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Future Higher Education
... The emergence of online learning, distance learning, and continuing education as a response to the global pandemic has posed numerous challenges for teachers and students. According to (Gurukkal, 2021), moving from traditional face-to-face to online learning can present a completely different learning environment. In addition (Yuosf, R et al., 2022) stated that online distance learning can be successful in improving learning outcomes for students in remote areas who are unable to attend school physically. ...
... • Enrollment: India's Gross Enrolment Ratio (GER) in higher education is just 25.2%, which is relatively low compared to developed and major developing nations (Kakodkar, 2022). • Quality: India's higher education system suffers from rote learning, a lack of employability, and skill development due to its poor educational system. ...
The New Education Policy 2020, introduced on July 29, 2020, is the first education policy of the twenty-first century. Higher education is crucial in a developing nation like India because it promotes human development. India's higher education system has grown astronomically since its independence. It will aid the country's growth by disseminating specialised information and abilities. This study aims to investigate how NEP 2020 has impacted the higher education system. It also emphasises the problems and difficulties facing India's current higher education system. The data used in this study are secondary data which are descriptive in nature and analysed according to the objective of the study. Here, the researchers have collected the data from various journals, books, reports, internet sites, newspapers etc. The higher education system in India is to be modernised as part of NEP 2020. The NEP 2020 will significantly advance Indian higher education. The NEP 2020 is a very forward-thinking document with a firm understanding of the current socioeconomic landscape and the potential to tackle future challenges. It could turn India into a global hub for education by 2030 if appropriately implemented.
In a rapidly changing world, preparing students for the challenges and opportunities this new world provides is crucial. This paper investigates the integration of futures-oriented education and the pedagogy of creativity as a comprehensive approach to equip students with the necessary skills and mindset for the 21st century and beyond. We emphasize the importance of translating theoretical frameworks into actionable strategies to foster adaptable, innovative, and forward-thinking individuals. Futures-oriented education aims to develop students' abilities to think critically, plan for the long term, and make decisions based on diverse scenarios. It focuses on nurturing an in-depth understanding of complex systems and global interdependencies, enabling students to navigate the uncertainties of an ever-evolving world. On the other hand, the pedagogy of creativity seeks to cultivate imagination, problem-solving, and innovation by encouraging students to explore new perspectives, ideas, and solutions. Drawing upon interdisciplinary research, pedagogical models, and best practices, we outline the fundamental principles and instructional strategies for effectively integrating futures-oriented education and the pedagogy of creativity. We also provide a practical toolkit for educators to design and implement innovative curricula that seamlessly blend these two approaches, ensuring a well-rounded learning experience for students. This paper highlights the significance of bridging the gap between theoretical frameworks and classroom practice to equip future generations with the skills and new attitudes required to tackle complex global challenges. By incorporating futures-oriented education and the pedagogy of creativity, we can cultivate a generation of leaders prepared to navigate and shape the world of tomorrow.
This report is the third part of a Horizon Scanning series by the Future of Higher Education Research Centre at Budapest Business School. It addresses the changes and drivers related to the certification of knowledge, or more precisely, the kind of knowledge higher education provides and/or the labour market needs and the various forms in which it can be certified.
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