensively made on India during freedom struggle, India during 74 years of Independence, and the achievements of India during 74 years in the post-colonial period. Mr. Peter Ki, PRO, Nagaland University presented the brief introduction about the purpose of organizing the symposium. This was followed by the Welcome Address by Dr. Maongsangba, CoE and Registrar, I/c. In his welcome address, Registrar, I/c highlighted the relevance of commemorating 75 years of India’s independence.

The panelists included; Dr. Kundan, Subject Matter Specialist (Agricultural Extension), KVK, Nagaland University, Lumami, Mr. Shailendra Sharma, Principal, KV Lumami, NU, Dr. Anthony V Richa, Deputy Registrar (RDC), and College Development Council I/c, Nagaland University, Prof. M.K. Sinha, Department of Economics, Nagaland University,

Prof. A.K. Singh, Department of Political Science and Transparency Officer, RTI, Nagaland University, and Prof. Pardeshi Lal, Vice Chancellor, Nagaland University. While Dr. Kundan acquainted the audience with the achievements made in the field of agriculture during 74 years, Dr. Anthony V Richa dwelt on the historic battle of Kohima during World War II. Prof. M.K. Sinha spoke on substantiated by available data, about our achievements in the field of economy, technology, infrastructure, agriculture, and in the field of educational field.

Mr. Shailendra Sharma highlighted the importance of five pillars identified in the National Committee to commemorate ‘Azadi Ka Amrut Mahotsav’ headed by the Prime Minister, such as Freedom Struggle, Ideas at 75, Achievements at 75, Actions at 75, and Resolve at 75. He also highlighted the role of young minds particularly the school children in taking the responsibility of our independence forward.

Prof. A K Singh highlighted the role of freedom fighters and freedom struggle particularly that of Mahatma Gandhi as retrospect, the achievements under introspect, and the challenges and opportunities ahead under prospect. He informed the audience about the importance of all shades and schools of freedom struggle that gave us independence from the British colonialism particularly the role of Mahatma Gandhi who transformed India’s freedom struggle into a mass movement, the role and relevance of Dandi March based on the principles and philosophy of non-violence, civil disobedience, and participation of all sections of society particularly the women. He highlighted the achievements of our nation in the post independence period which have been substantive and transformatory (from Nehru’s tryst with destiny to Modi’s Atmanirbhar Bharat), the transformation from an impoverished, backward nation to a modern, economically and technologically advanced nation, from a country of snake charmers and elephant riders to tremendous achievements in the field of information technology, space, atomic, etc. Further, he dealt with the capacity of India to emerge as the most vibrant, resilient, and robust functioning democracy in the world. Today, India is recognized as the symbol of democracy among the world community and respected both as a spiritual and technological power contributing to the global good which has been visible during the time of pandemic. He highlighted the challenges in the form of maintaining, preserving, and managing our independence, the ideals of our freedom fighters, and the philosophical base enshrined in our constitution.


Prof. Pardeshi Lal, Vice Chancellor, Nagaland University gave a synoptic view of the domination of India from the days of Alexander the Great till the British and how during the period, India’s spiritual and material strength were plundered and destroyed, turning a golden bird into an impoverished nation. He narrated in poetic forms the contributions of Bankim Chattopadaya, Rabindranath Tagore, Iqbal, and Makhand Lal Chaturvedi. He appealed to the University community in particular to make India once again a global guru in the domain of knowledge and education as it was during the ancient times. He also highlighted on the occasion the importance of NEP-2020 in transforming India into a knowledge economy and Jagat Guru. The celebration came to an end with the Vote of Thanks proposed by the Chairman, followed by a group photographic session.

Webinar on role of Teachers on implementation of National Education Policy-2020

The University of Science and Technology Meghalaya (USTM) conducted one-day webinar cum seminar in blended mode on ‘Role of Teachers on Implementation of National Education Policy-2020’, in collaboration with Bharatiya Shishan Mandal (BSM) and NITI Aayog, Govt. of India on February 26, 2021. The day-long programme schedule was divided into three sessions, the inaugural session, the breakout (parallel) session, and the valedictory session. Prof. Kuldeep Chand Agnihotri, Vice Chancellor of Central University, Himachal Pradesh and Prof. Raghvendra Prasad Tiwari, Vice Chancellor, Central University of Punjab graced the inaugural session. During his Keynote Speech, Prof. Agihotri expressed his love towards the beauty and diversity of the native languages of the north-eastern region. He also pointed out the reason of few languages that are dying off, and how to preserve and conserve these languages under the provision of the New Education Policy.

The Chief Guest, Prof. Tiwari delivered his lecture on ‘Cutting-edge Technologies’, specially emphasizing on technological strategies for sustainable livelihood. He mentioned how technology supports the communication, education, and continuity of developments even at the time of pandemic. He also mentioned about the tremendous effort of Indian scientists towards developing the vaccine against COVID-19.

Prof. G D Sharma, Vice Chancellor, USTM, in his presidential remark, expressed his view how we can re-develop our ancient, community involved, value based

system of learning, which can create human resources be responsible for their societal growth.

The inaugural session has stated with Guru Vandana chanted by Mrs Polly Borgohain, Director of University Classes, USM, followed by a welcome address by Dr. R. K. Sharma, Advisor, USTM. Dr. Ajmal Hussain Barbhuiya, Academic Registrar, USTM has introduced the participants about the importance and motivation behind this holy event. The webinar was coordinated by Dr. Nitu Borgohain, Assistant Professor, Department of Physics and Dr. Saru Joshi, Associate Professor, Department of Education, USTM.

The breakout session was segregated into 6 different tracks; each track was consisting of number of participants and a track leader. Dr. Rashmi Baruah, and Dr. Sankar Thapa, Associate Prof., Business Administration, Dr. Sandeep Gupta, Assistant Prof., Sociology, Dr. Amit Choudhury, Dean, SBUS, Dr. Sanchita Roy, Assistant Prof., Physics, and Dr. Baharul Islam, Dean, USLR, USTM acted as the track leaders. The track leaders headed the deliberation of NEP challenges and their resolutions on six different topics.

In the valedictory session, the summary of the enriching discussions in each track have been presented by the respective track leaders followed by an interactive session in presence of the Deans of different schools of the University and the eminent professors.

international Conference on Sustainable innovation in Mechanical EngineeringA two-day International Conference on

‘Sustainable Innovation in Mechanical Engineering’ is being jointly organized by the Faculty of Engineering and Technology, Rama University, Kanpur (Uttar Pradesh) and The National University of Life and Environmental Sciences of Ukraine, Ukraine during May 28-29, 2021. The academicians, scientists, industry personnel, researchers and research scholars may participate in the event to exchange and share their experiences and research results about all aspects of sustainable innovation especially in Mechanical Engineering. The event provides the premier interdisciplinary forum for scientists, engineers, and practitioners to present their latest research results, ideas, developments, and applications in the area of sustainability in Mechanical engineering. The Topics of the event are:

Sustainability in Engineering. •Life Cycle Engineeri • ng.Measuring Sustainability Performance. •


Circular Economy and Sustainability. •busine • ss model and Entrepreneurship.Sustainable Engineering Education. •Innovative Pedagogy for Engineering Education. •Design for Environment/Sustainability. •Sustainable Materials and Raw Material •Processing.Sustainable Manufacturing. •Sustainable System of Systems. •Lean and Six Sigma in Sustainable •Manufacturing.Life Cycle Assessment in Design and •Manufacturing.Sustainable Design Technology. •Sustainable Bio-materials. •Functionally Graded Materials and Sustainable •composites.Nano-materials and their Sustainable Nano •Fabrication.Greening the Supply Chain. •Sustainability • Agrarian Engineering.Sustainability Economics Mechanical Systems. •

For further details, contact Organising Secretary, Faculty of Engineering and Technology, Rama University, Rama City, Mandhana, Kanpur-209217 (Uttar Pradesh). Mobile: +91-9958027739/+91-7860343334, E-mail: [email protected]. For updates, log on to: www.ramauniversity.ac.in/icsime-2k21/

Virtual Conference on Transformation of Technology in Higher Education

A Two-day Virtual National Conference on ‘Transformation of Technology in Higher Education’ is being jointly organized by the School of Commerce and Business Management, Central University of Tamil Nadu, Thiruvarur, Tamil Nadu, SRM Institute of Science and Technology, Chennai and Central University of Jharkhand, Ranchi during April 27-28, 2021. The Subthemes of the event are:

Technology Transformation in Higher Education •during COVID-19.

Digital Technology Trends and Practices for the •Past One. Development of Information Technology in Higher •Education. Education Technology in Colleges and •Universities. Strategies and Challenges in E-learning. •

For further details, contact Convener, Prof. Bhagwan Singh, Dean, School of Management Sciences and Head, Department of Business Adminstration, Central University of Jharkhand, Ranchi- 835205, Mobile: 9816481037, E-mail: [email protected]. For updates, log on to: www.cuj.ac.in.

Conference on Ahmedabad learning dialogues

A two-day Conference on ‘Ahmedabad Learning Dialogues: A Conference on Teaching and Learning’ is being organized by the Ahmedabad University, Ahmedabad (Gujarat) during May 14-15, 2021. The Educators and/or Researchers with a strong commitment to active pedagogy and experimentation, Faculty designing experiments for institutions and students who want to carry forward the philosophy of change in their own contexts, University leaders who are looking to bring change in the learning ambience of their institutions may participate in the event.

Higher education in India draws heavily from the ‘instructional’ methods of where single directional communication, rote learning, primacy of examination, low feedback, and discipline oriented learning has primacy over problem solving, collaborative learning and research thinking (i.e., learning to ask the right questions). The Themes of the event are:

Learning by doing / Active Learning. •interdisciplinarity. •

For further details, contact Organising Secretary, Ahmedabad University, Commerce Six Roads, Navrangpura, Ahmedabad-380009 (Gujarat). Phone: +91-79-61911000/200/201, E-mail: [email protected]. For updates, log on to: www.ahduni.edu.in


THESES OF THE MONTH

SoCiAl SCiENCES A list of doctoral theses accepted by indian Universities

(Notifications received in AIU during the month of February 2021-March 2021)

Business Administration

1. Prashant Kumar. investment behaviour of women in indian stock market. (Dr. Sanjeet Kumar), Department of Business Administration, Chaudhary Devi Lal University, Sirsa.

Commerce

1. Arora, Amit Kumar. An analysis of activity based costing implementation: A study of select manufacturing companies. (Prof. M S S Raju), Department of Commerce, Indira Gandhi National Open University, New Delhi.

2. Batra, Bhoomika. E-corporate reporting disclosures: in an indian Context. (Dr. Monty Kanodia), Department of Commerce, IIS University, Jaipur.

3. Budhiraja, Ankur. Study of experiential marketing practices and its impact on consumer buying behaviour. (Dr. Anupriya Pandey), Department of Commerce, Indira Gandhi National Open University, New Delhi.

4. Chaudhary, Divya. Mergers and Acquisitions in indian banking corporate sector: A study of motives and financial performance. (Prof. Madhu Tyagi), Department of Commerce, Indira Gandhi National Open University, New Delhi.

5. Kahal, Anju. impact assessment of the limited liability partnership on the prospects of enterpreneurship. (Dr. Anupriya Pandey), Department of Commerce, Indira Gandhi National Open University, New Delhi.

6. Khan, Gulrez. State Bank of india mein Manav Sansadhan Prabandh ka adhyayan: Shajapur Jile ke vishesh sandarbh mein 2009-2013. (Dr. G L Khangonde), Department of Commerce, Vikram University, Ujjain.

7. Menon, Arun Bhaskaran. Financial inclusion and socio-economic development: An indian perspective. (Dr. Hemal B Pandya), Department of Commerce, Gujarat University, Ahmedabad.

8. Nafees, Fauzia. Customer relationship management in retail banking: A Comparative study of public and private sector banks in rajasthan. (Dr. Meenakshi Anand), Department of Commerce, IIS University, Jaipur.

defence Studies

1. Jitender Kumar. role of disarmament in world peace: An analytical study. (Dr. R S Siwach), Department of Defence and Strategic Studies, Maharshi Dayanand University, Rohtak.

Economics

1. Brahmachari, Deborshi. Economic determinants of conflict: An empirical study of North East Indian States. (Prof.Kaustuva Barik), Department of Economics, Indira Gandhi National Open University, New Delhi.

2. Choudhary, Pramod Kumar. Swawlambi gramin samaj kee sthapna mein Gandhiji ke samajik-arthik chintan kee prasangikta. (Dr. Gopal Prasad Sah), Department of Rural Economics, T M Bhagalpur University, Bhagalpur.

3. Dutta, Sanjay. role of commercial banks in agricultural development with special reference to Jalpaiguri district. (Prof. A Bhuimali), Department of Economics, University of North Bengal, Darjeeling.

4. Ghosh, Reshmi. Social security for elderly persons in rural Tripura. (Dr. Jayanta Choudhury and Dr. Subhrabaran Das), Department of Rural Studies, Tripura University, Suryamaninagar.

5. Gupta, Purbita. decentralization and local self government: A comparative study on people’s participation in india and Bangladesh. (Dr. Jayanta choudhury and Dr. Subhrabaran Das), Department of Rural Studies, Tripura University, Suryamaninagar.

6. Jamnia, Chirantana Kumari. Role of microfinance in women empowerment through SHGs: A case study of Jaipur district. (Prof. C R Bishnoi), Department of Economics, IIS University, Jaipur.

7. Kalita, Malay. Agricultural credit in Assam with special reference to Assam Gramin Vikash Bank: A case study of Barpeta district. (Prof. A Bhuimali), Department of Economics, University of North Bengal, Darjeeling.

8. Sethiya, Rajani. Koyala khan shramikoan kee aarthik isthithi ka vishleshnatamak adhyayan: Chirmiri koyla kshetre ke vishesh sandarbh mein. (Dr. Amar Kant Pandey), Department of Economics, Sant Gahira Guru Vishwavidyalaya, Sarguja.

9. Trivedi, Geetika. Assessment of food security status in Andhra Pradesh: A multi dimensional approach. (Prof. Narayan Prasad and Dr. Sunil Kumar Mishra), Department of Economics, Indira Gandhi National Open University, New Delhi.

Education

1. Ahmad, Ijmal. Muradabad shear ke intermediate istar ke vidyaryhiyoan ke mansik swasthey evam parivarik


vatavaran ka adhyayan. (Dr. Mohd Muzahir Ali), Department of Education & Training, Al-Falah University, Faridabad.

2. Anamika. Prasannata pathyekaram kee vishey vastu, upyogita anukulita evam prasingikta par adhyapakon evam vidhyarthiyoan ke anubhavoan ka tulnatamak adhyayan. (Dr. Shivani Shrivastava), Department of Education, Dr. A.P.J Abdul Kalam University, Indore.

3. Aparna. A study to correlate the outcome in the elementary education programme in teaching performance through teaching ability and aptitude. (Dr. Shivani Shrivastava), Department of Education, Dr. A.P.J Abdul Kalam University, Indore.

4. Datta (Paul), Minakshi. Aspiration, study habits and academic achievement of undergraduate students in relation to their internet usage. (Dr. Rajendra Prasad and Dr. Y V Krishnaiah), Department of Education, Tripura University, Suryamaninagar.

5. Gagan. Effect of small group teaching method on academic achievement, peer group relations, self-concept and self confidence of 9th class students. (Dr. indira Dhull and Dr. Vandana Punia), Department of Education, Maharshi Dayanand University, Rohtak.

6. Jyoti. Teachers effectiveness of secondary school teachers in relation to their emotional intelligence and well-being. (Dr. Meena Kumari), Department of Education, Chaudhary Devi Lal University, Sirsa.

7. Khan, Rana Rafi. A study of factors influencing choice of school offering English medium education by secondary school students in delhi. (Dr. Mohd Muzahir Ali), Department of Education & Training, Al-Falah University, Faridabad.

8. Kundu, Pinku. Self-efficacy, sentiments, attitudes and concerns of elementary teachers in the light of inclusive education for the students with special needs: A study with reference to West Tripura. (Dr. Subhash Sarkar), Department of Education, Tripura University, Suryamaninagar.

9. Pandey, Rajendra Kumar. Evaluation of instructional materials developed by NioS for teaching Hindi language at secondary level. (Dr. Eisha Kannadi and Prof. Awadesh Kumar Mishra), School of Education, Indira Gandhi National Open University, New Delhi.

10. Rajesh Devi. Academic achievement of secondary school students in relation to academic procrastination, peer pressure, educational aspirations and obedient-disobedient tendency. (Dr. Indira Dhull and Dr. Vandana Punia), Department of Education, Maharshi Dayanand University, Rohtak.

11. Sharma, Rajni. Vishwavidyalaya shikshakoan mein aatam-vastvikikaran evam karye isthal shoshan ka adhyayan. (Dr. Sahab Ram), Department of Education, IASE Deemed University, Sardarshahr.

12. Singh, Manoj Pratap. Arya Samaj ka rashtriyta kee bhavna evam sahikshik unnyan mein yogdan: Ek adhyayan.

(Dr. Ajay Krishan Tiwari), Department of Education, IASE Deemed University, Sardarshahr.

13. Yadav, Neha. A comparative study of students learning and satisfaction in elementary teacher training courses of diets and self financed institutions of Delhi. (Dr. Shivani Shrivastava), Department of Education, Dr. A.P.J Abdul Kalam University, Indore.

Journalism & Mass Communication

1. Ali, Shujath. Maintenance of the law and order through public relations in Hyderabad City police. (Prof. K Shiva Shankar), Department of Mass Communication, Telangana University, Nizamabad.

2. Pardeep Kumar. impact of media on food style of youth: A critical study (in context to four universities of Haryana). (Dr. Sarojini Nandal), Department of Journalism & Mass Communication, Maharshi Dayanand University, Rohtak.

3. Ravinder Singh. Trends in political advertisement in india: An analytical study (in the contest of published advertised in main Hindi daily newspaper from 1991 to 2014). (Dr. Sarojini Nandal), Department of Journalism & Mass Communication, Maharshi Dayanand University, Rohtak.

4. Tripathi, Mansi. Study of diffusion process of mobile phone. (Dr. Pavitra Shrivastava), Department of Mass Communication, Makhanlal Chaturvedi National University of Journalism and Communication, Bhopal.

law

1. Neha. Child trafficking in India: A critical study of legislative enactments and judicial pronouncements. (Dr. Vimal Joshi), Department of Law, Bhagat Phool Singh Mahila Vishwavidyalaya Khanpur Kalan.

2. Satapathy, Smita. A medico-legal analysis on attempt to commit suicide in india. (Dr. madhubrata Mohanty), Department of Law, Siksha O Anusandhan University, Bhubaneswar.

3. Singh, Bhanu Pratap. A study of emerging legal framework relating to renewable energy with specific focus upon its contribution to mitigate climate change. (Dr. Shakuntala Sangam), Department of Law, Dr. Ram Manohar Lohiya National Law University, Lucknow.

4. Talukdar, Rubi. The approach of law towards health technology systems in india: An empirical investigation. (Prof. Prabir Kumar Pattanaik), Department of Law, Siksha O Anusandhan University, Bhubaneswar.

library & information Science

1. Dhoble, Shilpa. indian contribution to world groundnut and mustard research during 2000 to 2013: A bibliometric study. (Dr. S Kumar), Department of Library and Information Science, Vikram University, Ujjain.

Management

1. Aditi. Challenges and effectiveness of talent management practices in iT companies. (Dr. mukesh


Dhunna), Department of Institute of Management Studies and Research, Maharshi Dayanand University, Rohtak.

2. Anjali. Managing brand equity in automobile industry: A study of selected companies. (Dr. Ashutosh Nigam), Department of Institute of Management Studies and Research, Maharshi Dayanand University, Rohtak.

3. Arti. Public perception, acceptance and attribute preferences of genetically modified foods. (Dr. Jagdeep Singla), Department of Institute of Management Studies and Research, Maharshi Dayanand University, Rohtak.

4. Chungyalpa, Wangchuk. developing business models as a strategic tool using ontological approach: A case study of the hotel industry in Tier 1 cities of india. (Dr. bedanta Bora and Dr. Samarjeet Borah), Department of Management Studies, Sikkim Manipal University, Gangtok.

5. Kamal. Corporate information and communication technology interventions in agriculture sector in Haryana. (Dr. Kuldeep Chaudhary), Department of Institute of Management Studies and Research, Maharshi Dayanand University, Rohtak.

6. Kulshreshtha, Shubhangi. impact of occupational stress on job performance: An Empirical Analysis (With special reference to employees of North Western railway Zone). (Dr. Ankita Jain), Department of Management, IIS University, Jaipur.

7. Malik, Nisha. impact of foreign institutional investors of indian stock market. (Dr. Krishan Kumar), Department of Management, Bhagat Phool Singh Mahila Vishwavidyalaya Khanpur Kalan.

8. Meghani, Nita Sunilkumar. A study to measure usefulness of internet banking: E-banking services among earning individuals within selected regions of Saurashtra. (Dr. Anjali Gokhru), Department of Management, Gujarat University, Ahmedabad.

9. Mukherjee, Soumen. Assessment of patient satisfaction in tertiary care hospitals and development of a healthcare infrastructure map of Tripura. (Dr. Debarshi Mukherjee and Dr. Rajesh Chatterjee), Department of Business Management, Tripura University, Suryamaninagar.

10. Nakum, Dhaval Narottambhai. An empirical study on relationship between insurance sector and economic growth of india. (Dr. B V Pathak), Department of Management, Gujarat University, Ahmedabad.

11. Pareek, Darshan. investment evaluation and e-governance implementation in india. (Dr. Mohd Tehseeb Burney), Department of Management Studies, Al-Falah University, Faridabad.

12. Rout, Chinmaya Kumar. Financial performance evaluation of district central cooperative banks in odhisha using multi-analytics models. (Prof. Prafulla Kumar Swain), Department of Management, Siksha O Anusandhan University, bhubaneswar.

13. Shreevastava, Richa Rajeshbhai. impact of demographic and psychographic variables on retirement

planning behaviour of working individuals in Gujarat. (Dr. Mamta Brahmbhatt), Department of Management, Gujarat University, Ahmedabad.

14. Sonia. Antecedents of satisfaction and loyalty in the use of M-commerce services. (Dr. Sonia), Department of Institute of Management Studies and Research, Maharshi Dayanand University, Rohtak.

Physical Education & Sports

1. Kiran Rani. A study of lipid profile among sports and non - sports females. (Dr. Usha Rani), Department of Physical Education, Kurukshetra University, Kurukshetra.

2. Mukesh Rani. Comparison of somatotype, motor fitness and selected physiological variables of Kurukshetra university players. (Dr. Usha Rani), Department of Physical Education, Kurukshetra University, Kurukshetra.

3. Rajni. Comparative study of selected body composition variables, physiological variables and psychomotor variables of Kurukshetra university players. (Dr. Usha Rani), Department of Physical Education, Kurukshetra University, Kurukshetra.

4. Sadha Singh. impact of dance and rhythmic activities on physical fitness and physiological variables of sports persons. (Dr. Ashok Kumar Sharma), Department of Physical Education, Chaudhary Devi Lal University, Sirsa.

5. Sunil Kumar. Effect of selected Ashans and pranayamas on psychological and physiological components. (Dr. Ashok Kumar Sharma), Department of Physical Education, Chaudhary Devi Lal University, Sirsa.

Political Science

1. Begam, Uma. radhakishore Manikya and his time: A study on benevolent monarchy in Tripura. (Prof. C B Majumder and Dr. D Ganchaudhuri), Department of Political Science, Tripura University, Suryamaninagar.

2. Gagan Deep. Sheharikaran par sarkari yojnaoan ka prabhav: rashtrye rajdhani Kshetre delhi par adhyayan (1993-2013). (Prof.Anurag Joshi), Department of Political Science, Indira Gandhi National Open University, New Delhi.

3. meena. Harit Kranti ke paschat Haryana ke gaon mein samajik evam arthik parivartan ke rajniti par prabhav: Jhajjar Jile ka adhyayan. (Prof.Jagpal Singh), Department of Political Science, Indira Gandhi National Open University, New Delhi.

4. Rashmi Kumari. Pandit deendayal Upadhyaya ke ekatam manavvaad mein vyaktivaad evam samajvaad ka samnavey. (Dr. Madhu Sudan Singh), Department of Political Science, T M Bhagalpur University, Bhagalpur.

Psychology

1. Ahlawat, Suruchi. developing and evaluating a comprehensive module to enhance creativity in adolescents. (Dr. Sarvdeep Kohli), Department of Psychology, Maharshi Dayanand University, Rohtak.


2. Banik, Nabanita. depression and its correlates: A psychological study on pregnant women of Agartala. (Dr. Anjana Bhattacharjee), Department of Psychology, Tripura University, Suryamaninagar.

3. Ghosh, Santanu. Pattern of internet use and its relation to personality trait perceived stress, anxiety and depression among professional students of Tripura. (Dr. Anjana Bhattacharjee), Department of Psychology, Tripura University, Suryamaninagar.

4. Hemlata. Social maturity, self concept, loneliness, depression and technostress among smart phone users. (Dr. Shalini Singh), Department of Psychology, Maharshi Dayanand University, Rohtak.

5. Jain, Preeti. Psycho-social concomitants of secondary traumatization: A study on high risk groups. (Prof. Roopa Mathur), Department of Psychology, IIS University, Jaipur.

6. Poonam. Alexithymia, functional impairment, social support and coping in parents with schizophrenia and bipolar affective disorder. (Dr. Arunima Gupta), Department of Psychology, Maharshi Dayanand University, Rohtak.

7. Priyanka. Psychological determinants of marital commitment among women as a function of age and employment. (Dr. Deepti Hooda), Department of Psychology, Maharshi Dayanand University, Rohtak.

8. Prusty, Babita. The effect of cognitive intervention and psycho education on academic achievement and social adjustment of children with reading disability. (Dr. Smita Gupta and Prof. Vimala Veeraraghavan), Department of Psychology, Indira Gandhi National Open University, New Delhi.

9. Rathee, Ravi. role of work bullying in work incivillity, health job performance, conflict management and turnover intention. (Dr. Shalini Singh), Department of Psychology, Maharshi Dayanand University, Rohtak.

Public Administration

1. Ahuja, Madhu. implementation of right to Education Act, 2009 in NCT of delhi: A case study of children with special needs. (Prof. Alka Dhameja), Department of Public Administration, Indira Gandhi National Open University, New Delhi.

2. Bijender. Haryana mein Shiksha ka Adhikar Adhiniyam 2009 ka kiryanvayan: Ek vishleshnatamak adhyayan. (Dr. Sewa Singh), Department of Public Administration, Maharshi Dayanand University, Rohtak.

3. Pradeep. Haryana vishawavidyalayoan mein e-shashn: Maharshi dayanand Vishawadiyalaya evam

Kurukshetra Vishawadiyalaya ka ek vishleshnatamak adhyayan. (Dr. Anjana Rani), Department of Public Administration, Maharshi Dayanand University, Rohtak.

Social Work

1. Lalmuanpuii. Social support and quality of life among children with disabilities in Mizoram. (Dr. Henry Zodinliana Pachuau), Department of Social Work, Mizoram University, Aizawl.

2. Mool Raj. impact of hydroelectric power projects on the life style of tribal communities in Himachal Pradesh: A study in Kinnaur district with social work perspective. (Dr. C P Singh), Department of Social Work, Kurukshetra University, Kurukshetra.

3. munish Kumar. A Study of MGNrEGA in Mandi and Kangra districts of Himachal Pradesh. (Dr. Darshan Singh), Department of Social Work, Kurukshetra University, Kurukshetra.

4. Patel, Dhirendra Nandlal. Social and psychological impact on vitiligo patients in their daily life due to vitiligo disease: A case study of Manav Parivar Medical Camp. (Dr. P P Prajapati), Department of Social Work, Gujarat University, Ahmedabad.

5. Patwar, Satnam Singh. A Study of cases of marital disputes referred to mediation and Conciliation Centre, Chandigarh. (Dr. Vanita Dhingra), Department of Social Work, Kurukshetra University, Kurukshetra.

Sociology

1. Chakma, Rita. religious life of the Chakmas: A sociological analysis of transformative streams. (Dr. Rajeev Dubey and Prof. C B Majumder), Department of Sociology, Tripura University, Suryamaninagar.

2. Rakesh Kumar. Problems faced by elderly persons living with families and old age homes in Haryana: A comparative study. (Dr. Prem Kumar), Department of Sociology, Kurukshetra University, Kurukshetra.

3. Samadarsani, Snigdha. Gender inequality among tribal women in contemporary india: A study of Paraja Tribe in Koraput district. Department of Sociology, Central University of Odisha, Koraput.

Tourism & Hospitality Services

1. Islam, Naser Ul. impact of tourism attractiveness and tourism risks on the attitudes and behaviors of tourists visiting Kashmir Valley. (Dr. Manjula Chaudhary), Department of Tourism Management, Kurukshetra University, Kurukshetra.


With

Best

Compliments

PARSHVA PUBLICATION

Oriental Book Sellers & Publishers

102, Nandan Complex, Opp. Mithakhali Gam Railway Crossing,

Ahmedabad-380 006 PHONE : 079 - 26424800

India's Leading & Most Trustworthy Worldwide Subscription Agency for National & International

Magazines & Journals on any Subject Services since 1954.

Saurabh Means Subscription Saurabh Means Speedy Services Saurabh Means Satisfaction Saurabh Means Savings (Time, Money and Labour) Saurabh Services since 1954 Saurabh Means Bridge between Publisher and Subscriber

M.9327000918, Tel/Fax: 079 2745 1400 Email: [email protected]

SAURABH PUSTAK BHANDAR INTERNATIONAL

B-20, Sthapatya Apartment, Near Sterling Hospital, Memnagar, Ahmedabad 380052

Founder: Late Shri Jaykant Kamdar (Freedom Fighter and Gandhian Social Worker)

Proprietor Saurabh J. Kamdar Member: FPBAI / GOC / JITO

Vice President: Shri Memnagar Sthanakvasi Jain Sangh & BJP – Thaltej Ex. Chairman: Standing Committee, Memnagar, Nagar Palika

SAURABH INTERNATIONAL

INTERNATIOBNAL

With Best Compliments From:

HIMANSHU BOOK CO. 6-7, Shree Jayendrapuri Bhavan,

Nr. Sanyas Ashram, Ellis Bridge,

Ahmedabad-380 006

Phones: 91+79+26579685, 26583782

Fax: 91+79+26575391

Email: [email protected]

Web Site : www.himanshubook.com

We Don’t Sell Books, We Help You Buy

Books of Your Interest


SHIKSHAN VIKAS MANDAL’SSHRI S.H. KELKAR COLLEGE OF ARTS,

COMMERCE & SCIENCESmt. Neerabai jagannath Parkar Vidyanagari,

Devgad, Dist – Sindhudurg, Pin – 416 613

Applications are Invited for the following posts for the Academic Year 2020-21

SELF FINANCE

Sr.No.

Cadre Subject No. of Posts

Posts Reserved for

1 Assistant Professor

B.Voc –Hospitality and Tourism

02 F.T. 01 – SC, 01 OPEN

2 Assistant Professor

B.Voc – Health Care 02 F.T. 01 – SC, 01 OPEN

Applicants who are already employed must sent their application through proper channel. Applicants are required to account for breaks, if any, in their academic career.

Application with full details should reach The Principal, Shikshan Vikas Mandal’s Shri S.H. Kelkar College of Arts, Commerce & Science, Smt. Neerabai jagannath Parkar Vidyanagari, Devgad, Dist- Sindhudurg - 416 613 within 15 days from the date of publication of this advertisement. Sd/- PRINCIPAL

ATTENTION ADVERTISERS

Advertisers are requested to send their text matter at following Email IDs:

1. [email protected]

2. [email protected]

Text matter may be sent in MS-Word

(as per Mechanical Data/Size of the Advertisement).

All the correspondence may be addressed to the Association of Indian Universities, AIU House, 16 Comrade Indrajeet Gupta Marg, New Delhi-110002.

Mob: 09818621761

.


BARKATULLAH UNIVERSITYHoshangabad Road, Bhopal - 462026, Madhya Pradesh

Contact: 0755-2517012, Email: [email protected] www. bubhopal.ac.in

Named after illustrious son of this country and great freedom fighter and social thinker Barkatullah University, Bhopal is situated in the heart province of the country and in the center of Madhya Pradesh. The Barkatullah University was established on 1st August, 1970 and cater to the needs of higher education in 7 districts of Bhopal - Hoshangabad region. Over 350 colleges with about 3 lakh students are affiliated to the University. Barkatullah University has emerged as a premier institution of higher learning by imparting advanced knowledge, skills and values to the aspiring students in the state of Madhya Pradesh. The University offers large number of PG, UG, Diploma and Certificate programs with well-designed curriculum on campus in almost all the basic and applied disciplines under the Faculties of Arts, Social Science, Education, Physical Sciences, Life Sciences, Commerce and Management, Engineering, Law, Technology and Physical Education. Through Choice Based Credit System (CBCS) students have option to choose from various electives in a subject to their own interest. A number of conventional and modern courses are run by the University. The Research mission is to make Barkatullah University as an ‘Advanced Centre of Research’ in the National and International research map with main focus on issues of regional and National importance. The University has always promoted excellence in research, scholarship and teaching that has attracted most funding institutions to support research pursuits of the University. Barkatullah University has established collaboration with leading institutes and R&D laboratories in India and abroad. With the efforts of the faculty and support from various agencies like UGC, DBT, DST, CSIR, DOE, DAE, ICMR, ICSSR, MPCOST and others, University has been able to develop world class research laboratories equipped with sophisticated instrumentation that provides a strong base for excellent research. Faculty members are well qualified and have national and international recognition in their areas of specialization. Using all the facilities/Training available many students have cleared the NET/ GATE and are holding fellowships and jobs. The university has its own scholarship for research. The Bio-informatics infrastructure facility of DBT has enabled us to develop a Bioinformatics Center that would provide facilities for teaching in addition to training in bioinformatics.The Department of Physical Education besides imparting training also organizes National and International sports activities, Championship meets as well as summer training programs for children, residents of the University and Yoga classes for young and elderly alike. The Dean, Student‘s Welfare office is the hub of students’ cultural and social activities. The students’ welfare office and NSS also organize the youth festivals, social awareness events, on health awareness programs.

NATIONAL INSTITUTE OF EDUCATIONAL PLANNING AND ADMINISTRATION

(Deemed to be University)17-B, Sri Aurobindo Marg, New Delhi-110016

RECRUITMENT TO PREPARE A PANEL FOR THE PROjECT POSITIONS OF PROjECT CONSULTANT, PROjECT jUNIOR CONSULTANT & PROjECT

COMPUTER OPERATOR/CLERK ON CONTRACT BASIS

Online applications in prescribed format are invited for filling up the following positions on contract basis.

S.N. Name of the Position Minimum Qualification Consolidated salary

1 Project Consultant Masters’ degree with not less than 55% marks and M.Phil/Ph.D

Rs. 40,000/- Per month

2 Project Junior Consultant Masters’ degree Rs. 30,000/- Per month

3 Project Computer Operator/Clerk 10+2; Preferably Graduate Rs. 17,000/- Per month

For detailed terms and conditions of recruitment, please visit website www.niepa.ac.in.Last date for submission of application is one month from the date of publication.

Registrar


ST. jOSEPH VAZ EDUCATIONAL SOCIETYST. jOSEPH VAZ COLLEGE

Cortalim – Goa 403 710

Applications are invited in online mode for the following teaching posts :

Sr. No. Name of the Post No. of Posts1 College Librarian 1 post - Regular

2 College Director of Physical Education 1 post - Regular

Essential Qualification: As per UGC, Goa University, Government of Goa and St. Joseph Vaz Educational Society. Detailed information can be downloaded from the college website www.sjvc.ac.in

Mandatory Requirements: knowledge of Konkani and 15 years of Residence Certificate. Knowledge of Marathi desirable.

SCALE OF PAY, TERMS & SERVICE CONDITIONS: As per the provisions of the UGC, Goa University, Directorate of Higher Education, Govt. of Goa, St. Joseph Vaz Educational Society and other competent authorities. Persons who are already employed shall upload their applications through proper channel. Break in service, if any, should be accounted for. The right to fill up the above mentioned posts is reserved.

Applications are to be submitted within 20 days from the date of publication of this advertisement. It is to be noted that the applications to the above mentioned posts are to be submitted in online mode only. Link to apply online https://www.sjvc.ac.in/content/303

Late submission or incomplete applications in any manner will not be accepted.

Date : 31.03.2021 PRINCIPAL

SHIKSHAN VIKAS MANDAL’SSHRI S.H.KELKAR COLLEGE OF ARTS, COMMERCE & SCIENCE

Smt. Neerabai jagannath Parkar Vidyanagari, Devgad, Dist – Sindhudurg, Pin – 416 613Applications are Invited for the following Clock Hour Basis Posts for the Academic Year 2020-21

AIDEDSr. No. Cadre Subject No. of Posts Posts Reserved for

1 Assistant Professor Geography 09

01 – SC 01 – ST 01 - DT/NT 02 - OBC 01 - EWS 03 - OPEN

2 Assistant Professor Commerce3 Assistant Professor Botany4 Assistant Professor Chemistry5 Assistant Professor Mathematics

The posts reserved for the Backward Class Candidates will be filled by the Backward Category Candidates(Domicile of the State of Maharashtra) belonging to the particular category only.Reservation for the Women will be as per the University Circular No. BCC/16/74/1998 dated 10th March, 1998.4% reservation shall be for the persons with disability as per the University Circular No. Special Cell/ICC/2019-20/05 dated 5th july, 2019.Candidates having knowledge of Marathi will be preferred.“ Qualification, Pay Scales and other requirement are as prescribed by UGC Notification dated 18th july, 2018, Government of Maharashtra Resolution No. Misc-2018/C.R.56/18/UNI-I dated 8th March, 2019 and University Circular No. TAAS/(CT)/ICC/2018-19/1241 dated 26th March, 2019 and revised from time to time.”Remuneration of the above post will be as per the University Circular No. TAAS/(CT)/01/2019-20 dated 2nd April,2019. The Government Resolution and Circular are available on the website mu.ac.in. Applicants who are already employed must sent their application through proper channel. Applicants are required to account for breaks, if any, in their academic career. Application with full details should reach THE PRINCIPAL, SHIKSHAN VIKAS MANDAL’S SHRI S.H. KELKAR COLLEGE OF ARTS, COMMERCE & SCIENCE, Smt. Neerabai jagannath Parkar Vidyanagari, Devgad, Dist-Sindhudurg - 416 613 within 15 days from the date of publication of this advertisement. This is University approved Advertisement. Sd/- PRINCIPAL


ATTENTION : SUBSCRIBERS UNIVERSITY NEWS The NEW RATES of Subscriptions effective April 01, 2020 shall be as per following: Institutions Teachers/Students/Individuals* Rs. Rs. 1 year 1,250.00 500.00 2 years 2,200.00 900.00 The payable amount is required to be remitted in advance by any of the following modes of payments:a) AIU WEB Portal (b) Cash Deposit (c) Demand Draft/At Par Cheque and (d) NEFT/RTGS/Net Banking/G-Pay/

BHIM APP, etc.

1 Bank Account No. 0158101000975 (Saving)2 Beneficiary Name

and AddressASSOCIATION OF INDIAN UNIVERSITIES16, Comrade Indrajit Gupta Marg, New Delhi – 110 002

3 Bank & Branch Name CANARA BANK, DDU MARG4 Bank’s Address “URDU GHAR”, 212, Deen Dayal Upadhyaya Marg, New Delhi – 110 0025 Branch Code 01586 IFSC Code CNRB 00001587 Contact No. & E-mail ID (011) 23230059 Extn. 208/213

(M) 09818621761 THE NEFT/RTGS/ONLINE PAYMENT TRANSACTION/UTR NUMBER MUST BE SENT BY MAIL IMMEDIATELY

WITH COMPLETE MAILING ADDRESS & PIN CODE FOR LINKING AND ITS SETTLEMENT AT OUR END. For further information/enquiries, send Mail at : [email protected] / [email protected]

Website : https://www.aiu.ac.in

*AT RESIDENTIAL ADDRESS ONLY


MAULANA AZAD NATIONAL URDU UNIVERSITY(A Central University Accredited “A” Grade by NAAC)

Gachibowli, Hyderabad 500032, TS, India, Phone/Fax: 23006609, EPABX: 040-23006612-15, website:manuu.edu.inMANUU was established in 1998 by an Act of Parliament as a Central University with all-India Jurisdiction. The Act empowers the University to provide education through both the distance & campus modes of education. During these 23 years MANUU has crossed several milestones. The mandate of the University, as per the Act, is: • to promote and develop Urdu language; • to provide vocational and technical education;• to provide education through conventional teaching and distance education system;• to provide focus on women's education.Off Campus offices and Centres:Lucknow Campus, Arts and Science College for Women, SrinagarRegional Centres: Delhi, Bangalore, Patna, Darbhanga, Bhopal, Mumbai, Kolkata, Srinagar, RanchiSub Regional Centres: Hyderabad, Lucknow, Jammu, Nuh (Mewat), AmravatiColleges of Teacher Edu: Srinagar, Bhopal, Darbhanga, Aurangabad, Asansol, Sambhal, Nuh and Bidar.Model Schools: Hyderabad, Darbhanga & Nuh (Mewat)Industrial Training Institute/Polytechnic Colleges: Hyderabad, Bangalore, Darbhanga, Kadapa, Cuttack

Courses/ProgrammesCampus Programmes: Ph. D. [Urdu, English, Hindi, Arabic, Persian, Translation Studies; Management, Commerce; Education; Mass Communication & Journalism; Political Science, Public Administration, Social Work, SEIP, Women Studies, Islamic Studies, History, Economics, Sociology; Mathematics, Zoology, Physics, Chemistry and Botany; Computer Science]; Post Graduation [M. A. (Urdu, Persian, Arabic, English, Hindi, Translation Studies; Mass Comm. & Journalism; Public Administration, Political Science, History, Economics, Sociology, Women’s Studies, Islamic Studies), M.B.A, M. Com., M. Ed., M.S.W., M.Sc. (Mathematics), M.C.A, M.Tech.]; Graduation [Bachelor of Technology (B. Tech.), Bachelor of Vocational Courses [Medical Imaging Technology (MIT) & Medical Laboratory Technology (MLT)], B.Ed., B.A., B.Com., B. Sc., B.A. (Hon.) - JMC; Diploma in [Elementary Education, Urdu, Hindi, Arabic, Persian and Islamic Studies]; I.T.I. Trades [Draughtsman – Civil, Electrician, Electronic Mechanic, Refrigeration & Air Conditioning, Plumbing]; Polytechnic Diploma in Engineering [Civil, Computer Science, Electronic & Communication, Information Technology, Mechanical, Electrical & Electronics] Distance Mode Programmes : Post Graduation [M.A. (Urdu, History, English, Islamic Studies, Arabic and Hindi)]; Graduation [B. A., B.Sc. (BZC & MPC), B.Com., Bachelor of Education (B.Ed.)]; Diploma in [Teach English, Journalism & Mass Communication]; Certificate in [Proficiency in Urdu through English, Functional English for Urdu speakers] Registrar I/c

MAULANA AZAD NATIONAL URDU UNIVERSITY (A Central University Accredited “A” Grade by NAAC)

Gachibowli, Hyderabad 500032, TS, India, Phone/Fax: 23006609, EPABX: 040-23006612-15, website:manuu.edu.in

Off Campus offices and Centres:

Regional Centres: Sub Regional Centres: Colleges of Teacher Edu:Model Schools:Industrial Training Institute/Polytechnic Colleges:

Courses/ProgrammesCampus Programmes Ph. D

Post Graduation

Graduation

I.T.I. Trades Polytechnic Diploma in Engineering

Distance Mode Programmes Post Graduation GraduationB.Ed. Diploma in

Certificate in Registrar I/c






Post Graduation

Graduation









Post Graduation

Graduation




University Campus at Gachibowli, Hyderabad


DEEP EDUCATION SOCIETY’S

A.G.S. COLLEGE OF EDUCATION (B.ED.)Survey No. 151, Next to Saidham Complex,

Saravali Boisar (W) Dist : Palghar, Pin-401 501

Applications are invited for the Post of PRINCIPAL

From the Academic Year 2020-21

UN-AIDEDThe above post is open to all, however, candidate from any category can apply for the post.Reservation for women will be as per University Circular No. BCC/16/74/1998/dated 10th March, 1998. 4% reservation shall be for the person with disability as per University Circular No. Special Cell/ICC/2019-20/05 dated 05th July, 2019.

Candidates having knowledge of Marathi will be preferred.

“ Qualification, Pay Scales and and other requirement are as prescribed by the UGC Notification Dated 18th july, 2018, Government of Maharashtra Resolution No. Misc-2018/C.R.56/18/UNI-1,dated 8th March, 2019 and University Circular No. TAAS/(CT)/ICD/2018-19/1241 dated 26th March, 2019 and revised from time to time”.

The Government Resolution & Circular are available on the website mu.ac.in.

Applicants who are already employed must sent their application through proper channel. Applicants are required to account for breaks, if any, in their academic career.

Application with full details should reach the CHAIRMAN, Deep Education Society’s A.G.S. COLLEGE OF EDUCATION (B.ED.), Survey No. 151, Next to Saidham Complex, Saravali, Boisar (W), Tal-Palghar, Dist-Palghar, Pin – 401 501 within 15 days from the date of publication of this advertisement. This is University approved advertisement. Sd/- Chairman

jaywantrao Awale Shikshan Prasark Mandal’sIchalkaranji Shikshanshastra Mahavidyalaya, Ichalkaranji

Near S.T. Depo Shahapur, IchalkaranjiTal – Hatkanangale, Dist – Kolhapur 416115 (Maharashtra)

(Affiliated to Shivaji University, Kolhapur)(Permanently Non Grant Basis)

WANTEDApplications are invited form eligible candidates for following posts :

Sr. No Name of Post Vacant Post Unreserved(open) Post

ReservedPost

A Assistant Professor (Perspective in Education)1 Marathi 01 01 -2 Hindi 01 01 -3 English 01 01 -4 Geography 01 01 -B Assistant Professor (Pedagogy subject)1 Mathematics 01 - 01SC (l)2 Science 01 - 01SC (l)3 Social Science (Geography) 01 01 -C Health and Physical Education 01 01 -D Fine Arts 01 01 -E Performance Arts 01 01 -

Note : For detailed Information about post, qualifications and other terms and conditions please visit University website : www.Unishivaji.ac.in

SecretaryPlace : jaywantrao Awale Shikshan Prasark Mandal’s Date : Ichalkaranji Tal- Hatkangale, Dist - Kolhapur


NATIONAL INSTITUTE OF EDUCATIONAL PLANNING AND ADMINISTRATION (NIEPA)

(Deemed to be University)17-B Sri Aurobindo Marg, New Delhi-110016

Web: www.niepa.ac.in

ADMISSION NOTICE 2021-22

(i) Integrated M.Phil.-Ph.D. Programme (ii) Ph.D. (Full-time) Programme(iii) Ph. D. (Part-time) Programme

The National Institute of Educational Planning and Administration (NIEPA), a Deemed to be University fully funded by Ministry of Human Resource Development, Govt. of India is engaged in capacity building and research in Educational Policy, Planning and Administration.

NIEPA offers Integrated M.Phil-Ph.D, Ph.D (Full-time) and Ph.D. (Part-time) programmes in Educational Policy, Planning and Administration from a broader inter-disciplinary social science perspective. The research programme of NIEPA covers all levels and types of education from both national and international development perspectives. NIEPA invites applications from eligible candidates for admission to its Integrated M.Phil.-Ph.D, Ph.D (Full-time) and Ph.D (Part-time) programmes for the year 2021-22.

Fellowships

All candidates selected for the integrated M.Phil-Ph.D and Ph.D (Full-time) shall be offered NIEPA fellowship. NET qualified candidates, who have been awarded Junior Research Fellowship by the UGC and who fulfil the required qualifications, are encouraged to apply for UGC fellowship. However, part-time Ph.D. candidates are not given any fellowship.

Eligibility Criteria

(i) Integrated M.Phil.-Ph.D. Programme

(a) A candidate seeking admission to the Integrated M.Phil/Ph.D. Programme or Ph.D. programme shall have a minimum of 55% marks (50% shall be allowed for the candidates belonging to SC/ST/OBC (non-creamy layers)/ Differently-abled category in the entrance examination conducted by the Institute) or its equivalent grade in Master’s Degree in Social Sciences and allied disciplines from a recognized university. Candidates possessing Master’s degree in other areas may also be considered if he/she has teaching experience or experience of working in the area of Educational Policy, Planning and Administration.

(b) Three copies of the brief write-up (in the prescribed format) on the proposed research topic of a contemporary issue within the broad framework of Educational Policy, Planning and Administration.

(ii) Ph.D. (Full-time) Programme

A candidate seeking admission to Ph.D. (full-time) programme should meet the eligibility criteria as mentioned in Para (a) & (b) above.

(c) A Candidate shall have an M.Phil. Degree in an area closely related to Educational Planning and Administration and/or exceptionally brilliant academic record coupled with publications of high quality.

(contd. on pg. 197


(d) M.Phil. Graduates will be eligible for admission to the Ph.D. Programme after due scrutiny by the Admission Committee, if they obtain a FGPA of 5 or above on the ten point scale.

(iii) Part-time Programme

A candidate seeking admission to Part-time Ph.D. programme is required to meet the following criteria: (i) Should meet the eligibility criteria as mentioned in Para 3.1 (a & b) above; (ii) Currently, should be in full-time employment; (iii) Should be a senior level educational functionary with a minimum of five years’ work experience in teaching/research in educational policy, planning and administration.

Note: It will be compulsory to attend one-year full-time course work by all part-time and full time scholars.

Mode of Selection

Initial short-listing of applications will be carried out on the basis of Eligibility criteria mentioned above. Short-listed candidates will be required to appear for a written test and those qualifying in the written test will be subjected to personal interview to assess their potential leading to final list of selected candidates, in order of merit.

NIEPA will follow all mandatory provisions in the reservation policy of the Government of India. Admissions to Integrated M.Phil-Ph.D,Ph.D (Full Time) and Ph.D (Part-time) programmes will be made purely on the basis of merit following the prescribed criteria of the Institute.

The Institute reserves the right to decide the number of seats to be filled in the year 2021-22, the criteria for screening of applications; and the selection procedure of candidates for admission to its M.Phil and Ph.D programmes.

Candidates possessing the eligibility qualifications must submit statement of marks at the time of written test on 19th june 2021.

How to Apply

Candidates should apply online in the prescribed Google form for admission to M.Phil and Ph.D programmes of the Institute. A print of the filled in Google form should be sent along with the required documents (according to the list given in the prospectus) and three copies of the brief write-up (in the prescribed format) on the proposed research topic of a contemporary issue within the broad framework of Educational Policy, Planning and Administration. For further details, please refer M.Phil-Ph.D Prospectus, 2021-22 of the Institute.

A non-refundable sum of Rs. 400/-(Rs. 200/- for SC/ST and EWS candidates) through online payment as application fee is mandatory for seeking admission for the above programme. The hard copy of Prospectus can be obtained from NIEPA, if required after filling the Google form.

A link of Google form will be available on the NIEPA website.

Last Date for submission of Application

Application should reach the Registrar, NIEPA, 17-B, Sri Aurobindo Marg, New Delhi-110016 on or before 15th May, 2021. For further details, please visit our website www.niepa.ac.in

For any query related to admissions please send email on [email protected].

Registrar

(contd. from pg. 196)


LIST OF ADVERTISERS

Sl No. Details of Advertisers Page No.

1 Shri Vaishnav Vidyapeeth Vishwavidyalaya, Indore Cover Inside(Second)

2 Parshva Publication, Ahmedabad 185

3 Saurabh Pustak Bhandar International, Ahmedabad 185

4 Vanita Vishram Women’s University, Surat 185

5 Himanshu Book Co., Ahmedabad 185

6 Mahatma Education Society’s Pillai Group of Institutions, Mumbai 186

7 Mahatma Education Society’s Pillai College of Engineering, New Panvel

186

8 Mahatma Education Society’s Pillai HOC College of Engineering and Technology, Rasayani, Raigad

186

9 Mahatma Education Society’s Pillai HOC College of Arts, Science and Commerce, Rasayani, Raigad

186

10 Mahatma Education Society’s Pillai HOC Institute of Management Studies and Research, Rasayani, Raigad

187

11 Mahatma Education Society’s Pillai Institute of Management Studies and Research, Navi Mumbai

187

12 Mahatma Education Society’s Pillai College of Architecture, Navi Mumbai 187

13 Mahatma Education Society’s Pillai HOC College of Architecture, Rasayani, Raigad

187

14 Shri Vaishnav Vidyapeeth Vishwavidyalaya, Indore 188

15 Shikshan Vikas Mandal’s Shri S.H. Kelkar College of Arts, Commerce & Science, Devgad

188

16 Tata Institute of Fundamental Research, Hyderabad 188

(Cont’d on pg. 201)


(Cont’d from pg. 200)

Sl No. Details of Advertisers Page No.

17 Barkatullah University, Bhopal 189

18 National Institute of Educational Planning and Administration, New Delhi

189

19 St. Joseph Vaz Educational Society’s St. Joseph Vaz College, Cortalim 190

20 Shikshan Vikas Mandal’s Shri S.H.Kelkar College of Arts, Commerce & Science, Devgad

190

21 P P Savani University, Surat 191

22 Maulana Azad National Urdu University, Hyderabad 192

23 Cooch Behar Panchanan Barma University, Cooch Behar 192

24 J A S P Mandal’s Ichalkaranji Shikshanshastra Mahavidyalaya, Ichalkaranji

193

25 Deep Education Society’s A G S College of Education (B.Ed), Palghar 193

26 Tata Institute of Social Sciences, Mumbai 194

27 Birla Global University, Bhubaneswar 195

28 National Institute of Educational Planning and Administration, New Delhi

196-197

29 Charotar University of Science and Technology, Changa 198

30. The ICFAI University, Meghalaya 199

31 I I S (Deemed to be University), Jaipur 200

32 Damodaram Sanjivayya National Law University, Visakhapatnam Cover Inside

(Third)

33 Shri Vishwakarma Skill University, Gurugram Cover Back

Edited, Printed and Published by Dr Sistla Rama Devi Pani, on behalf of the Association of Indian Universities, AIU House, 16 Comrade Indrajit Gupta Marg (Kotla Marg), New Delhi-110 002. Phones: 23230059 (6 Lines). Fax: 011-23232131, E-Mail : [email protected], [email protected], [email protected], [email protected] (for subscription), [email protected], [email protected], Website: http://www.aiu.ac.in

Printed by Chandu Press, D-97, Shakarpur, Delhi-110 092 Phone: 22424396, 22526936, [email protected]

Licenced to post without prepayment under WPP No. U(C)-109/2021-23 Postal Regd. No. DL (C)-05/1241/2021-23UNIVERSITY NEWS 59 (15) April 12-18, 2021 Regd. No. RNI-7180/1963Published on Monday: 12-04-2021 No. of Pages 204 including covers Posted at LPC Delhi RMS, Delhi-6 on Tuesday/Wednesday every week

DAMODARAM SANJIVAYYA NATIONAL LAW UNIVERSITYVisakhapatnam, Andhra Pradesh, India

ABOUT THE UNIVERSITY : Damodaram Sanjivayya National Law University (DSNLU) was established in the year 2008 by the Government of Andhra Pradesh at Visakhapatnam through DSNLU Act, 2008 to impart quality legal education. The University is recognized u/s 2(f) and 12B of UGC Act 1956 and has the recognition of the BCI.

MISSION: DSNLU is committed to design and deliver legal education, promote academic achievement and excellence in legal research.

VISION: DSNLU endeavours to be a premier law school with state-of-the-art facilities with emphasis on clinical aspects to promote and provide world class education, training, research consultancy and services.

ACADEMICS: The University offers Five Year Integrated B.A., LL.B. (Hons.) and One year LL.M. The academic year is divided into two semesters: The Monsoon Semester (July-November) and the Spring Semester (January-May). Students are required to complete 220 credits before they become eligible to graduate. Each of the credit courses involves 60 hours of the classroom teaching.

ADMISSIONS:

i) Eligibility: DSNLU is governed by CLAT 2021 notification as regards eligibility criteria. ii) Intake: 5 Year Integrated B.A, LL.B., (Hons.) - 120 seats + 18 Extra Seats* (total– 138 seats) One Year LL.M. - Commercial Laws - 24 seats + 3 Extra Seats* (total -27seats)

INFRASTRUCTURE FACILITIES: DSNLU state-of-the-art, technologically advanced and eco-friendly campus is situated in 45.5 acres abutting the hill. DSNLU campus has fully air-conditioned Academic Block, Wi-Fi enabled with LAN facility. The University is a part of National Knowledge Network whereas the Government of India has provided 1GBPS connectivity to the University. Boys and Girls Hostels consists of 160 rooms each with 2 students accommodation in a room as per the University Rules. DSNLU has canteen building accommodating 350 students at a time. DSNLU has 11 KV Sub-station with two 320 KVA backup generators, 1.5 KLD capacity Sewage Treatment Plant, Andhra Bank ATM. 350 Kwp Roof Top Solar Power Plant is also established. The students are facilitated with a world-class library which provides access to online resources like Westlaw India, Hein Online, SCC online, Lexis Nexis, Kluwer Competition Law, Kluwer IP Law, Kluwer Arbitration, Taxmann, JSTOR, Economic and Political Weekly and Manupatra for intensive research. The online resources are available through Remote Xs. Further, DSNLU adopts Turnitin, an anti-plagiarism web tool. All the classrooms are equipped with LCD projectors, internet and public address system. DSNLU Moot Court Hall is a splendor in its own way. The University has seminar and conference hall that are made available for conducting meetings and organizing guest lectures.

university news vol-59, no-15, april 12-18, 2021 - AIU

Documents

Transcript of university news vol-59, no-15, april 12-18, 2021 - AIU