At this moment in History, we would have approached a significant milestone in the journey of National Education Policy–2020. July 29, 2021 marks the frst anniversary since Union Cabinet gave its approval for the launch of NEP–2020. the Government of India’s approval of the National Education Policy–2020 in the month of July 2020 in the midst of an unprecedented pandemic is a statement unto itself on the demonstrable commitment of the Polity to embrace transformation that is contextually necessary and meaningful to the society.

The NEP–2020 is a culmination of efforts of a number of Ministers at the helm of the Union and State/Ut Governments like Education, Women and Child Development, Youth & Sports, Ministry of Culture, as well as aided by NITI Aayog. In addition to this, the Officials, Members of the Drafting Committee and sub-committees of NEP–2020 and other experts have put in yeoman service into this vision-setting exercise. this exercise focused on (according to the author of this paper) outcomes while taking care to attend to global best practices, future trends, nuances of grassroots emotions, amplifying the spirit of Bharat and Bharatiyata. In a nutshell, Bharatiyata is, doing anything with “trikarana shuddhi (holistic harmony among Thought – Word – Action [TWA]) towards attaining happiness for oneself and all around”

The Context Setting and Making of the NEP 2020

There has been a continuing discussion around India and Bharat – the perception of divergence that exists between the both. there is nothing left to ambiguity as the “vision” on the page # 6 of the Policy document states, “the Vision of this Policy — 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 concept/ reality of global citizenship is substantially given a face-lift and validated in the vision of the policy. In fact, the vision sets out clearly the route to global citizenship – “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 living, and global well-being, thereby reflecting a truly global citizen”.

The National Education Policy is driven by the big idea of empowering students while prioritizing accountability, provides for the autonomy and is encouraging agility in the functioning of the institutions. the focus on teachers, our own languages, according importance to imparting value education are examples of how the policy seeks to usher in the spirit of Bharat, i.e., Bharatiyata.

The policy document is exhaustive and covers a number of areas that directly and indirectly impact the education sector. the context-setting for such an overarching policy is no ordinary task, neither are identifying and implementing solutions for the variety of “concerns” the sector has had the legacy of enduring.

While we look at what is done at the policy formulation stage vis-à-vis the NEP–2020, we must also consider, “what is the cost of not doing “a specific policy driven imperative” at this stage of an aspirational Indian Society?” After all, any policy will impact us as individuals, today or tomorrow. the policy – induced efficiency and transformation potential must be complemented with a ft governance and management system at the Institution level. Because, it is these systems that enable and guide our higher educational institutions to succeed in an opportunity full, complex and competitive world of tomorrow. So, to that extent, NEP 2020 envisions a re-imagined nodal structure for efficient and easy Governance, Administration, Monitoring and Management – both at government and institution levels.

As we move on to implementing the policy, various States and Universities would have to adopt an approach that ensures that the :
(1) success of the sub-systems and individual entities under their purview are maximized, and
(2) the hurdles to fostering excellence and causes of abject failures of the system are forthwith prioritized for nullifying.

In adopting these two (above stated) approach maxims, the various States/Union territories and Higher Educational Institutions will set forth systems that demonstrates their commitment towards empowering the vast segment of our populace, especially those dis-enfranchised and distanced from economic, social and skill/educational empowerment thus far. For instance – the mid-day meals policy can be traced back to as early as 1920s with it re-calibrated many times across the timeline in 1950s to 1980s to 1990s and early 2000s. Perhaps, if we go in search of such policy measures undertaken in our civilizational and classical history, may be there will be instances to cite. We have had our share of good governance policies like mid-day meals scheme/ policy that were impactful at the grassroots, albeit to varying extent across the country/timeline. It is very much in our polity’s realm to formulate inclusive and impactful policies towards assuring a sense of empowerment among our citizenry, no doubt often having to make-do and therefore with varying extent of success in reach and quality. The overarching priority to fulfill the aspirations and ensure upward mobility of our citizenry has historically been a driving force behind many of our policies.

NEP–2020, in that sense, is also driven by similar goals. NEP–2020 serves as a promise. It is critical now to make this promise, a possibility, into reality at grassroots. Here comes in the policy implementation end to take steps (and this will be a continuous process) on a war-footing, that will define the extent of success in making this promise and possibility a reality.

This article is an attempt to review the policy from a prism of imperatives to us as members of the broader education fraternity – educators, administration and leaders.

Focus on the Teaching Community – Imperatives for the Fraternity

The NEP–2020 has teachers as the center of many vision setting utterances that deserve much attention. It comprehensively covers, among others, aspects like filling up of vacancies, merit led assessment, guarantee of tenure, remuneration, and promotion. the Policy is forthright in so far as actively seeking to bring much deserved respect, dignity, character to the noble profession of teaching while acknowledging the role of teachers in nation building. In the very introduction part, on Page 4 of the policy document, there is a statement of conviction that states: “the new education policy must help reestablish teachers, at all levels, as the most respected and essential members of our society, because they truly shape our next generation of citizens. It must do everything to empower teachers and help them to do their job as effectively as possible. The new education policy must help recruit the very best and brightest to enter the teaching profession at all levels, by ensuring livelihood, respect, dignity, and autonomy, while also instilling in the system basic methods of quality control and accountability.”

As a member of the teaching fraternity, I have no doubt in stating that current generation of teachers in the near – and medium-term future have ever greater need to be ever more active in finding ways to engage in imparting learnability, character, confidence and resilience among students. As generational shift is under way at our institutions even among the teaching community, it is sure that our next generation faculty would measure up to command much respect from our future generation of students. the contextual realities of teaching and learning processes have and are being wholesomely shifted. And the forthcoming technological disruptions would only accentuate and amplify this ongoing shift. the sooner we realize and acknowledge this reality, the better prepared we would keep ourselves for the future. If the rate of change in terms of high-speed connectivity and such others is any indicator to go by, these shifts would keep occurring all the more often and in a much more impactful manner.

Individually as members of the teaching fraternity, members of the management, administration and leadership of the institutions and collectively as members of the higher education sector – we must engage and evolve a future-proof structural and operational framework. the National Education Policy– 2020 has conceived required governance-oriented instrumentalities that are facilitative and enabling in nature. the autonomy granted to the individual institutions need to review our recruitment, hiring and advancement policies to ensure the sub-systems within the broader education landscape and our entities (namely, the schools, colleges and universities) are designed to routinely bring in resources and resource persons who would augment the teaching capabilities and infrastructure.

In the pursuit to have proper resource persons to augment the availability of abled teachers for the ever-changing societal context, the governance and management systems of education need to appreciate, as stated in the study of motivation in Daniel Pink’s book– ‘Drive: The Surprising Truth About What Motivates Us’ published by Riverhead Books in 2009, “that people are most motivated when three conditions are met: autonomy, mastery, and purpose. Teachers who want to avoid burnout need to make strategic choices about managing change. They must have some autonomy in their choices and must be guardians of their own time to approach mastery. And if a teacher doesn’t recognize or agree with the purpose behind a change, that change efort is doomed to mediocre implementation at best”.

Open Innovation Led Internalization and Externalization of Our Institutions

Whether we call it autonomy or flexibility, it is in the interest of the survival of the institution to consider a shift to ‘adjunct faculties’ supported by the tenured, resident educators. this augments the interaction between the teaching and learner’s community within an institution as well as between the institution – academics and industry – professionals / practitioner community.

We do have some shining examples of forward-looking institutions that have already worked on such solutions and have implemented them with significant success. these require the personal commitment and confidence of the leadership at various levels to expand such best practices in a sustained, continued and efficient manner through the utilization of technology.

At a time when we are witnessing emergence of newer technologies with significant disruption potential to business and operation models, it is going to be acutely difficult, if not impossible, to have only qualified PhDs to upskill our youth. A greater proportion of learning is any ways moving to “self”, “anytime”, “anywhere” and “on-demand” in nature. the educational leaders and academic fraternity are better of acknowledging this reality and developing work around rather than resist the change that is any which ways here at our doorsteps. One of the leading indicators are the investments that are flowing into the Technology powered Education technology solutions since the onset of the pandemic. In a report fled by T E Narasimhan of Business Standard published on August 6, 2020, it is quoted that most of the EdTech companies are seeing 3-5X rise in free audiences and anywhere 50-100% growth in monthly revenues due to COVID -19. Also, it is reported that the Venture Capital (VC) investments in Edtech start-ups have almost tripled during January to July 2020 to $998 million, from $310 million, a year ago. Edtech is the most funded sector in 2020. towards this end, it is likely that institutions would be increasingly open to consider additional technology and platform collaborators to augment learning and skill development mandates of the institution. It is, therefore, appropriate that Ministry of Education and Skill Development are together at the highest governance level of Government of India.

The National Education Policy 2020 duly and rightly recognizes the need for education to foster institutional learning environment blended with technology powered learning solutions – this is stated in the policy document page # 59 under the section Online and Digital Education: Ensuring Equitable Use of technology: “…unless online education is blended with experiential and activity-based learning, it will tend to become a screen-based education with limited focus on the social, affective and psychomotor dimensions of learning”.

Structures to Enable Growth and Influence of the Institution

There must be a greater and deeper relationship that is ongoing in nature, so as to bring the above referred capabilities and resources to augment the engagement between the higher educational institution and the students. Given the large number of students, demographically speaking, expected to pass through the education sector in the coming 4 decades or so, there is now a need for a new foundation of sorts. the NEP–2020 is, in a manner of speaking, envisions this well-timed review and rethink to act. this new foundation would likely see a marginal enhancement in the quality of active role of Government. this would mean that there would be wider ambit of activities that the management and leadership of the institutions must undertake. this could also mean a greater role of industry going forward– through a well-founded mutually beneficial industry – institute inter activity covering syllabus, training of faculty, internships to students, placements as well as joint research and work associations. this is evident in the fundamental principles laid down at the very outset in the policy document in page # 5 where it is stated, “substantial investment in a strong, vibrant public education system as well as the encouragement and facilitation of true philanthropic private and community participation.” It is a relief that the policy has taken into its active consideration and acknowledges the various hurdles and bottlenecks faced by the sector. On the page # 33 of the policy document, it is mentioned: “Some of the major problems currently faced by the higher education system in India include:

(a) a severely fragmented higher educational ecosystem;
(b) less emphasis on the development of cognitive skills and learning outcomes;
(c) a rigid separation of disciplines, with early specialization and streaming of students into narrow areas of study;
(d) limited access particularly in socio-economically disadvantaged areas, with few HEIs that teach in local languages
(e) limited teacher and institutional autonomy;
(f) inadequate mechanisms for merit-based career management and progression of faculty and institutional leaders;
(g) lesser emphasis on research at most universities and colleges, and lack of competitive peer reviewed research funding across disciplines;
(h) sub-optimal governance and leadership of HEIs;
(i) an ineffective regulatory system; and
(j) large affiliating universities resulting in low standards of undergraduate education.”

Among the solutions to overcome the above cited problems, the policy document on the very next page # 34, posits among others, this as a solution which recognizes the openness to synergistic role of private/philanthropic institutions in stating that, “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.”

Role of the Institution vis-à-vis the Society

The policy has induced a certain degree of dynamism potential that the higher educational institutions can use to their benefit. There must now be a conscious and serious consideration of the role of the institution vis-à-vis the society. An institution can contribute to society in a variety of ways. In fact, this is not something new. We do have a record of such value adding activity that accrues benefit to the society. But it now requires a more serious focus and consistency. this must be embedded to a greater degree into the popular mainstream psyche of the institution’s stakeholders.

A likely question for a higher educational institution to ask itself would be, “what is the additional and augmented value of our institution to the immediate neighborhood, region and nation?”. Be it a teaching intensive institution or a research-intensive institution, a large multi-disciplinary university or a stand-alone college, there are multiple ways that our higher educational institutions could raise their stature through enhanced value addition and thereby extend their influence. This may in fact pave way to develop means to exchange value that stands to the benefit of the institution as well as stakeholders. Many initiatives towards this end are commonly observed across institutions in some form or the other. But, as a consequence of this NEP–2020, the institutions get to embed this aspect into their activity frame so as to mainstream it within the institutional systems and stakeholders. this aspect is outlined in the policy document page # 37, under 11.8, as follows, “as part of a holistic education, students at all HEIs will be provided with opportunities for internships with local industry, 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 byproduct, further improve their employability.” this may not only help students but there is a potential for the higher educational institution to serve as a hub for development of local MSMEs, Solopreneurs and Startups.

Agility Comes of Age… Complexity for Institutions

The policy seeks to infuse agility, debureaucratization, and de-silo. the NEP–2020 acknowledged that, “the implementation of previous policies on education had focused mainly on issues of access and equity, with a lesser emphasis on quality of education [0.11, Page 5 of NEP–2020]. We have had a fairly structured approach to education. there is an expressed encouragement to now adopt a renewed outlook so as to enhance the chances of access to quality education leading to students’ success and satisfaction of their innate urge to learn. the time for such an idea is truly here and now. therefore, one of the notable firsts that this National Education Policy 2020 sets forth is the opening up of movement of students – easy credit transferability options – within the institution and among institutions for specific courses / and acquire a set of credits. One another area is the multiple entry – exit – re-enter option to be made available to students to enter and leave campus with some credentials and return to continue education later. At each exit, the Institution gives to students an “acknowledgement of having acquired specific skills” through the issuance of diploma, certificate and ultimately a degree. The exit / reenter options enabled here in this policy would add enormous opportunities to the institution as well as pose challenges.

The job markets are increasingly likely to redesign their “rudimentary eligibility criteria” for graduate hiring in reference to the specificity of “degree”, “institutions”, etc. Employer Organizations are beginning to demonstrate openness to engage and employ a youth if she/he demonstrates learnability, application of their learnings, etc., even if the candidate holds a nanodegree and certifcations in the required work-stream / work-area. therefore, for those at the helm of the governance and management layer in our higher educational institution, it is Utmost Critical to develop capabilities to engage students such that they truly feel they would gain from the investment of their time, money, focus and efforts in the classrooms.

These would more or less demand institutional processes to get agile. At the institution level, this will add to administrative activity as well as demand active leadership deliberation. there is, however, no doubt that the ‘policy induced structural changes’ are necessary and would go a long way to future-proof our system. Furthermore, these will enable the students the opportunity to gain valuable applied learning experience. the institutions have to re-formulate their policy and functional frameworks, operational systems and procedures have to accommodate the priority of the NEP–2020 — this is an exercise of much signifcance for institutions.

Thus Far and Road Ahead

Since our Independence, our educational institutional management structures and systems have taken on their stride the significant shifts so far. Access to Education and Quality Education are a strategic national priority and we have witnessed a trajectory that has by and large covered the country, not uniformly – in some places, access to education has been historically abysmal while in some places, new centers have been founded and are enhancing their scope, coverage and impact. In certain places of the nation, we have seen setting up of institutions at a much faster pace in the past 5-6 years.

The popular consciousness of the nation today recognizes and acknowledges the good, great and glorious past wherein we served as pioneering hubs of education, intellectual curiosity, excellence orientation and knowledge of spiritualism. the inter activity powered by the technology has led us to fostering this awareness far and wide across and beyond the nation. Realization of a reality about the ancient Bharat serving as Viswa-Guru has been powering the concept and mechanics of the Policymaking, especially in the context of the National Education Policy 2020 coverage under the subject of Internationalization–policy document page # 39 wherein it is stated that, “India will be promoted as a global study destination providing premium education at affordable costs thereby helping to restore its role as a Vishwa Guru”.

As a modern developing democracy with a civilizational continuity, rearing to leap ahead led by our energetic youth, we are now transitioning from our recent past of 1960s GDP that was at 3700+ crores USD to 1990s GDP of 32,000+ crores USD to 2010 GDP of 1.34 Lakh Crores USD to 2018 GDP of 2.72 Crores USD. We have thus far, as educational institutions, by and large “told’ our students what they need to study / learn. Individually speaking, we have covered a long distance and have a much longer distance ahead to cover in terms of development and excellence. We are now at a Per Capita GDP of USD 2000+ and our next milestone maybe the USD 5000+ in Per-Capita GDP terms, by around 2030 and then onward from there to 2040 and 2050 and so on. this is just for the setting the context. those who are now students, scholars and teachers in our institutions would have to largely play their part and contribute to the growth and value creation of such proportions. And the time and stage like we have now in India is perfectly apt to be in the educational space. For a nation with the potential growth trajectory like that of India, educational sector must and will actively have a role to play.

The policy sets out at the outset that on page 5 of the NEP–2020 Policy Document that, “flexibility, so that learners have the ability to choose their learning trajectories and programmes, and thereby choose their own paths in life according to their talents and interests”. therefore, it is time our educational institutions and all its key stakeholders recognize that we now move on ahead from not just “telling” our students what they need to learn, but also be there and be counted as an institution that “offers” what a student aspires to learn/develop. this requires as much a mindset change as also infrastructure, resources and scalable operational architecture and tools.

Role of Educational Strategists, Visionary Leadership and Institution Builders

It is here that strategists and visionary leadership of our polity, institutions as well as industry have to integrate thereby creating a development-propelling vehicle that is sustainable and successful in generating the impact for our nation as well as our neighborhood and rest of the world. We have a well-documented history of our very own passionate and pioneering educational institution builders who have come to augment the public system in the educational sector. there are very many experienced, competent and conscious leaders both in the public education system as well as in the private education space who have demonstrated their willingness and capability to measure up to the objective especially when it counts.

An adept and agile governance and management system in our higher educational institutions will be well placed to cater to “creation and organization of potential”. this is important because only then will it be possible to usher in the desired progress and prosperity and an aspirational society that is capable of actualizing its current potential and further develop its new potential.

Conclusion

The NEP–2020 provides a framework to realize our potential; this framework has the capability to encapsulate the best practices including those from the past experiences both value-added and non-value added procedures and practices as also from the heritage oriented “Bharatiya” traits such as accountability, responsibility, compassion, and integrity. Not just that, we are openly embracing suitable systemic practices and approaches from the contemporary global society and re-adapting the educational institutional leadership and management models best suited for our institutions and their stakeholders.

The success of governance and management of higher educational institutions is demonstrated in the success of its faculty members & their families, students & their parents, alumni, industry, collaborating organizations & individuals and the Nation. the NEP–2020’s vision becomes the reality with the needed changes offered in a calibrated manner in the regulatory and legal, structural (including academic), and management domains. A refection has been offered into the ways and means the individual institutional level implications are to be taken on board as we adapt to emerging governance and management system that the policy envisages.

Disclaimer: The views, thoughts, and opinions expressed in this article belong solely to the author, and not necessarily to the author’s organization

The article is published to commemorate the 1st anniversary of the launch of NEP–2020.
Former Professor, Pondicherry University, Pondicherry, and currently, Vice President, Bhartiya Shikshan Mandal, Second foor, A-71, Amrit Nagar, South Extension-1, New Delhi-110049.

This article was published in University News (ISSN-0566-2257), A Weekly Journal for Higher Education, Association of Indian Universities, Vol. 59, No. 31, August 02-08, 2021