Implementation of the National Education Policy, 2020 in Higher Education

The Parliamentary Standing Committee recently tabled its Education report in both the Houses of Parliament.

Key highlights of the report:

• Out of the 1,043 universities functioning in the country, 70% are under the State Act and that 94% of students are in State or private institutions with just 6% of students in Central higher educational institutions.
  • This data stressed on the importance of States in providing higher education.
• By 2030, every district in the country should have at least one multidisciplinary higher education institutes (HEI) and the Gross Enrolment Ratio (GER) in higher education, including vocational education, should be increased from 26.3% in 2018 to 50% by 2035.
  • The GER measures the number of students enrolled in higher education as a percentage of the eligible population aged 18 to 23 years.

Recommendations for education of Socially and Economically Disadvantaged Groups (SEDGs):

• Earmark suitable funds for the education of SEDGs, set clear targets for higher Gross Enrolment Ratio for SEDGs, enhance gender balance in admissions to HEIs.
• Provide more financial assistance & scholarships to SEDGs in both public and private HEIs.
• Make admission processes & curriculum more inclusive, increase employability potential of higher education programmes and for developing more degree courses taught in regional languages and bilingually.
• Specific infrastructural steps should be taken help physically challenged students and a strict enforcement of all no-discrimination and anti-harassment rules.

Funding:

• Improve the effectiveness and impact of the Higher Education Financing Agency (HEFA) in funding HEIs.
• HEFA should diversify its funding sources beyond government allocations and explore partnerships with private sector organizations, philanthropic foundations, and international financial institutions.
• Review and adjust the interest rates on loans provided by HEFA to make them more competitive and affordable.

What about the multiple entry multiple exit programme?

• Indian institutions were likely to face several issues in implementing the multiple entry and multiple exit (MEME) system.
• As the estimated intake of students in higher education every year was high due to high population.
• It would be very difficult for the institutions to predict how many students would exit and how many would join midway.
  • Since institutions would not know the in– and out-traffic, it will disturb the pupil-teacher ratio.
• Uneven geographical distribution of HEIs would create hurdles in managing MEME in several areas.

Offers Greater flexibility:

• It will offer students greater flexibility and choice in their educational pathways.
• The government should develop comprehensive guidelines and a well-defined framework for MEME options, including specific eligibility criteria, credit transfer mechanisms providing clear road map for students pursuing different exit points.
• Implementation of Credit Accumulation and Transfer (CAT) system that allows students to earn and transfer credits seamlessly across institutions would facilitate smooth transitions between different levels of education, from certificate courses to doctoral programmes.

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