Exploring the Synergy between National Education Policies and The Holistic Sustainable Development of Students

Full text

BOOKENDS PUBLISHING
NEW DELHI
Editors
Prof. (Dr.) Gurudutta Japee
Dr. Preeti Oza
DEMYSTIFYING
VIKSIT BHARAT 2047

203Exploring the Synergy between National Education ...
Abstract :
National education policies act as a framework for guiding
the development of educational systems, and education is
crucial to furthering sustainable development. To examine
how national education policies and students’ holistic,
sustainable development interact, this research article conducts
a thorough examination of the secondary data and literature
already available. This study tries to identify patterns, trends,
and insights about how education policies match with the
many aspects of sustainable development by synthesising a
variety of sources.Using a variety of empirical data and case
studies from many contexts, it examines and compares
national education policy 1986 with national education policy
2020 to learn how education policies affect student outcomes,
in cluding cogn itive, s oc ia l, emotional, and et hi cal
development. The results shed light on effective tactics and
directions for future study by providing a data-driven
perspective on the potential and obstacles in aligning education
15
EXPLORING THE SYNERGY BETWEEN
NATIONAL EDUCATION POLICIES
AND THE HOLISTIC SUSTAINABLE
DEVELOPMENT OF STUDENTS
— Shivam Tripathi &
Dr. Komal Bansidhar Sharma

204 Demystifying Viksit Bharat 2047
policies with sustainable development goals. Policymakers,
educators, and researchers who are looking for evidence-
based recommendations to promote holistic sustainable
development through education might benefit from this
research.
Keywords : Education, NEP 2020, Holistic Sustainable
Development, National Education Policy 1986, Students.
INTRODUCTION :
The keystone on which we establish a sustainable future
is education, which acts as the link between individual
empowerment and societal advancement. The importance of
education in promoting holistic sustainable development has
gained attention in a society that is coping with complex global
concerns like climate change, social injustices, and moral
conundrums. In this effort, national education policies are
essential because they act as thorough roadmaps for the
development of educational systems. The goal of this study
is to investigate the complex interaction s between the
students’ all-encompassing sustainable development and
India’s New Education Policy (NEP) 2020.
A turning point was reached in July 2020 when the Indian
Union Cabinet approved the National Education Policy (NEP)
2020. With the implementation of this programme, the nation’s
educational system will undergo extensive changes that will
affect everything from primary schooling to higher education.
This policy reform goes beyond simple administrative changes
and renames the Ministry of Human Resource Development
to the Ministry of Education to indicate a fundamental change
in goals and viewpoints. An important goal of the NEP 2020
is to establish India as a worldwide information superpower,
which will pave the way for a significant change in the
country’s educational trajectory.
Only the third significant makeover of India’s educational
system since independence has been approved by the Union
Cabinet, which approved the NEP 2020. The educational
system that has been in place for many years was built on the

205Exploring the Synergy between National Education ...
foundation of the two prior policies, which were released in
1968 and 1986, respectively. But the NEP 2020 breaks new
ground by redefining education in India for the twenty-first
century.
BACKGROUND AND RATIONALE OF THE STUDY :
National education policies influence what and how
students learn by modifying educational systems. It is essential
to match these policies with sustainable development. To
develop socially conscious, ecologically sensitive, and ethically
aware people, this study evaluates their effects. It aims to
reveal how education policies might support holistic student
development in a society characterised by social problems
and climate catastrophes through data and research analysis.
The Ministry of Human Resource Development set up a
committee under the direction of Dr. K. Kasturirangan in June
2017, and that is when the NEP 2020 first emerged. This
committee was tasked with creating the new National
Ed ucation Policy’s fra me work . On May 31, 2019, the
committee delivered its thorough report because oftwo years
of dedicated work, paving the way for the policy’s eventual
implementation.
The NEP 2020 has a substantial linguistic policy component.
Shortly after the programme was announced, the government
made it clear that no language would be required of pupils,
and that English would remain the language of instruction.
Instead, the NEP’s language policy is advisory and serves as
a general guideline. In recogniti on of the decentralised
structure of Indian education, which is covered by the
Co ncurrent Li st subject, decisions re garding its
implementation are left to the discretion of governments,
institutions, and schools.
An important breakthrough on August 1, 2022, was the
declaration that over twenty-eight languages, from local
dialects to foreign languages like French and English, will be
used for teaching and learning in grades 1 through 5. The

206 Demystifying Viksit Bharat 2047
NEP 2020 also pro pose s a revolutionary educational
fram ework known as “5+3+3+4,” which is aimed at
empowering pupils to pursue their own entrepreneurial
endeavours rather than relying primarily on government
positions. Additionally, after completing the eighth grade,
pupils have the option to select from a variety of streams and
are required to learn one foreign language.
Th e N ational Po li cy on Educa ti on from 19 86 is
categorically replaced by the NEP 2020. It is important to
note that in January 2015, a group headed by former Cabinet
Secretary T. S. R. Subramanian started the consultation process
for a new education policy, which is what led to the NEP
2020. A committee led by former Indian Space Research
Organisation (ISRO) director Krishnaswamy Kasturirangan
submitted the draught NEP in June 2017. The Ministry of
Human Resource Development issued the draught policy,
known as the Draught New Education Policy (DNEP) 2019,
after significant public consultations.
The NEP 2020 is a lengthy report of 484 pages, which
reflects the thorough process used in its development. In a
thorough consultation process, the Ministry sought out more
than two lakh recommendations from a range of stakeholders,
including gramme panchayats, blocks, urban local bodies
(ULBs), and districts. The policy’s scope covers primary and
secondary education as well as higher education, meeting the
educational demands of both urban and rural India.
NEP 2020’s acceptance: The way the NEP 2020 has been
recei ved has be en varied, reflecting the compl exity of
educational reforms. No language was being imposed,
stressed Dr. Krishnaswamy Kasturirangan, chair of the NEP
drafting panel, underscoring the policy’s dedication to
multilingual flexibility. The University Grants Commission
(UGC) pushed for educators and students to be made aware
of the policy.
In his support for the initiative, Prime Minister Narendra
Modi emphasised the policy’s emphasis on “how to think” as

207Exploring the Synergy between National Education ...
opposed to “what to think.” Educational leaders who drew
comparisons to the Morrill Land-Grant Acts of the United
States and viewed the new policy as a game-changing
development for India’s educational system included V.
Ra mgopal Rao, the director of IIT Delhi, and Abhay
Karandikar, the director of IIT Kanpur.
Academic institutions including Jamia Millia Islamia Vice-
Chancellor Najma Akhtar and Jawaharlal Nehru University
(JNU) praised the strategy as a great step forward. Dinesh
Singh, a former vice chancellor of Delhi University, praised
the thorough roadmap of the policy. The policy’s adaptability
and ambitious objective of integrating out-of-school children
into the official education system while lowering dropout
rates were valued by India’s vice president, Venkaiah Naidu.
But there were also voices that were critical. Shashi
Tharoor, a Lok Sabha member, and leader of the Congress
welcomed the proposal but had worries about its execution.
Similar worries were voiced by the Observer Research
Foundation.
The elimination of the MPhil programme, according to
Dhiraj Kumar Nite from Ambedkar University Delhi, was
contrary to the NEP’s tenets because it removed a direct route
for students who wanted to pursue a Ph.D. Asserting their
opposition from the draught stage, the Delhi University
Teachers Association and the JNU Student’s Union criticised
the government for passing the policy during the COVID-19
pandemic.
Sitaram Yechury, the leader of the CPI(M), claimed that
professors’ recommendations were ignored, and the politburo
of th e party denoun ced the policy’s encou ragement of
commercialization. Kumkum Roy of the JNU Centre for
Historical Studies emphasised that a number of topics,
in cluding gen der studies, media, environment an d
development, culture, Dalit studies, discrimination and
exclusion, and media studies, had not received enough
at tentio n to promote developm en t. The study of the

208 Demystifying Viksit Bharat 2047
Co nstitution neglected to include any discussion of
Fundamental Rights. The DMK President, M. K. Stalin,
expressed concern about the policy’s effects on Tamil Nadu
and criticised it for being adopted without legislative debate.
The 2019 NEP draught received criticism for a number of
factors.Hindi was not taught in South Indian state schools,
according to a social media campaign. According to the
Student’s Federation of India, this compromises independent
research efforts, commercialises education, and threatens the
federal nature of the educational system. Frontline’s Madhu
Prasad saw that the draft’s merit-based college admissions
standards did not sufficiently consider reservations and the
pervasive caste-based prejudice in the nation.
DP Sharma praised the effort to fundamentally alter the
Indian educational system, but he had worries about its
execution, emphasising the necessity for thorough and truthful
execution. He made a connection between the policy and
India’s goal of self-sufficiency.
The NEP 2020’s inclusion of several exit alternatives for
undergraduate programmes is a remarkable aspect. With this
method, educational institutions can accommodate students
who could discontinue their studies owing to socioeconomic
hardships and recognise such cases as personal decisions rather
than dropouts. It has, however, also brought to light the
preference for private edtech businesses’ teachers over
academic professors and the preference for online learning
over conventional classroom instruction. This has given rise
to criticism that the policy prioritises a “mode-for-instruction”
framework centred on voc ational education and skill
development for the masses, while a more sophisticated
“mode-for-lear ning” is reserved for the privileged few
through private universities that are exempt from laws relating
to affirmative action.
The NEP 2020’s implementation has been crucial to
achieving its goal. Karnataka was the first state to authorise
the implementation of the policy in early August 2021. The

209Exploring the Synergy between National Education ...
same was done on August 26, 2021, by Madhya Pradesh. Yogi
Adityanath, the chief minister of Uttar Pradesh, declared that
the National Education Policy-2020 would be implemented
gradually by 2022. Telangana made the decision to adopt the
NEP 2020 in the state, while Maharashtra Chief Minister
Uddhav Thackeray oversa w th e creat ion of an expert
committee to oversee its execution.
Y.S. Jagan Mohan Reddy, the chief minister of Andhra
Pradesh, gave the Education Department instructions to carry
out the NEP 2020 to the letter and spirit throughout the state.
Kalraj Mishra, the governor of, confirmed that the programme
would be implemented gradually.Himanta Biswa Sarma, the
Chief Minister of Assam, declared that the NEP 2020 would
go into effect on April 1st, 2022. The University Grants
Commission (UGC) authorised the idea of concurrent dual
degrees in April 2022, both in-person and online, in keeping
with the flexible approach of the policy. The Ministry of
Education issued a New Curriculum Framework in October
2022 that was designed for kids from 3 to 8 years old and
adhered to the goals of NEP 2020. The National Digital
University was also established in July 2023, which was a
significant step in the implementation of the policy.
Education’s Role in Sus tainable Development: It is
impossible to overestimate the importance of education in
the context of sustainable development. Education gives
people the knowledge, abilities, and values they need to face
issues. It fosters responsible citizens who are sensitive to both
the needs of their communities and the larger issues affecting
our world by cultivating critical thinking, empathy, and ethical
decision-making.
The Sustainable Development Goals (SDGs), a global call
to action to eradicate poverty, protect the environment, and
promote prosperity for everyone, so emerge as a driver for
achieving education. Th es e objectives are li nked, and
education is essential to advancing in a number of areas, from
poverty alleviation to environmental sustainability.

210 Demystifying Viksit Bharat 2047
In summary, this research project aims to shed light on
the way to a more inclusive and sustainable future for
studen ts, where educational policies act as agen ts of
transformation.
These policies foster generations of people who are not
only academically accomplished but also socially concerned,
environmentally aware, and morally steadfast. With the
worldwide commitment to sustainable development and a
brighter, more equitable future in mind, this research thereby
emphasises the crucial role that education plays in creating a
better world for both present and future generations.
OBJECTIVES OF THE STUDY :
• To compare National Education Policy 2020 with the
currently adopted policy in India to identify the
innovations in new national higher education policy
2020, and to predict the implications of NEP 2020 on
the Indian higher education system.
• To examine the degree of alignment between National
Education Policy 2020 and the principles of holistic
sustainable development of students.
• To Evaluate the documented impact of education
policies on the holistic development of students,
encompassing cognitive, social, emotional, and ethical
dimensions.
• To investigate the barriers, challenges, and constraints
reported that hinder the successful integration of
su stainable development objectives withi n new
education policy 2020.
METHODOLOGY :
The methodology entails:
1. Conceptual discussion to comprehend the framework
for the national educational policy, with an emphasis
on NEP 2020’s part on higher education.
2. Evaluation against the current education policy.

211Exploring the Synergy between National Education ...
3. Identifying innovations through focus groups.
4. Predictive analysis to evaluate the results.
5. Resol ving issue s and making recommendations
considering focus group findings.
THE FEATURES OF THE NATIONAL EDUCAT ION
POLICY 2020 FOR THE HIGHER EDUCATION SYSTEM
INCLUDE :
1. Uniform Regulatory Framework: the creation of a single
regulator for higher education institutions (HEIs) by the
merging of multiple higher education monitoring and
governing authorities including UGC, AICTE, MCI, DCI,
INC, etc. into the Higher Education Commission of India
(HECI).
2. Improvement of Accreditation: the National Accreditation
Co uncil (NAC) sh ould take the place of current
accreditation organisations like NAAC and NAB to
provide more thorough examination and accreditation
procedures.
3. National Research Foundation: creation of the National
Research Foundation (NRF) to finance academic and
community-based research.
4. Re structuring of Institu tions: Multidisciplinary
Universities (MU) and Multidisciplinary Autonomous
Colleges (AC) with more than 3,000 students on campus
will be created out of fragmented HEIs by 2040. Either
research or teaching will be prioritised at these MUs.
5. Increase in Gross Enrolment Ratio: By 2035, the Gross
Enrolment Ratio in higher education, including vocational
education, should be increased from the current level of
26.3% to 50%.
6. Quality Incentives: Offering rewards to HEIs that exhibit
the highest levels of excellence in research and education.
7. Tran sformation of Current ly Exis ting Affi li ated
Colleges:Currently Existing Affiliated Colleges will

212 Demystifying Viksit Bharat 2047
develop into either Degree-Giving Autonomous Colleges
or Become Constituent Colleges of Universities.
8. Simplified Nomenclature: Based on predetermined
standards, repl ac ing phrases l ike “deemed to be
university,” “affiliating university,” etc. with “University.”
9. Re search Inte gration: Combinin g research at th e
undergraduate and graduate levels while fostering a
holistic and diverse educational experience.
10. Educational Emphasis: Concentrating on educational
strategies that provide an emphasis on interdisciplinary
thinking, research, discussion, and presentation.
11. creating an academic bank of credit (ABC): to digitally
preserve the academic credits that students get from
accredited higher education institutions (HEIs).
12. Offering flexible degree programmes, including four-year
bachelor’s degrees with numerous exit routes, one- to two-
year master’s degrees, and Ph.D. alternatives for four-
year bachelor’s degree holders.
13. Student-Cantered Learning: Changing from traditional
teacher-cantered approaches to ones that place the
emphasis on the students.
14. Competency-Based Credit System: This system will
replace the existing Choice Based Credit System (CBCS)
and will be more creative and adaptable.
15. Continuous Evaluation: Making the switch from rigorous
exams at the conclusion of each semester to a system that
is more ongoing and all-encompassing.
16. Establishing academic and career counselling centres:
staffed by professionals in all HEIs to help students’
physical, mental, and emotional wellbeing.
17. Student Clubs and Activities: Supporting and supporting
student clubs and activities with a variety of subject-specific
focuses.
18. Promoting online distance learning: as a component of
degree programmes using a credit-based approach.

213Exploring the Synergy between National Education ...
19. Global Integration: Increasing the standard of higher
education to draw in more international students and
approving credits obtained at universities abroad.
20. Scholarships and Financial Assistance: enhancing the
National Scholarship Portal and encouraging private HEIs
to award scholarships to deserving students.
21. Enhancing te acher educati on:th rough institutional
restructuring and integrating B.Ed. programmes.
22. Professional Education Diversification: Encouraging
institutions of higher learning to provide multidisciplinary
ed ucatio n an d encourage involvement in the
neighbourhood community.
23. Healthcare and Technical Education Int egration:
combining technical, AYUSH, and allopathic healthcare
education into one cohesive programme.
24. Oversight of Private Institutions: Implementing graded
autonomy for private institutions based on accreditation
status and open financial management.
25. International Collaboration: Promoting elite Indian and
international universities’ operations in one another’s
nations.
26. Technological Integration: Ensuring that all classrooms
have access to the most up-to-date teaching and learning
tools.
27. Faculty Empowerment: Giving faculty members flexibility
in their curriculum and pedagogy choices, as well as
rewards and accountability based on their students’
academic and research achievements.
28. API Poli cy for Faculty Eval uation : Introd uc in g a
numerous parameter-based API policy that takes peer and
student input, educational innovations, and research
contributions into account.
29. Self-Governance and Digital Infrastructure: Supporting
ef ficient self-government, merit-based leadership
selections, and the growth of digital infrastructure.

214 Demystifying Viksit Bharat 2047
30. Increasing Education Investment: Raising India’s Annual
Education Spending to 6% of GDP to Support Education
Development goals.
31. Expanding Vocational Education: Improving vocational
education to reach at least 50% of the student body.
32. Research and Internships: Undergraduate education must
incorporate research and internships as vital components.
33. Transparent Regulatory Intervention: Using technology
to implement a faceless and tra nsparent reg ulatory
in tervention sy stem for h igher e ducation quality
monitoring.
34. Informat ion technology i ntegrati on : To inc reas e
em pl oy ability, u ndergraduate ed uc ation sh ould
in corporate nontech nology (NT) and i nformation
communication and computation technology (ICCT).
35. Dual Degrees and Research Support: Supporting research
centres in AI and nanotechnology while providing dual
degrees in a variety of subjects.
36. Creating Virtual Labs: and supporting MOOC education
to improve learning materials.
37. Increased Education Expenditure: To meet education
development goals, India’s yearly education spending
should be increased to 6% of GDP.
38. Competency-Based Credit System: Changing the credit
system in higher education to one based on competencies.
39. Coll abora ti on between indust ri es:prom oting joint
research and innovation efforts with businesses and other
HEIs.
40. Engaging Stakeholders and Transparency:putting an
emphasis on creating digital infrastructure, improving
stakeholder perception, and increasing openness in
governance and decision-making processes.

215Exploring the Synergy between National Education ...
COMPARISON OF THE 1986 AND 2020 VERSIONS OF
THE NATIONAL EDUCATION POLICY :
Sr.
No.
NATIONAL EDUCATION
POLICY 1986
NATIONAL EDUCATION
POLICY 2020
1.
The whole development of
students is the purpose of
education.
Multidisciplinary and
interdisciplinary liberal
education is the goal.
2.
The standard educational
framework of 10 (5+3+2)
+2+3+2 is used.
The suggested common
educational structure is
5+3+3+4+4+1.
3.
At the age of six, a kid begins
their first formal education at
the primary school level.
The first preliminary education
starts at third year of a child as
a Foundation stage.
4.
Separate consideration was
given to the two-year pre-
university level and the two-
year higher secondary level,
both of which included board
exams.
Three years Clubbing is a
secondary education stage
indicator. two years of upper
secondary school and two years
of prerequisite coursework.
Except for the board exams in
the 10th and 12th grades,
exams are encouraged at the
school level.
5.
Students who enrol in the two-
year higher secondary
programme select their areas
of interest and courses, such
as science, business, or the
arts.
Common subjects and elective
subjects are covered in the four
years of secondary education.
The liberal education policy
underlies choice.
6.
Except for NITs and medical
colleges, entrance exams
administered at the college or
state level serve as the basis
for all undergraduate and
graduate admissions.
The National Testing Agency
(NTA) results obtained at the
national level are used as the
basis for all undergraduate and
graduate admissions at public
HEIs.
7.
Programmes fo
r
undergraduates last three to
four years.
Four-year undergraduate
programmes allow students to
finish with a pass degree after
three years, an advanced
diploma after two years, a pass
degree after three years, or a
project-based degree after four
years.
8.
A two-year postgraduate
programme focuses on
specialisation.
One to two years are spent in a
postgraduate programme,
which focuses more on
research and specialisation.

216 Demystifying Viksit Bharat 2047
9.
One to two years are spent in
a postgraduate programme,
during which time there is a
stronger emphasis on
specialisation and research.
There will be no connected
colleges to state universities,
and all HEIs, including colleges,
have autonomy over their
curricula and methods of
evaluation.
10.
Teaching is not a factor in
examination. Every
examination and evaluation
are under authority of the
affiliated university. Members
of the teaching staff have a
limited role in directly
evaluating the students.
A continuous evaluation system
includes examination.
Evaluations are the
responsibilit
y of the faculty
person instructing the course,
and exams are handled by the
department.
11.
The teaching-learning
approach primarily
emphasises in-person
instruction and fieldwork.
Classroom instruction and
fieldwork are primarily the
emphasis of teaching-learning
methods.
12.
The typical student-to-faculty
ratio in higher education is
20:1.
The typical student-faculty ratio
in higher education is 30:1.
13.
In HEIs, professors are viewed
as educators who assist
students in becoming
competent.
Faculty members are seen as
partners and mentors in HEIs
who help students become
innovators and creative thinkers
through their instruction.
14.
Students are permitted to
select any subjects within their
field of study.
Students can select courses
that are both in
side and outside
of their field of study.
15.
To give students the
necessary training to do
research, one-year research
degrees leading to M.Phil.
degrees in any discipline are
available.
Since students are exposed to
preliminary research throughout
their undergraduate and
graduate courses, a one-
year
research degree leading to an
M.Phil. in any topic has been
eliminated.
16.
To be an assistant professor in
any of the three types of HEIs,
you must pass NET or SLET
and have the corresponding
master's degree.
To be an assistant professor in
any of the three types of HEIs,
you must have a Ph.D. and
have passed the NET or SLET.

217Exploring the Synergy between National Education ...
17.
Universities, rather than
colleges, are the primary
recipients of research funding
from the UGC or any other
agencies.
Based on a fair appraisal of the
research proposal, money for
research through the National
Research Foundation and any
other organisations shall be
awarded equally to all three
categories of HEIs.
18.
Only those seeking
government funding and
facilities must be accredited
HEIs.
It is necessary for HEIs to be
accredited to operate and
provide degrees. Continuous
operation requires mandatory
accreditation once every five
years.
19. The model of graded
accreditation is used.
Instead,then assigning
institutions different ratings, a
yes-or-no method will be used
for accreditation.
20.
Promotion is based on faculty
performance and
accountability, but salary is
unrelated.
Faculty promotions and salary
are correlated with performance
and accountability.
21. Choice based credit system is
followed.
STEAM-based liberal education
with a competency-based credit
system
22.
Only universities that have
been accredited and given
permission may provide
Online Distance Learning
(ODL) instruction.
All three categories of HEIs that
have been accredited to offer
ODL are allowed to do so.
23.
Every student may choose not
to participate in social
involvement as part of the
programme curriculum.
Each student must participate in
social activities, and they must
equal at least one full semester
over the course of the
curriculum.
24.
Holders of a four-year
bachelor’s degree are not
eligible for direct admission to
the Ph.D. programme without
first earning a master’s
degree.
Holders of a four-
year
bachelor's degree who
demonstrated excellence in
their research during their fourth
year are eligible for direct
admission to both types of HEIs'
Ph.D. programmes without a
master's degree.

218 Demystifying Viksit Bharat 2047
25.
Some programmes provide the
option for lateral admission.
But undergraduate courses,
including those in medicine
and paramedicine, do not offer
multiple entry and multiple
departure capabilities.
Undergraduate courses in
medicine and paramedicine all
include multiple entry and many
exit options.
26.
Depending on the programme
type, undergraduate
programmes last between
three and four years.
All undergraduate programmes
last four years, while it is
occasionally possible to
graduate after three years and
receive a degree certificate.
27.
Currently, after graduating,
instructors must complete a
two-year B.Ed. degree. To
teach at the upper secondary
level, secondary school
teachers must complete 5
years of further study.
The integrated four-year B.Ed.
is the planned path for teacher
education. For those who want
to work as faculty in school
education stages, this degree is
a prerequisite.
28.
Recommendation for
enhancing the physical library,
including the books and
journals.
Recommendation for enhancing
access to online journals and
books at libraries
29.
Colleges with one discipline as
well as several discipli
nes are
encouraged.
There are no single-
disciplinary
colleges or universities
advertised. To avoid closure and
conversion to monuments or
public libraries, all single-
discipline colleges must
transform into autonomous
interdisciplinary colleges.
30.
Direc
t operations of foreign
universities are not permitted
in India.
To compete with Indian
universities, over 100 highly
regarded international
universities would be permitted
to operate in India.
31.
Research technique and core
subject-
related study are
included in the Ph.D.
program's coursework.
The Ph.D. program's
coursework consists of core
subject-related study, teaching
and curriculum development
components, and research
techniques.
32.
There are no organised and
reliable funding sources for
university
and college
research.
The National Research
Foundation (NRF) will be
established to provide funding
for creative and highly

219Exploring the Synergy between National Education ...
THE NATIONAL EDUCATION POLICY 2020’S EFFECTS
ON THE HIGHER EDUCATION SYSTEM IN INDIA :
1. Leadership that is based on merit: The policy emphasises
that only competent people who have proven their
scholarly contributions should hold the highest positions
of authority in higher education. This will lessen the power
of bureaucrats and others in important positions who lack
intellectual merit.
2. Cleaning up the bureauc ratic system: Merit-based
appointments for insti tutional le adership, such as
Directors and Vice-Chancellors, would guarantee that
these individuals have a solid academic background and
a track record of scholarly publications or patents.
3. Co nv ersion of Si ng le -D iscipline Colleges: By
transforming single-discipline colleges into multi-
disciplinary independent degree-awarding institutions,
local innovation will be encouraged, and educational
quality will be raised. It promotes capable management
with an emphasis on both administration and research.
4. Research and Innovation at the Undergraduate and
Postgraduate Levels: Stressing research and innovation
at these levels promotes originality and creativity among
students and faculty.
5. Competent Board of Governors (BoG): Autonomous
institutions must include members of the BoG who are
committed to the institution’s expansion and who have
advanced degrees. They oversee making sure there is
openness and accountability.
6. BoG members are charged for upholding regulatory
standard s set by the Nati on al Higher E du cation
Regula tory Authority (N HERA) and ensuring the
educational experience is of a high standard.
7. One Regulator for All HEIs: The creation of the National
High er Educ ation Regulatory Authori ty (NHERA)
simplifies the regulation of academic integrity, governance,

220 Demystifying Viksit Bharat 2047
financial disclosure, faculty, and course content at all
higher education institutions.
8. Commercialization is eliminated: All HEIs, public and
priv ate, mu st run on a n on-profit basis. The
commercialization of education is to be stopped by
investing surpluses in institutional development.
9. Educational Philanthropy by Private HEIs: Private HEIs
are urged to provide at least 20% free-ship and 30%
scholarships to ensure that students from low-income
backgrounds can attend school while also upholding their
social obligations.
10. Effect on Private Universities: By offering scholarships
and free-ship possibilities, private universities may be able
to draw brilliant students, causing a talent shortage at
public universities.
11. Public/government colleges can change to become
multidisciplinary independent institutions or affiliate
colleges of affiliating universities, increasing their capacity,
and elevating the standard of instruction.
12. Private Colleges Can Be Transformed: Private colleges
can be transformed in a variety of ways, such as by growing
to be accredited, joining up with other similar schools to
establish clusters, or, in some situations, closing their doors
if they cannot meet certain requirements.
These ramifications are consistent with the NEP 2020’s
em ph asis on meritocrac y, quality improvemen t, an d
fundamental reforms in Indian higher education.
PO SITIVE ASPECTS OF NEP-2020’S H IGHER
EDUCATION POLICIES :
1. Student-Centric Approach: NEP-2020 switches from a
teacher-centric to a student-centric paradigm, offering
students the option to select their courses and study at
their own speed through multiple platforms as SWAYAM
MOOC and ODL. With this method, pupils are given the
freedom to direct their own education.

221Exploring the Synergy between National Education ...
2. Competency-Based Evaluation: The policy offers a
competency-based credit system that assesses not only
knowledge but also skill sets, boosting students’ self-
assurance and capacity for problem-solving.
3. Emphasis on Research and Innovation: NEP-2020 places
a strong emphasis on the value of research and innovation,
shif ting the fo cu s of hig her education fro m being
information-centric to being knowledge- and innovation-
centric.
4. Improved STEM Curriculum: The policy supports a
STEAM (Science, Technology, Engineering, Arts, and
Mathematics) curriculum that encourages students to be
creative and use multiple perspectives to solve problems.
5. Faculty Research Productivity: Faculty members are
encouraged to actively engage in research and innovation
since their advancement and accountability are based on
their research output.
6. Autonomy at All Levels: The policy gives institutions
freedom to choose how to handle administration,
pe dagogy, curriculum, and course offerin gs . This
independence raises the standard of education.
7. Merit-Based Admissions and Appointments: NEP-2020
advocates for merit-based admissions, faculty choices, and
promotions to make sure that appointments are chosen
base d on quali fications rather than lobbying or
reservations.
8. Role Models in Education Leadership: Education leaders
should set an example by actively advancing research and
innovation and motivating the academic community to
achieve success.
9. Integrated Controlling & Monitoring System: The
strategy proposes a phased implementation process lasting
20 years, emphasising collaborative planning, monitoring,
and resource allocation through technology-driven
instruments.

222 Demystifying Viksit Bharat 2047
10. Promot ion of O nl in e T raining : Information ,
communication, and computation technologies (ICCT) are
significant, and NEP-2020 supports their usage in online
learning by encouraging the use of cutting-edge tools like
virtual reality and artificial intelligence.
11. The Bien ni al Accreditation Proc edure: Th e poli cy
establishes a biennial certification procedure, holding
institutions consistently accountable for their performance
and quality, and fostering an environment that encourages
innovation.
12. Private Sector’s Contribution to GER Boost:By giving
students from low-income backgrounds access to high-
quality education, encouraging private higher education
institutions to give free seats and scholarships improves
the Gross Enrolment Ratio (GER).
These accomplishments of NEP-2020 demonstrate its
dedication to empowering students, research, innovation, and
quality improvement in the Indian higher education sector.
Th e National Ed ucation Policy 2020 (NEP 2020),
specifically in higher education, marks a critical turning point
in the reform of the Indian educational system. While the
policy lays out lofty objectives, it also faces a number of
significant obstacles that must be successfully overcome for
its implementation to be successful. These problems cover a
range of topics:
1. Funding Obstacles:The NEP 2020 calls for a significant
increase in higher education financing, but the ways to
pay for it are not made explicit. To prevent overtaxing
taxpayers, a balance between increased investment and
fiscal restraint is crucial.
2. Capacity Expansion: The Indian higher education system
is currently underfunded and understaffed. Expanding
capacity, including the creation of new institutions and
the improvement of existing ones, will be a key expenditure
necessary to implement NEP 2020.

223Exploring the Synergy between National Education ...
3. Quality Enhancement: The goal of the policy is to improve
higher education’s quality. To achieve this, extensive
reforms are required, including the growth of faculty,
the adoption of strict ass essm ent criteri a, and the
encouragement of research and innovation to guarantee
the best calibre of instruction.
4. Re fo rms to governan ce: N EP 20 20 su pports a
decentralised model of governance for higher education,
which calls for the transfer of power to institutions and
state gove rnme nts. The development of effic ient
coordination mechanisms and cooperation among many
stakeh olders are required d ue to thi s change in
governance structure.
5. Cultural Shift: NEP 2020 envisions a significant cultural
change towards a learner-centric methodology. This
transition must be affected not just through student,
instructor, and administration mentality shifts, but also
through the implementation of cutting-edge teaching and
learning strategies.
6. Accessibility Issues: Although the programme aims to
increase access to higher education, issues including
pove rty, gender discrimination, a nd inadequate
infrastructure still exist. For there to be equal access to
education, these obstacles must be removed.
7. Teaching and Learning Quality: Improving teaching and
learning quality is still a difficult task. It is crucial to
address problems like a lack of trained teachers, resource
limitations, and out-of-date curricula if we want to
improve education overall.
NEP 2020 aims to promote an environment that values
research and innovation in higher education. But to achieve
this aim, issues including a lack of financing, a paucity of skilled
academics, and inadequate infrastructure must be resolved.It
is cruc ial for all parties involved, including the Central
government, State governments, educational institutions,
teachers, students, and the larger society, to work closely

224 Demystifying Viksit Bharat 2047
together to implement NEP 2020 in higher education. To
achieve the revolutionary vision articulated in the policy, it is
essential to address these pressing issues collaboratively and
methodically.
Here are some additional ideas for enhancing the National
Education Policy 2020 (NEP 2020)’s implementation in higher
education:
1. Ph.D. Requirement for Teaching Positions: Make Ph.D.
a mandatory qualification for permanent teaching positions
in colleges and universities. This aligns with NEP 2020’s
emphasis on research as an integral part of bachelor’s and
master’s degrees.
2. Compulsory Faculty Publications Leading to Intellectual
Property Rights (IPR): Implement a policy requiring
faculty to publish at least two open-access scholarly
research papers or file two patents annually. Failure to
meet this requirement could result in the suspension of
annual increments, ensuri ng su stained quality and
preventing faculty obsolescence.
3. Utilization of Retired Professors as Research Guides:
Address the shortage of Ph.D. guides by utilizing the
services of retired professors with research experience.
Allow retired professors to serve as Research Professors,
irrespective of age, to guide Ph.D. scholars and eliminate
guide scarcity.
4. Clear Definition of Multidisciplinary Colleges: Define
a multidisciplinary institution as one offering a minimum
of five different subject disciplines from various faculties,
not just five courses. This definition ensures a genuine
multidisciplinary experience for students.
5. Research and Innovation-Oriented Higher Education
Leaders: Appoint leaders and committee members in
higher education bodies based on their active research
contributions over the past five years. Exclude obsolete
in dividuals and preven t political or bureaucratic
interference in appointments.

225Exploring the Synergy between National Education ...
6. Three Modes of Teaching-Learning: Adopt a three-mode
teaching approach: weekly classroom-based classes, online
classes, and industry/vocational/skill-based classes. This
approach maximizes technology use and reduces reliance
on physical campuses.
7. Publication/Patent Requirement during Postgraduation:
Make it mandatory for postgraduate students to publish
research papers or file patents as part of their degree
requirements, instilling a research-oriented mindset early
in their academic journey.
8. Un iv ersity -O wned Publ ication Uni ts : Encourage
universities to establish their own digital publication units
to publish high-quality research and retain copyright. This
mitigates issues with predatory journals and the loss of
copyright to international publishers.
9. Vocational Training and Earn-While-Learn Programs:
Promote vocational training to develop students’ skills
and encourage them to engage in economic activities to
reduce dependency on parents. Include vocational training
in the Academic Bank of Credits (ABC).
10. Employability and Entrepreneurship Focus: Incorporate
compulsory employability and entrepreneurship-related
subjects into undergraduate programs, alongside core
subjects . This prepares stude nts for c areers and
entrepreneurship.
11. Facul ty Accountabili ty and Pr omotion Based on
Academic Performance Indicator (API): Monitor and
assess faculty performance through an API score, with a
significant focus on academic achievements, to maintain
and improve quality.
12. Evaluation of National Research Foundation (NRF)
Projects: Create a National Research Credit Bank (NRCB)
to publicly document the outputs of NRF-funded research
projects, emphasizing research outcomes rather than just
the number of projects.

226 Demystifying Viksit Bharat 2047
13. Output-Based Evaluation for Accreditation: Shift the
focus of accreditation assessment from the number of
projects rec eived to the output of those pro jects,
particularly in terms of intellectual property rights (IPR)
generated.
14. Promotion of Open Access Publications with Retained
Copyright: Promote Indian journals run by universities
to reduce the outflow of funds to foreign publishers.
Encourage researchers to apply for copyright of their
publications through the Indian Copyright Office.
15. Streamlined Patent Filing and Evaluation: Simplify
patent filing procedures and expedite the evaluation
process, reducing the time from years to months. This
encourages innovators to file patents for their inventions.
9.
16. Removal of Obsolete Personnel: Implement strict policies
for removing non-performing and obsolete individuals
from the higher education system. This applies to colleges,
universities, and regulatory bodies, ensuring a dynamic
and efficient workforce.
17. Strengthening Integrated National Digital Library
(INDL): Enhance the Integrated National Digital Library
(INDL) to include every book published in India, making
it a comprehensive resource. Ensure all higher education
institutions are compulsory members of the INDL to
reduc e library resource costs and foreign exchange
expenditure.
CONCLUSION :
Finally, the National Education Policy 2020 (NEP 2020)
embodies a revolutionary vision for India’s higher education
system. It aims to solve persistent issues and implement
creative reforms to assure students’ overall development, raise
the standard of instruction, and encourage research and
innovation. The goals of the policy could change the way
higher education is viewed in the nation if they are successfully
carried out.

227Exploring the Synergy between National Education ...
This research article has contrasted NEP 2020 with the
preceding policy of 1986 through a thorough examination,
highlighting important adjustments and advances in higher
education. Additionally, it has covered the advantages and
potential repercussions of the policy, highlighting its emphasis
on faculty empowerment, competency-based evaluation, and
student-centric teaching.
NEP 2020 must be implemented successfully despite a
number of obstacles, including limited financing, a need for
capacity development, and a cultural shift towards research
and innovation. Realising the policy’s goals and ensuring that
it provides the promised advantages to students and the
higher education industry will depend on overcoming these
challenges.
The research paper offers other suggestions to increase
NEP 2020’s performance, such as elevating teachers who
prioritise research, establishing university-owned publication
divisions, and expediting the patent application procedure.
These recommendations are meant to support the objectives
of the policy and promote an atmosphere that is favourable
to academic development and innovation.
In conclusion, the National Education Policy 2020 is an
important step in the direction of reviving higher education
in India. Despite several difficulties, the policy has a lot of
potential for improvement. India can work towards achieving
th e vi sion o f a c ontemporary, research-driven, and
internationally competitive higher education system that
empowers its students and supports sustainable development
by addressi ng the identi fied hurdles an d putting the
suggested improvements into practise.
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