Implications for Higher Education and Challenges

The education policy of a country or state is the key to effective utilisation of human resources, developing an equitable and just society, and promoting sustainable and all-around development. In terms of national integration, cultural preservation, job creation and economic uplift, social justice and equality, scientific and technological advancement, the education policy of a country plays a vital role. In short, the main purpose of the education system is to build a nation of good human beings with values and skills. Education policy is the set of principles and policy decisions that influence the education system, including all the rules that control the building up and running of educational institutions in a country. A good education policy is one that attracts and welcomes all towards having an education system and gives liberty to all to have a quality education, irrespective of location or economic condition.

The previous education policies of India had mainly focused on issues of access and equity. National Policy on Education 1986 was unfinished and modified again in 1992 (NPE 1986/92). The Right of Children to Free and Compulsory Education Act, 2009, is the major development since NPE 1992. This policy of 2009 laid the groundwork for achieving universal elementary education.

Vision of NEP 2020: As per the NEP 2020 draught, “This National Education Policy envisions an education system rooted in Indian ethos that contributes directly to transforming India, that is, Bharat, sustainably into an equitable and vibrant knowledge society by providing high-quality education to all and thereby making India a global knowledge superpower. The policy envisages that the curriculum and pedagogy of our institutions must develop among the students a deep sense of respect for the Fundamental Duties and Constitutional values, a bond with one’s country, and a conscious awareness of one’s roles and responsibilities in a changing world. The vision of the policy is 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 global well-being, thereby reflecting a truly global citizen”.

NEP 2020 implementation plan for higher education: The NEP 2020 implementation plan envisions three goals: (i) short-term (2021), (ii) medium-term (2022-2025), and (iii) long-term (2026-2035), with an aim to have the best education system in India by 2035.

In NEP 2020, the Implementation Plan mainly focuses on nine areas, which include (1) multi-disciplinary and holistic education, (2) equity and inclusion in higher education, (3) research, innovation, and rankings, (4) global outreach of higher education, (5) motivated, Energised, and capable faculty, (6) an integrated higher education system, (7) governance and regulation, (8) promotion of Indian languages, arts, and culture, and (9) technology use and integration.

Quality Universities and Colleges: A New and Forward-looking Vision for India’s Higher Education System.

The National Education Policy-2020 aims to bring multi-dimensional changes to higher education in India. The regulatory framework and curriculum structure, including the research environment, will be upgraded and changed to global standards. NEP 2020 has provisions for autonomy for good higher educational institutions. As per the guidelines of NEP 2020, there will be a single regulatory body for the country’s higher education that is to be named the Higher Education Commission of India (HECI). This regulatory commission will function as a single body for all the public and private higher educational institutions, excluding the medical and law schools.

NEP 2020 is more focused on research work in higher educational institutions. For the same, a research foundation, namely the National Research Foundation (NRF), will be created separately to look after all research activities to be carried out by the various higher educational institutions in the country. It will focus on building a strong foundation and environment for research in academic institutions. NEP 2020 also focuses on multi-disciplinary education and research to enhance the quality and capacity of academic research. For the same, the government will establish multi-disciplinary education and research universities (MERUs), on par with world-class institutions like IITs and IIMs. NEP 2020 focuses on the enhancement of the enrollment percentage of students in higher educational institutions. In higher education, the current gross enrollment ratio (GER) is about 26.3%. The aim of NEP 2020 is to make the GER 50 percent by 2035.

The major reforms in higher education will be the flexibility for multiple entries and exits in UG courses. For instance, a student can exit just after the completion of the first year of graduation with a certificate. He or she may also exit after the completion of the second year with an Advanced Diploma. As usual, after the successful completion of the 3rd year of undergrad, a bachelor’s degree will be awarded, and after the successful completion of the 4th year of undergrad, a bachelor’s degree with research will be awarded.

Though the overall vision of NEP 2020 in terms of the higher education system is very clearly focused towards a multidisciplinary, quality, and flexible academic and research educational system, There are lots of challenges for a developing country like India in implementing the same. Some of the challenges are (a) currently Indian higher educational ecosystem a severely fragmented. (b) In the current system, less emphasis is given on the development of cognitive skills and learning outcomes in the higher education system. (c) In the current HE ecosystem, rigid separation of disciplines with early specialisation and streaming of students leads to narrow areas of study; (d) There are a few HEIs that are accessible to the socio-economically disadvantaged and that teach in local languages. (e) Very few institutes and teachers have the autonomy to work in an autonomous manner for the greater interest of the students. (f) There are inadequate mechanisms for merit-based career management and the progression of faculty and institutional leaders. (g) Currently, less emphasis is given on research at most universities and colleges, and there is a lack of research funding across disciplines. (h) There is inefficient governance and leadership of higher educational institutions. (i) There is no single effective regulatory system. (j) Due to large affiliated universities, a low standard of undergraduate education is being run.

The National Education Policy 2020 envisions the following reforms in the higher education system: having a higher educational system with large, multidisciplinary universities and colleges, with at least one in or near every district that offers medium of instruction in local or Indian languages; moving towards more multidisciplinary undergraduate courses; moving towards faculty and institutional autonomy; revamping curriculum, pedagogy, assessment, and student support for enhanced student experiences; reaffirming the integrity of faculty and institutional leadership positions through merit appointments and career progression based on teaching, research, and service; establishment of a National Research Foundation to fund outstanding peer-reviewed research and to actively seed research in universities and colleges;

(g) governance of HEIs by highly qualified independent boards having academic and administrative autonomy;

(h) “light but tight” regulation by a single regulator for higher education;

(i) increased access, equity, and inclusion.

Overall, the vision of NEP 2020 is to lead India towards a world-class educational system that will ensure quality and flexibility in education for all. For achieving the great goals, several reforms will be needed from the very beginning of the mission. In the past few years, the Assam government has tried to bring significance and revolutionary change by adding 18 new technical institutions in the region since 2017. In recent times, the government seems to have placed more importance on bringing these institutions up to a level of standard by various means, including signing MOUs with TATA and other agencies, various faculty development programmes, training the faculties for NBA, AICTE, etc. Still, more focus is required to build these institutions with best-in-class infrastructure and facilities. The current HEIs of Assam, especially the technical education, are running with lots of lags, like not up to mark infrastructure, a shortage of faculty and staff, etc. There are only a few courses under higher education (technical) with NBA accreditation. Some of the major shortfalls for the NBA accreditation in technical education in Assam are the following: low attainment level, shortage of technical support manpower, lack of sufficient equipment, etc. In the old technical institutions, there were lots of equipment in every laboratory and workshop. But most of them are not functional. Maintenance is a huge concern in this regard. More importance should also be given to research-oriented multidisciplinary courses. For the same reasons, more emphasis should be given in formulating a process for welcoming faculties with highly appreciable academic and research backgrounds. An ecosystem should be built that encourages, welcomes, and attracts students of diverse socio-economic backgrounds to pursue higher education.