In an interaction with Higher Education Review Magazine, Dr Devidas Golhar, Principal, MMCC Pune, shares his views and thoughts on major changes under NEP 2020 policy and the issues of employability and skill development in higher education under NEP program.

Dr. Devidas has been in academia for 22 years and was associated with the University of Mumbai, Sinhgad Institute, and many more reputed institutions. He was instrumental in the implementation of NEP 2020 in Maharashtra.

What are some of the major policy changes introduced by the NEP 2020 that have the potential to transform the education system in India?

Before exploring key changes, let's grasp the motive behind this policy shift. Post-independence, diverse policies emerged, including the lasting Kothari Commission's directives. Lately, the government has constituted a committee to gauge the effectiveness of the education system in India, spotting flaws in education, mismatched with labor markets and technology. This highlighted the importance of employability skills for emerging industries. Two gaps surfaced: education relies on rote learning, undermining comprehension, and higher education lacks interdisciplinary cooperation due to isolated silos.

Existing gaps stress the need for reforms endorsing comprehensive learning, aligned with professional demands, and fostering interdisciplinary cooperation. The lack of space for interdisciplinary approaches in higher education hampers research, calling for a new policy in line with India's commitment to UN Sustainable Development Goals by 2030.

Approaching three years since implementing the national education policy, notable progress is seen, especially in IITs, IIMs, extending to state universities. This policy centers on students, recognizing them as primary stakeholders with unique needs. Its core strength is flexibility, enabling personalized learning and educational autonomy. Ultimately, it prioritizes students, enhancing their learning journey.

What are the challenges that may arise in the implementation of NEP 2020? And how can these challenges be addressed effectively?

Policies invariably face resistance at their inception due to institutional and stakeholder factors. Opposition arises from genuine concerns or a disposition to resist. Evaluating these obstacles is vital. The need to move from discipline-based higher education to multidisciplinary highlights structural constraints. Introducing new fields requires a shift and collaboration if self-generated resources fall short.

To address this, three main areas stand out. A change in mindset is crucial, followed by resource mobilization and collaboration. Educators must be trained for the multidisciplinary shift. Adapting curricula and teaching methods necessitates proper training. The scarcity of resources is the second focus. Increasing government funding, a persistent but unmet commitment, is vital. Adequate resources are key for a strong education system.

In conclusion, policy implementation faces resistance from structural and stakeholder opposition. Overcoming these requires a mindset shift, resource mobilization, and adaptable educators. Sufficient government funding is crucial for accessible, high-quality education. These are the main priorities for successful execution.

Can you explain the key features and objectives of the National Education Policy 2020 in the context of higher Education?

We've discussed student flexibility and autonomy as crucial. Another vital part of the national education policy is promoting indigenous knowledge. British influences shaped education pre-independence, sidelining centers like Nalanda and Takshashila. To enhance Indian education's uniqueness, reintegrating indigenous knowledge into current curricula is vital across sciences, social sciences, and humanities. This aligns with the policy's goal to globalize Indian education. While misunderstood as foreign campuses, the focus is exporting Indian educational values.

Globalizing Indian education requires non-Western models, elevating Indian knowledge systems. This, with flexibility and autonomy, is central. All higher education must include an "Indian knowledge system" component. Yet, authentic content, not just translations, demands resources. Generating indigenous content faces challenges due to historical lack of documentation. The focus shifts to preserving this heritage, forming the basis for integration. Integrating Indian knowledge systems into education is a key policy highlight. Reviving and integrating ancient wisdom lets India's education stay unique while expanding its global presence.

How does NEP 2020 address the issue of employability and skill development in higher education?

In the last 8-10 years, there's been a clear focus on entrepreneurship and skill development, leading to the creation of dedicated Ministries for these purposes. Notably, UGC has introduced vocational community colleges to meet current market demands. Previously, such efforts were separate from the national education policy. However, the new policy has integrated employable skills into mainstream education. Schooling now spans four years, with vocational skills integrated into grades 9 to 12, helping students explore their potential for higher education. Higher education follows a flexible model: a student entering engineering can pause after a year, receiving a certificate without being labeled a dropout. The same goes for the second and third years, awarding diplomas and bachelor's degrees. This strategy emphasizes experiential learning through projects and internships, boosting employability. Students with certificates or diplomas can return for more education, enhancing their real-world understanding. Practical and conceptual knowledge are blended through industry internships and projects in all programs, ensuring valuable skill development alongside traditional degrees.

Why the NEP 2020 is considered a significant milestone in the Indian education system?

The aim is to raise higher education enrollment to 50% by 2035 in higher education. Policy proposes to establish MERU a multidisciplinary education and research  university in each district or two per state, for better accessibility. Addressing dropout rates due to language barriers, the policy promotes content and programs in regional languages. The objective of NEP is aligned with UN goals, with reference to acess to quality education. To succeed, a nationwide ecosystem is vital, requiring equitable fund distribution. While some opt for premier institutions, most prefer state universities. Empowering these universities to meet demand necessitates democratic resource allocation, fostering accessibility and quality. Success hinges on merging provisions with resource mobilization, marking a significant step in policy achievement.

The policy is student centric, it encompasses the provisions that will compliment the changing technology, emergence of alternative careers and the cognitive abilities of individuals to learn. The focus is on languages in Indian education, where education serves not only for knowledge but majorly as a source of livelihood. The debate is whether higher education is to be in regional languages or in English, one of the influencing factor towards this choice is going to be determinants in the job market. European and Eastern countries initially emphasized regional languages, later incorporating English. Arguments for regional education include breaking language barriers and efficient learning in mother tongues. A blend of regional languages and English for communication, as done in Eastern countries & Europe, is seen as progressive. Schools lean towards regional languages; higher education incorporates programs in traditional languages and English. The aim is balance between regionalism and global communication, ensuring effective expression in an interconnected world.