As we begin the new year, it is an opportune moment to reflect on the transformative developments in higher education across the country. This assessment gains greater significance considering that five years have passed since the introduction of the National Education Policy 2020, commonly known as the NEP. The policy was envisioned as a much-needed remedy to the persistent challenges facing the nation’s higher education landscape.
The need for NEP
The NEP arrived at a time when Indian universities and higher education institutions consistently failed to secure a place among the top 200 universities worldwide. While such rankings may have their limitations, this recurring absence highlights deeper issues within the system.
A critical concern was the production of graduates who were largely unemployable, regardless of their academic discipline. All one needed to do was randomly look at enrolment numbers for mathematics, Sanskrit, and history at most major universities. The majority of these students struggled to find meaningful employment related to their fields of study, often resorting to less relevant and often meaningless means of livelihood.
Furthermore, higher education institutions in India were not effectively addressing the pressing needs and challenges of society. There was a noticeable lack of entrepreneurial initiatives within academic programmes, especially when compared to institutions abroad. For instance, in 2012, the entrepreneurial ecosystem surrounding Stanford University was valued at approximately $3 trillion, a stark contrast to the situation in India. During the time of Covid-19, the University of Houston contributed about $6 billion to the city’s economy. Contrast this with any of our institutions of higher learning.
Also read: ‘Diluting education’—launch of report on NEP becomes grievance forum for students, profs
The vision and pillars of NEP
The NEP was designed to rectify these issues through a clear and practical roadmap, underpinned by a forward-looking vision. The policy rests on five essential pillars:
Curriculum design: The curriculum should be thoughtfully crafted to address the needs and challenges of the nation and society, embodying the principle of ‘less is more’ to prevent overwhelming students.
Project-based pedagogy: Students should engage in group projects that foster hands-on problem solving, promoting experiential learning.
Transdisciplinary approach: Education should transcend traditional disciplinary boundaries to encourage broader, more meaningful learning.
Emphasis on entrepreneurship: Entrepreneurial skills should be integrated into academic programmes, nurturing innovation and self-reliance.
Skill development: Communication, critical thinking, data analysis, information technology, and project management skills should be instilled from the outset. All with a strong focus on undergraduate education, which has historically been neglected in India.
Progress and continuing challenges
Despite these well-conceived strategies, the progress in transforming higher education since the NEP’s launch has been limited. While there are encouraging signs, the overall impact remains modest.
Agencies such as the University Grants Commission (UGC), though well-intentioned, have sometimes hindered effective implementation of the NEP. For example, recent advisories from the UGC, such as mandates on managing stray dogs on campuses, reflect a focus on operational matters that institutions should handle autonomously.
More pressing issues, such as reforming faculty recruitment practices and fostering industry-academia collaboration, require greater attention.
The contributions of Indian universities to the knowledge economy remain insufficient, especially when compared to institutions abroad like MIT and Imperial College, whose research and innovation have directly benefited their national economies. During the Covid-19 pandemic, global institutions such as Oxford and Imperial College made significant efforts to alleviate the crisis, whereas similar initiatives from Indian universities were notably absent. This underscores the need for introspection and proactive leadership from regulatory bodies.
Also read: Is Delhi University no longer in demand? Vacant seats, misfit faculty, bloated syllabus
The Jammu and Kashmir example
Amid these challenges, there are promising developments that align with the NEP’s objectives.
Universities in the Union Territory of Jammu and Kashmir have introduced an innovative four-year undergraduate programme called ‘Design Your Degree’ under the Higher Education Council.
This programme embodies the spirit of the NEP, with students learning through project-based experiences that address societal and national needs. The curriculum allows students to choose electives that resonate with their personal interests, fostering self-discovery and specialisation. These electives range from entrepreneurship to robotics, artificial intelligence, and creative writing, with student assessment primarily based on projects.
Looking ahead
As India prepares for the Vikasit Bharat Shiksha Adhishthan Bill, it is essential that the new apex body for higher education addresses the concerns raised here.
The nation must equip itself to harness opportunities arising from advancements in artificial intelligence, robotics, nuclear fusion, data science, and cybersecurity.
India’s youth possess immense raw talent, which needs to be nurtured and shaped by higher education institutions. The coming years are poised to witness radical transformations in education, driven by technological innovations such as AI and humanoids. To seize these opportunities, proactive reforms and visionary leadership are imperative.
Dinesh Singh is the former Vice Chancellor of the University of Delhi and adjunct professor of mathematics at the University of Houston, Texas, USA. He tweets @DineshSinghEDU. Views are personal.
(Edited by Theres Sudeep)