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Vision For Higher Education System

The document discusses the vision for higher education system in the National Education Policy of 2019 in India. It outlines some key problems in the current system such as lack of research, access, and accountability. It proposes reforms like increasing autonomy of institutions, merit-based hiring and promotions of faculty, and a national research foundation to support research. However, it lacks references for some claims and does not clearly define important terms like 'merit'.

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21 views

Vision For Higher Education System

The document discusses the vision for higher education system in the National Education Policy of 2019 in India. It outlines some key problems in the current system such as lack of research, access, and accountability. It proposes reforms like increasing autonomy of institutions, merit-based hiring and promotions of faculty, and a national research foundation to support research. However, it lacks references for some claims and does not clearly define important terms like 'merit'.

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राय अम्बरीश 'नवोदय'
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VISION FOR HIGHER EDUCATION SYSTEM

NATIONAL EDUCATION POLICY: 2019

Dr. Rashmi
Department of Geography
Banaras Hindu University, Varanasi
Orientation
 The draft National Education Policy (NEP), 2019
was amongst the first documents to be released by
the new government that took over on 30th May
2019.
 The text is sophisticated, complex and
challenging, with a vast sweep from early
childhood care and education (henceforth ECCE)
to higher education. Its strengths include the
welcome recognition of education as a public
good rather than as a commodity to be consumed.
Aim and Foundation Pillars of National Educational Policy

To equip students with the necessary skills and


knowledge
To eliminate the shortage of manpower in
science, technology, academics and industry
The Draft National Education Policy, 2019 is
built on the foundational pillars of Access,
Equity, Quality, Affordability and
Accountability.
Higher Education System
Some Problems Raised in NEP,2019
 The lack of research at most universities and colleges, and
the lack of transparent and competitive peer reviewed
research across disciplines(NEP,2019:205).
 Lack of access, especially in socio-economically
disadvantaged areas.
 lack of faculty motivation and scope for innovation.
 Inadequate mechanisms for career management and
progression of faculty and institutional leaders.
 A regulatory system allowing fake colleges to thrive
while constraining excellent and innovative institutions
Quality University Education
In a Search of True Academicians
Part II of the draft policy holds the prospects of quick, and
dramatic transformations. Such as……
 It should engage faculty and students with local
communities with real world problems, function in
collaborative and inclusive in cross-disciplinary ways.
 Instead of solely mechanistic rote learning, colleges and
universities must encourage active learners to develop the
ability of independent, logical, and scientific thinking,
creativity and decision making. It must engage young
people in national issues and concerns of the day.
 Finally, it must generate human capacity to build new
knowledge and foster innovation (p 202).
Where is the Remedy?
The idea is that this “will not only help to develop
outstanding employees but also outstanding citizens and
communities” (p 203).
The remedies suggested include(p 203-207)
 motivation
 improving service conditions
 Increasing autonomy,
 And ensuring “merit” in hiring and promotions (pp.
257–59).
 The insistence on “merit,” is not defined anywhere.
Continued………
 Evidently, the autonomy promised to teachers and researchers in
HEIs is to be exercised within sharply defined parameters.
 While HEIs are envisaged as autonomous, research will now be
supported and funded (p 218) by the National Research Foundation
(NRF).
 What will be the qualification of NRF committee members has not
been mentioned anywhere in the draft.
 Accreditation becomes central at all stages (for example, p 247).
 That is good but for those of us who have participated in the
process, we have seen that it is often based on a mind-numbing
quantification of data.
 To extend the scope of the process without subjecting it to
evaluation in terms of its usefulness would simply serve to
bureaucratise educational institutions even further.
Where is the References: Can we
cross-check them further?
 As we all know there should be a reference to context.
 But this expectation is belied. What we find instead are
statements such as the following: “many recent reports
from UNESCO, the OECD, the World Bank, the World
Economic Forum, and the Brookings Institution have
highlighted the broad consensus that has developed” (p
25).
 While all of these statements may be plausible and
accurate, some means of enabling readers to cross-
check them, and the basis on which they have been
made, would have been desirable, to say the least.
Some Suggestions
 The draft policy is an important document outlining policies
whose implementation will make an impact on future
generations. Therefore, it deserves to be discussed widely in
terms of the possible implications of the policy.
 Given that a massive and rapid restructuring of higher
education is being envisaged, it would be useful to know the
basis on which these policies have been devised. What are
the specific problems that were perceived in existing HEIs,
which are differentiated and unique in many ways.
 These need to be clearly spelt out before the suggested
remedies of standardised top-down administrative systems
for all are adopted.
Thank You
Education should be your right
not privilege

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