RL25-NEP 2020 Implementation in Higher Education (29!05!2024)

i
NEP 2020: Implementation

in Higher Education
ii NEP 2020: Implementation in Higher Education
This First Edition published in 2024

© 2024 New Delhi Publishers, India
Title: NEP 2020: Implementation in Higher Education

Authors: Anamika Yadav and Abhishek Verma
Description: First edition | New Delhi Publisher 2024 | Includes bibliographical
references and index.
Identifiers: ISBN 9788119006823 (Print) | 9788197362699 (eBook)
Cover Design: New Delhi Publisher
All rights reserved. No part of this publication or the information contained herein
may be reproduced, adapted, abridged, translated, stored in a retrieval system,
computer system, photographic or other systems or transmitted in any form or by
any means, electronic, mechanical, by photocopying, recording or otherwise, without
written prior permission from the publisher.
Disclaimer: Whereas every effort has been made to avoid errors and omissions, this
publication is being sold on the understanding that neither the editors (or authors) nor
the publishers nor the printers would be liable in any manner to any person either for
an error or for an omission in this publication, or for any action to be taken on the
basis of this work. Any inadvertent discrepancy noted may be brought to the attention
of the publisher, for rectifying it in future editions, if published.
Trademark Notice: Product or corporate names may be trademarks or registered

trademarks, and are used only for identification and explanation without intent to
infringe
NEW DELHI PUBLISHERS

Head Office: 90, Sainik Vihar, Mohan Garden, New Delhi, India
Corporate Office: 7/28, Room No. 208/209, Vardaan House, Mahavir Lane, Ansari
Road, Daryaganj, New Delhi, India
Branch Office: 216, Flat-GC, Green Park, Narendrapur, Kolkata, India
Tel: 011-23256188, 011-45130562, 9971676330, 9582248909
Email: ndpublishers/rediffmail.com/gmail.com
Website: www.ndpublisher.in
iii
NEP 2020: Implementation in

Higher Education
Editors
Anamika Yadav
Abhishek Verma
NEW DELHI PUBLISHERS

New Delhi, Kolkata
iv NEP 2020: Implementation in Higher Education
Contributers List v
Contributers List
Ashu Roulet Dr. Beena Singh

Assistant Professor, Head & Assistant Professor,
SJPP, Government Degree College, India Department of Education,
Pt. Sundarlal Sharma (Open) University
Balram Singh
Chhattisgarh, Bilaspur, India
Department of Teacher Education,
Maharana Pratap Govt. P.G. College, Dr. Bhupendra Kumar Soni
Hardoi, U.P, India Civil Engineerung,
Geetanjali Institute of Technical Studies,
Deepesh Sharma
Udaipur, India
Veterinary Officer,
Department of Animal Husbandry, Dr. Hitesh Sharma
Uttarakhand, India Assistant Professor,
Department of Education,
Denis Jangeed
Tezpur University
Electronics & Communication Engrg.,
Tezpur, India
Geetanjali Institute of Technical Studies,
Udaipur, India Dr. Kanhaiya Kumar Pandey
Assistant Professor,
Dr. Abdul Awal
Department of Education,
Principal,
St. Thomas College
Dinhata College, Cooch Behar Panchanan
Bhilai, India
Barma University, Cooch Behar, India
Dr. Md. Afroz Alam
Dr. Amit Gautam
Assistant Professor of Education,
Maulana Azad National Urdu University
Dayalbagh Educational Institute
School of Education & Training,
Agra, India
College of Teacher Education,
Dr. Anita Singh Hyderabad, India
Assistant Professor, Dr. P. C. Jena
Pt. Sundarlal Sharma (Open) University
School of Education,
Chhatisgarh, Bilaspur, India
K.R. Mangalam University, Gurugram,
Dr. Arti Choudhary Haryana, India
Depatment of Psychology, Dr. P.V. Radhika
Kumaun University Nainital, India
Assistant Professor in Commerce,
Dr. Asit Mantry Psychologist, International Translator T.S.R.
Professor, & E.R.R. Govt. College
Central University of Jammu, Pamarru, India
Jammu, India
vi NEP 2020: Implementation in Higher Education
Dr. Prakriti James Ms. Radhika

Assistant Professor, Research Scholar,
Dept of Education, Pandit Sundarlal Department of Commerce, Chaudhary
Sharma (Open) University Chhattisgarh, Devi Lal University
Bilaspur, India Sirsa, India
Dr. Ritika Soni Preeti Rajpoot
Guest Assistant Professor , Research Scholar,
Pt. Sundarlal Sharma (Open) University Dayalbagh Educational Institute
Chhatisgarh, Bilaspur, India Agra, India
Dr. Sonali N. Channawar Priyanka Koch
Research Fellow, Research Scholar,
ICSSR Post-Doctoral Fellowship Delhi, India Department of Education
Tezpur University
Dr. Vijay Kumar Yadav
Tezpur, India
Central University of Jharkhand, Prof (Dr.) D.P. Warne
Ranchi, India Professor,
Department of Commerce, Chaudhary
Dr. Vijendra Kumar Maurya
Devi Lal University
Associate Professor,
Sirsa, India
Geetanjli Institute of Technical Studies,
Udaipur, India Runumi Sharma
Hanin Badsah
Mariyam Institute for Higher Studies and
Junior Research Fellow,
Allied Courses
Department of Education, Cooch Behar
Haldwani, India
Panchanan Barma University
Cooch Behar, India Seema Dhawan
Professor,
Mr. Debabrata Mandal
Department of Education
Research Scholar,
H.N.B. Garhwal University
Department of Education- Central
Srinagar, India
University of Jharkhand
Ranchi, India Shikha Kothari Raturi
Research Scholar,
Mr. Sachin Kumar
Education, M.B.GOV. P.G.College
Guest Faculty,
Department of Education, Tarandeep Kour
Pt. Sundarlal Sharma (Open) University Research Scholar,
Chhattisgarh, Bilaspur, India Central University of Jammu
Jammu, India
Contributers List vii
Vidya Singh
Department of Chemistry,
Maharana Pratap Govt. P.G. College,
Hardoi, U.P, India
Vijaya Kittu Manda
Researcher,
PBMEIT,
Visakhapatnam, India
viii NEP 2020: Implementation in Higher Education
Preface ix
Preface
The main goal of the National Education Policy 2020 is to make “India a Global
Knowledge Superpower”. This is the third major reform in India’s education
structure since independence. Under which various changes were made including
National Digital Education Architecture (NDEAR). It is an architectural
blueprint that creates a set of guiding principles to enable digital technology-
based applications related to education. National Credit Framework (NCrF) and
National Higher Education Qualification Framework (NHEQF) is also introduced
to facilitate credit transfer and educational flexibility by changing the educational
framework. International campuses and partnerships will also be promoted as the
National Education Policy 2020 provides for Indian universities to set up campuses
abroad and invite foreign institutions to operate in India. Since the new education
policy will make it easier for foreign colleges to set up their campuses, it will help
students who are unable to go abroad due to various reasons to experience it
and gain global exposure. It will promote value based education. The National
Education Policy 2020 aims to make it easier to establish new quality higher
educational institutions that will be at par with global standards.
In the presented edited book, the idea of implementing the National Education
Policy 2020 in higher education has been critically analyzed by various teachers,
professors and researchers. In which ideas and suggestions for implementing
national education have been presented by various authors. The views of a total of
8 authors have been compiled in this edited book. In which the authors of all the
chapters are scholars in their respective subject areas. All these articles focus on
topics Commercialization of Education, Integration of Technology in Education
a revolutionary step toward Digital India, Paradigm Shift in Teacher Education,
Effective Governance and Leadership for Higher Education Institutions, Technical
& Vocational Education in India, Adult Education and Life Long Learning,
Multidisciplinary and Integrated Teacher Education Programmes, Academic Bank
of Credit and Digital Financial Literacy in the National Education Policy 2020.
The first chapter of this book has been written by Dr Bhupendra Kumar Soni &
Denis Jangeed. Whose title is NEP 2020: Curbing Commercialization of Education.
The author has stated in his chapter that The National Education Policy (NEP)
2020 is a comprehensive reform agenda for the Indian education system. One of its
key objectives is to curb the commercialization of education in India, which has
been a growing concern for some time. The second chapter of this edited book has
x NEP 2020: Implementation in Higher Education
been written by Dr. Amit Gautam & Preeti Rajpoot titled Integration of Technology
in Education a revolutionary step toward Digital India: Vision of NEP 2020. The
author has stated in his chapter that India has emerged as a global leader in
information and communication technology (ICT) (Information and
Communication Technology). Through the ‘Digital India’ initiative, we are
working toward a digital society and knowledge economy. The third chapter has
been written by Denis Jangeed & Dr. Bhupendra Kumar Soni, and the title of this
chapter is Effective Governance and Leadership for Higher Education Institutions.
The author has stated in his chapter that Effective governance and leadership are
crucial for the success of higher education institutions (HEIs). The National
Education Policy (NEP) 2020 recognizes the importance of governance and
leadership and proposes several measures to strengthen these aspects in HEIs. The
fourth chapter of this book has been written by Dr. Md. Afroz Alam and the title of
this chapter is National Education Policy 2020: Paradigm Shift in Teacher
Education. The author has stated in his chapter that NEP 2020 aims to provide
quality education to all students, promote research and innovation, and develop
critical thinking and problem-solving skills. Teacher education is a critical aspect
of the NEP 2020, as it is believed that the quality of education is directly proportional
to the quality of teachers. The fifth chapter of this edited book is focus on
Transforming the Regulatory System of Higher Education which has been written
by Dr. Vijendra Kumar Maurya & Denis Jangeed. The author has stated in his
chapter that the policy seeks to transform the existing regulatory framework,
which has been criticized for being complex and bureaucratic, into a more
streamlined and flexible system that promotes innovation and excellence in
teaching and research. The NEP 2020 proposes to establish a single regulator, the
Higher Education Commission of India (HECI), to replace multiple regulatory
bodies currently in place. The sixth chapter of this book has been written by
Priyanka Koch & Dr. Hitesh Sharma, and the title of this chapter is A Study on
Teacher Preparation for the Foundational Stage. The author has stated in his
chapter that National Curriculum Framework for Foundational Stage 2022 we
need to create that kind of environment with adequate allowances to teachers in
terms of salary and autonomy so that they feel free to work. The seventh chapter of
this edited book is mainly focus on Technical & Vocational Education in India:
Opportunities and Challenges, which has been written by Balram Singh & Vidya
Singh. The author has stated in his chapter that Goal 4 of the Sustainable
Development Goals focuses on providing opportunities for lifelong learning and
imparting necessary practical skills through high-quality technical and vocational
education. It has significant economic mobility and development potential in
Preface xi
India, which has a large working-age unemployed population. The eighth chapter
of this edited book is focus on Optimal Learning Environment and Support for
Student’s Performance in Science Education which has been written by Mr. Sachin
Kumar Maurya & Beena Singh. The author has stated in his chapter that Investing
in science education can prepare the next generation of scientists and innovators
who will make important contributions to the scientific community and tackle
some of the world’s most pressing challenges. The ninth chapter of this edited book
is focus on Research Ethics-Academic Honesty & Integrity, Content & Its
Implications, Converting Thesis into Authentic Publication-Ready Material,
which has been written by Dr. Prakriti James. This chapter not only reviews the
ethical requirements of research but also focuses on making researchers understand
that all the research should be done on the basic principle of human experimentation
is beneficence, justice and respect for each other so that the research conforms to
the highest scientific and ethical standards. The tenth chapter of this book has
been written by Dr. Anita Singh & Dr. Ritika Soni, and the title of this chapter is
NEP 2020 as Quality Creator for Internationalization & Globalization of Education.
The author has stated in his chapter that the importance of the university in this
economic shift cannot be overstated; higher education institutions are responsible
for producing skilled professionals who can maintain the nation’s economic
growth and worldwide competitiveness. This type of internationalization occurring
today in the different disciplines is the direct impact of globalization. The eleventh
chapter of this book has been written by Dr. P.V. Radhika whose title is Relevance
of Theatre Art Education in Enhancing Soft Skill Development - A Study of
Literature in the Context of National Education Policy 2020. The author has stated
in his chapter that Today, all Educational Institutions, both schools and colleges
are focusing on academic performance with less priority to promotion of art
education. However, research proved that art forms have the potential and ability
to communicate with human feelings and emotions. Art Education refers to the
application of pedagogy in the learning process. The twelfth chapter of this edited
book has been written by Ashu Roulet & Dr. Seema Dhawan, and the title of this
chapter is Student-Centric Approach: Multiple Entry and Exit. The author has
stated in his chapter that National Education Policy (NEP, 2020) is an exceedingly
determined policy of the Government of India guided by the foundational
principles of equity, flexibility, affordability, accountability, accessibility, and
inclusiveness. The thirteenth chapter of this book mainly focus on The Impact of
National Education Policy on Teacher Education in India, whose writer is MsRadhika
& Prof. (Dr.) D.P. Warne. The author has stated in his chapter that Teacher education
plays a critical role in improving the quality of education. Teachers are the key
xii NEP 2020: Implementation in Higher Education
drivers of educational reforms and are responsible for shaping the future of the
country. The fourteenth chapter of this edited book has been written by Mr.
Debabrata Mandal & Dr. Vijay Kumar Yadav, which is focus on An Overview of
The History, Development, and Transformation of The Teacher Education System
in India. This chapter is concerned with the explanation and description of the
position of teacher education, teaching techniques and strategy, structure,
organization, curriculum and methodology of teacher education from pre-
independent to post-independent and present time. The fifteenth chapter of this
edited book has been written by Runumi Sharma & Deepesh Sharma, and the title
of this chapter is NEP (2020): A Way Towards an Equitable and Inclusive Education
in Higher Education. The author has stated in his chapter that India is stressing on
achieving sustainable development goals. These goals can be achieved by providing
equitable and inclusive education. Education helps achieve social justice. National
Education Policy, 2020 was launched to reform the Indian education system. It
emphasized making education equitable and inclusive. The sixteenth chapter of
this book is focus on NEP-2020: Panacea for Quality Teacher Education, whose
writer is Dr. P.C. Jena. The author has stated in his chapter that. To boost the growth
of the Indian education sector, the government of India decided to revamp it by
introducing a comprehensive National Education Policy 2020. The seventeenth
chapter has been written by Vijaya Kittu Manda which is focus on Digital Financial
Literacy: Critical Life Skills in Adult Education and Lifelong Learning. The author
has stated in his chapter that A diverse country such as India needs financial
literacy to bring financial inclusion. Digital tools help speed up the penetration of
financial products and services. Together with policy interventions, technology
and financial services foster individuals to do better financial plans and thereby
achieve financial well-being. The eighteenth chapter of this edited book has been
written by Shikha Kothari Raturi, and the title of this chapter is The Role of
Innovative Teaching Methods in Higher Education. The author has stated in his
chapter that Education is the only medium through which we can think about the
change of an individual, society, nation, and the world. So it is very important to
make education productive and sustainable. The nineteenth chapter of this edited
book is focus on Adult Education and Life Long Learning: NEP 2020, which is
written by Sonali N. Channawar. The author has stated in his chapter that NEP
2020 aims to extend various options in education for adults. NEP wants to give
opportunities in various areas because several students lost their chances and
opportunities due to various problems and during this situation, they crossed
many years to continue their education. The twentieth chapter of this edited book
has been written by Dr. Arti Choudhary, and the title of this chapter is Research
Preface xiii
Problems in Higher Education Faced by Research Scholars in Indian Universities.

This chapter tried to explain the education and research problems among students
and teachers. The twenty first chapter of this book has been written by Tarandeep
Kour & Dr. Asit Mantry, and the title of this chapter is Governance Reforms for
More Autonomy and Accountability in Universities: NEP 2020. The author has
stated in his chapter that The National Education Policy (NEP) 2020 envisioned a
significant paradigm shift in India’s education system. The change in paradigm
focuses on reform, innovation, and transformation. The twenty second chapter of
this book has been written by Hanin Badsah, and the title of this chapter is
Importance of Multidisciplinary and Integrated Teacher Education Programmes:
National Education Policy 2020. This chapter is explaining that new National
Education Policy 2020 (NEP2020) provides a vision of an India-centred education
system which will lead to a sustainable and equitable knowledge society while
ensuring high-quality education for all. And the last and twenty third chapter of
this book has been mainly focus on Academic Bank of Credit (ABC), which has
been written by Dr. Kanahiya Pandey. The author has stated in his chapter that
Academic Bank of Credits (ABC) shall deposit credits awarded by registered
higher education institutions (HEls), for courses learned and studied there.
Academic Bank of Credit (ABC) of the student will allow students of UG and PG.
The chapters included in this book will definitely prove useful to other writers and
readers because the chapters included in this book were written after deep study
and analysis. This will help people associated with the education world to get more
information about the National Education Policy 2020.
In the end, we thank everyone for the efforts made by all the authors for this edited
book.
Date: 20-05-2024 Anamika Yadav

Wardha, Maharashtra, India Abhishek Verma
xiv NEP 2020: Implementation in Higher Education
Contents xv
Contents
Contributers List v
Prefacevii
1. NEP 2020: Curbing Commercialization of Education 1
Bhupendra Kumar Soni Denis Jangeed
2. Integration of Technology in Education

a Revolutionary Step Toward Digital India:
Vision of NEP 2020 11
Amit Gautam and Preeti Rajpoot
3. Effective Governance and Leadership for

Higher Education Institutions 19
Denis Jangeed and Bhupendra Kumar soni
4. National Education Policy 2020:

Paradigm Shift in Teacher Education 27
Md. Afroz Alam
5. Transforming the Regulatory System of Higher Education 35

Vijendra Kumar Maurya and Denis Jangeed
6. A Study on Teacher Preparation for The Foundational Stage 43

Priyanka Koch and Hitesh Sharma
7. Technical & Vocational Education in India:

Opportunities and Challenges 51
Balram Singh and Vidya Singh
8. Optimal Learning Environment and Support for

Student’s Performance in Science Education 59
Sachin Kumar and Beena Singh
9. Research Ethics-Academic Honesty & Integrity,

Content & Its Implications, Converting Thesis into
Authentic Publication-Ready Material 71
Prakriti James
10. NEP 2020 as Quality Creator for Internationalization &

Globalization of Education 79
Anita Singh and Ritika Soni
xvi NEP 2020: Implementation in Higher Education
11. Relevance of Theatre Art Education in Enhancing

Soft Skill Development-A Study of Literature in the Context of
National Education Policy 2020 85
P.V. Radhika
12. Student-Centric Approach: Multiple Entry and Exit 95

AshuRoulet and Seema Dhawan
13. The Impact of National Education Policy on

Teacher Education in India 103
Radhika and Prof. D.P. Warne
14. An Overview of The History, Development, and Transformation of

The Teacher Education System in India 115
Debabrata Mandal and Vijay Kumar Yadav
15. NEP (2020): A Way Towards an Equitable and

Inclusive Education in Higher Education 131
Runumi Sharma and Deepesh Sharma
16. NEP-2020: Panacea for Quality Teacher Education 135

P. C. Jena
17. Digital Financial Literacy: Critical Life Skills in

Adult Education and Lifelong Learning 141
Vijaya Kittu Manda
18. The Role of Innovative Teaching Methods in Higher Education 153

Shikha Kothari Raturi
19. Adult Education and Life Long Learning: NEP 2020 161
Sonali N. Channawar
20. Research Problems in Higher Education Faced by

Research Scholars in Indian Universities 167
Arti Choudhary
21. Governance Reforms for More Autonomy and

Accountability in Universities: NEP 2020 173
Tarandeep Kour and Asit Mantry
22. Importance of Multidisciplinary and Integrated Teacher Education

Programmes: National Education Policy 2020 183
Hanin Badsah and Abdul Awal
23. Academic Bank of Credit (ABC) 193

Kanhaiya Kumar Pandey
NEP 2020: Curbing Commercialization of Education 1
NEP 2020: Curbing

Commercialization of Education
1
Bhupendra Kumar Soni and Denis Jangeed*

*E-mail: denish.jangid0@gmail.com
ABSTRACT
The National Education Policy (NEP) 2020 is a comprehensive reform agenda for the Indian
education system. One of its key objectives is to curb the commercialization of education
in India, which has been a growing concern for some time. This paper aims to provide
a critical analysis of the measures proposed by the NEP to address this issue. The paper
will draw on secondary data sources such as government reports, academic journals, and
newspaper articles to evaluate the feasibility and effectiveness of the proposed measures.
Keywords: National Education Policy, Government, Effectiveness
The commercialization of education in India has been a growing concern for some
time now. Private schools in India have been increasing their fees at a rate of 14%
per year, which is much higher than the rate of inflation (Oxfam India, 2018).
This has led to a situation where only the rich can afford to send their children to
quality schools, while the poor are left with substandard education. The NEP 2020
aims to address this issue by proposing various measures to ensure that quality
education is accessible to all, irrespective of their social or economic background.
This paper will evaluate the feasibility and effectiveness of these measures.
The National Education Policy (NEP) 2020 is a comprehensive reform agenda
for the Indian education system. One of its key objectives is to curb the
commercialization of education in India, which has been a growing concern for
some time. Private schools in India have been increasing their fees at a rate of 14%
per year, which is much higher than the rate of inflation (Oxfam India, 2018).
2 NEP 2020: Implementation in Higher Education
This has led to a situation where only the rich can afford to send their children to
quality schools, while the poor are left with substandard education.
To address this issue, the NEP proposes various measures to ensure that quality
education is accessible to all, irrespective of their social or economic background.
One of the key measures proposed by the NEP to curb commercialization is the
regulation of fees in private schools. The policy proposes that private schools should
be required to disclose their fee structure and seek approval from a regulatory
authority before increasing their fees. This measure appears to be a step in the
right direction, but its implementation may be challenging. Private schools may
resist such regulation, and the regulatory authority may not have the resources or
capacity to effectively monitor and enforce the regulations.
The NEP also proposes to encourage the establishment of non-profit schools by
non-governmental organizations, community organizations, and philanthropic
individuals. Non-profit schools are expected to provide quality education at
an affordable cost and reduce the dependence on commercialization. While
this measure has the potential to improve access to education for the poor, its
implementation may be challenging. Non-profit schools may struggle to attract
and retain qualified teachers and may face financial constraints in providing
quality education.
The NEP proposes to promote public-private partnerships to ensure better access
to education for all. The policy suggests that private schools should be required to
reserve a certain percentage of their seats for students from economically weaker
sections. The government will reimburse the schools for the cost of educating these
students. While this measure has the potential to improve access to education for
the poor, its implementation may be challenging. Private schools may resist such
regulation, and the government may face financial constraints in reimbursing the
schools for the cost of educating these students.
The NEP also proposes the creation of a National Education Technology Forum
(NETF) that will focus on leveraging technology to enhance the quality of
education in India. The forum will develop and implement strategies for using
technology to improve access, equity, and quality of education in the country.
This is expected to reduce the dependence on commercialization and improve
the quality of education. While this measure has the potential to revolutionize
education in India, its implementation may be challenging. The forum may
face challenges in developing and implementing effective strategies for using
technology in education.
In conclusion, the NEP 2020 is a significant step towards curbing the

commercialisation of education in India. The policy proposes various measures
to ensure that quality education is accessible to all, irrespective of their social or
economic background. However, the success of these measures will depend on
their effective implementation. The government will need to address the challenges
of implementation and work towards creating a more equitable and accessible
education system in India.
CHAPTER 1: INTRODUCTION
The National Education Policy (NEP) 2020 is a comprehensive policy document
aimed at bringing about significant changes in the education system of India.
One of the crucial objectives of the policy is to curb the commercialization of
education, which has become a pervasive problem in the country. The NEP 2020
recognizes that the commercialization of education has led to a significant decline
in the quality of education and has made it inaccessible to a vast section of society.
This chapter will discuss the issue of commercialization of education in India and
the steps proposed in the NEP 2020 to address it.
CHAPTER 2: COMMERCIALIZATION OF EDUCATION IN INDIA

The commercialization of education in India has been a growing concern for
several decades. The phenomenon refers to the process of treating education as
a commodity to be bought and sold in the market, rather than as a public good.
The focus of education has shifted from providing quality education to making
profits, resulting in the proliferation of private schools and colleges charging
exorbitant fees. The commercialization of education has led to a sharp decline in
the quality of education, with many private institutions failing to provide adequate
infrastructure, faculty, and teaching standards.
The commercialization of education has also led to the exclusion of the
economically weaker sections of society, who cannot afford the high fees charged
by private institutions. This has resulted in a widening of the gap between the rich
and the poor, perpetuating inequality in society. The issue of commercialization of
education is not limited to higher education but is also prevalent in primary and
secondary education.
CHAPTER 3: NEP 2020: CURBING COMMERCIALIZATION OF

EDUCATION
The NEP 2020 recognizes the need to curb the commercialization of education
and proposes several measures to achieve this objective. The policy aims to create
a more equitable and inclusive education system, where education is viewed

as a public good rather than a commodity. The following are some of the steps
proposed in the NEP 2020 to curb the commercialisation of education:
Regulation of Fees: The NEP 2020 proposes to regulate the fees charged by private
institutions to ensure that education remains accessible to all sections of society.
The policy suggests that a reasonable fee structure should be put in place, which is
transparent and reflects the actual cost of education.
Reduction of the Regulatory Burden: The policy proposes to reduce the regulatory
burden on institutions to encourage the establishment of more quality institutions.
The NEP 2020 suggests that regulatory bodies should focus on quality control
rather than imposing unnecessary regulations that stifle innovation and growth.
Emphasis on Public Education: The policy places a significant emphasis on
strengthening public education, as it believes that public institutions can provide
quality education at affordable prices. The NEP 2020 suggests that the government
should invest in public education and improve the infrastructure and teaching
standards in public institutions.
Promotion of Non-Profit Institutions: The NEP 2020 proposes to promote non-
profit institutions, as they are more likely to provide quality education at reasonable
prices. The policy suggests that the government should provide incentives to non-
profit institutions to encourage their establishment and growth.
NEP 2020: MEASURES TO CURB COMMERCIALIZATION

The NEP 2020 proposes various measures to address the issue of commercialization
of education in India. Some of the key measures are discussed below:
Regulation of Fees
Private schools and higher education institutions will be required to disclose their
fee structure and seek approval from a regulatory authority before increasing their
fees. This measure is expected to ensure that fees are reasonable and affordable for
all.
Public Investment in Education

The NEP proposes to increase public investment in education to 6% of GDP, which
will help to reduce the dependence on private educational institutions and create
a more equitable education system.
Teacher Training
The NEP proposes to establish a National Mission on Foundational Literacy and
Numeracy to improve the quality of education. This will include the training of
teachers and the development of curriculum and assessment frameworks.
Emphasis on Vocational Education

The NEP proposes to integrate vocational education into the mainstream education
system to provide students with skills that are relevant to the job market.
Challenges in Implementing the NEP

The implementation of the NEP may face various challenges, such as resistance
from private educational institutions, lack of resources and capacity of regulatory
authorities, and the need to address the autonomy of private educational
institutions.
Regulating Fees in Private Schools

One of the key measures proposed by the NEP to curb commercialization is the
regulation of fees in private schools. The policy proposes that private schools should
be required to disclose their fee structure and seek approval from a regulatory
authority before increasing their fees. While this measure appears to be a step in
the right direction, its implementation may be challenging. Private schools may
resist such regulation, and the regulatory authority may not have the resources or
capacity to effectively monitor and enforce the regulations.
Establishment of Non-Profit Schools

The NEP also proposes to encourage the establishment of non-profit schools by
non-governmental organizations, community organizations, and philanthropic
individuals. Non-profit schools are expected to provide quality education at
an affordable cost and reduce the dependence on commercialization. While
this measure has the potential to improve access to education for the poor, its
implementation may be challenging. Non-profit schools may struggle to attract
and retain qualified teachers and may face financial constraints in providing
quality education. The National Education Policy (NEP) 2020 is a comprehensive
document that outlines the government’s vision for the education sector in India.
One of the key objectives of the NEP is to establish a more equitable and inclusive
education system. One of the proposals to achieve this is the establishment of
non-profit schools in the country. This chapter discusses the need for non-profit
schools and their potential impact on the education sector.
The Need for Non-Profit Schools

The establishment of non-profit schools is an essential measure to address the issue
of commercialization of education in the country. Private schools, particularly
at the school and higher education levels, have been accused of engaging in
commercialization. This has led to a situation where access to quality education
is restricted to those who can afford it. Non-profit schools can play a critical role
in providing quality education to children from economically disadvantaged
backgrounds.
Impact of Non-Profit Schools

Non-profit schools can have a significant impact on the education sector in the
country. Some of the potential impacts are discussed below:
Affordability:
Non-profit schools do not operate for profit and can, therefore, offer education at
a lower cost. This can make quality education more affordable for a larger number
of students.
Inclusivity:
Non-profit schools can cater to students from diverse backgrounds, including
those from economically disadvantaged communities. This can help to create a
more inclusive education system.
Quality Education:
Non-profit schools can focus on providing quality education rather than
maximising profits. This can lead to better outcomes for students and an overall
improvement in the quality of education in the country.
Community Involvement:
Non-profit schools can involve the community in the education process. This can
help to build a sense of ownership and responsibility towards education among
parents and the community.
CHALLENGES IN ESTABLISHING NON-PROFIT SCHOOLS

The establishment of non-profit schools may face various challenges, such as a lack
of resources, funding, and expertise. Non-profit schools may also face competition
from private schools that operate for profit.
The establishment of non-profit schools is a critical measure to address the issue
of commercialization of education in the country. Non-profit schools can have
a significant impact on the education sector by making quality education more
affordable and inclusive. However, the establishment of non-profit schools may

face various challenges, and it will be important to address these challenges to
ensure the successful implementation of the policy.
Promotion of Public-Private Partnerships

The NEP proposes to promote public-private partnerships to ensure better access
to education for all. The policy suggests that private schools should be required to
reserve a certain percentage of their seats for students from economically weaker
sections. The government will reimburse the schools for the cost of educating these
students. While this measure has the potential to improve access to education for
the poor, its implementation may be challenging. Private schools may resist such
regulation, and the government may face financial constraints in reimbursing the
schools for the cost of educating these students. The National Education Policy
(NEP) 2020 is a comprehensive document that outlines the government’s vision for
the education sector in India. One of the key objectives of the NEP is to establish
a more equitable and inclusive education system. One of the proposals to achieve
this is the promotion of public-private partnerships (PPPs) in the education
sector. This chapter discusses the need for PPPs in the education sector and their
potential impact.
The Need for PPPs:
The education sector in India has been facing various challenges, such as
inadequate infrastructure, teacher shortage, and limited access to quality
education, particularly in rural areas. The government alone cannot address these
challenges and needs the support of the private sector to improve the education
system. PPPs can play a critical role in bridging the gap between demand and
supply in the education sector.
Impact of PPPs:
PPPs can have a significant impact on the education sector in the country. Some of
the potential impacts are discussed below:
Infrastructure Development:
PPPs can help to develop the much-needed infrastructure in the education
sector. Private sector investment can help to build new schools, improve existing
infrastructure, and provide modern amenities and technology to students.
Quality Education:
PPPs can help to improve the quality of education by providing access to modern
technology, teaching methods, and resources. The private sector can also bring
expertise and innovation to the education sector.
Access to Education:
PPPs can help to increase access to education, particularly in rural and remote
areas. Private sector investment can help to establish schools and educational
institutions in areas where the government has limited resources.
Cost-sharing:
PPPs can help to reduce the financial burden on the government. The private
sector can share the cost of infrastructure development and maintenance, teacher
training, and other expenses.
Challenges in PPPs
PPPs may face various challenges, such as the risk of commercialization, lack
of accountability, and conflicts of interest. It will be essential to establish clear
guidelines and regulations to ensure that PPPs operate in the best interests of
students and the education sector.
The promotion of PPPs is a critical measure to address the challenges in the
education sector in the country. PPPs can have a significant impact on the education
sector by improving infrastructure, increasing access to education, and improving
the quality of education. However, PPPs may face various challenges, and it will
be important to address these challenges to ensure the successful implementation
of the policy.
National Education Technology Forum

The NEP proposes the creation of a National Education Technology Forum (NETF)
that will focus on leveraging technology to enhance the quality of education in
India. The forum will develop and implement strategies for using technology to
improve access, equity, and quality of education in the country. This is expected to
reduce the dependence on commercialization and improve the quality of education.
While this measure has the potential to revolutionize education in India, its
implementation may be challenging. The forum may face challenges in developing
and implementing effective strategies for using technology in education.
CONCLUSION
The NEP 2020 is a significant step towards curbing the commercialisation
of education in India. The policy proposes various measures to ensure that
quality education is accessible to all, irrespective of their social or economic
background. However, the success of these measures will depend on their
effective implementation. The government will need to address the challenges

of implementation and work towards creating a more equitable and accessible
education system in India.
The commercialization of education has become a pervasive problem in India,
leading to a decline in the quality of education and perpetuating inequality in
society. The NEP 2020 recognizes the need to address this issue and proposes
several measures to curb the commercialization of education. The policy aims to
create a more equitable and inclusive education system, where education is viewed
as a public good rather than a commodity. The success of the policy will depend on
its effective implementation, and it remains to be seen how the proposed measures
will be translated into action. The NEP 2020 is a comprehensive document that
outlines the government’s vision for the education sector in India. The measures
proposed by the NEP to curb the commercialization of education are expected to
create a more equitable and accessible education system in the country. However,
the implementation of the NEP may face various challenges, and it will be
important to address these challenges to ensure the successful implementation of
the policy.
REFERENCES
1. Government of India. (2020). National Education Policy 2020. https://www.education.
gov.in/sites/upload_files/mhrd/files/NEP_Final_English_0.pdf
2. Oxfam India. (2018). India’s Education Crisis: The Quality of Learning. https://www.
oxfamindia.org/sites/default/files/2018-08/Oxfam%20India%20%20Education%20
Report%202018.pdf
3. Nambissan, G. B. (2020). The National Education Policy 2020: A Critique. Economic &
Political Weekly, 55(36), 22-27.
4. Kumar, A. (2020). The Role of Non-Profit Schools in India’s Education System.
International Journal of Advanced Research in Management and Social Sciences, 9(3), 117-
123.
5. Nair, A. (2020). Public-Private Partnership in the Education Sector: A Review of the
Indian Experience. Journal of Education and Practice, 11(1), 86-93.
6. The World Bank. (2018). Public-Private Partnerships in Education: Lessons Learned
from Case Studies Across the World. https://openknowledge.worldbank.org/bitstream/
handle/10986/30336/9781464812785.pdf
7. Government of India. (2020). National Education Policy 2020.
8. https://www.education
Integration of Technology in Education a Revolutionary Step Toward Digital India: Vision of NEP 2020 11
Integration of Technology in
Education a Revolutionary
2 Step Toward Digital India:
Vision of NEP 2020
Amit Gautam*, and Preeti Rajpoot

*E-mail: amitg50@gmail.com
ABSTRACT
The use of ICT in the area of Teaching and Learning was rapidly increasing in the twenty-
first century. India has emerged as a global leader in information and communication
technology (ICT) (Information and Communication Technology). Through the ‘Digital
India’ initiative, we are working toward a digital society and knowledge economy. The role
of education is important in this revolution, where the use and integration of technology
at all levels will be essential. The modern world is struggling to recover from the disastrous
effects of the Novel Coronavirus Disease outbreak (COVID-19). The global spread of this
novel disease has caused changes in all aspects of human existence. It results in an overall
paradigm shift in education, from physical to virtual classrooms. The New Education Policy
announced by the Government of India (NEP 2020) was a nice change and welcome news
in the middle of all the negativity surrounding the universe as a result of the complexity
posed by the COVID-19 pandemic. The National Education Policy (NEP) 2020 is the long-
awaited Policy after the 1986 policy. The policy brings a fundamental shift in all aspects of
education, and the NEP Policy emphasis on educational technology is desirable. Therefore
the Present Research Paper is based on an examination of the policy document (NEP2020)
and highlights several major vision, mission, and policy goals regarding the importance
and integration of technology in education.
Keywords: National Educational Policy (2020), Information Communication Technology,
Online Learning, Digital Learning
The twenty-first century is a time of science and technology, and all societies around
the world have become information-intensive societies. Artificial Intelligence,
E-learning, Virtual Classrooms, Digital Platform, Digital Libraries, and Digital
Infrastructure, are some of this century’s treasures for society and the education
system.
This is an undeniable fact that this century is the time of revolutionary interventions
in the field of Information and Communications Technology. ICT is deeply
established in today’s culture, and it is information-intensive, driven by dramatic
changes around the world. India has risen to the top of the ICT (Information
and Communication Technology) world rankings. Through the ‘Digital India’
initiative, we are working towards a digital society and knowledge economy. The
importance of education in this transformation will be critical, as well as the use
and integration of technology at all levels. Moreover, the epidemic produced a
favourable environment for it around the world. We must be prepared with
alternate forms of high-quality education whenever and wherever traditional and
in-person modes of education are unavailable, given the present rise in diseases
and pandemics. In this regard, the National Education Policy 2020 emphasizes the
importance of utilizing technological benefits while simultaneously acknowledging
their risks and dangers. To address the e-education demands of both school and
higher education, the ministry will form a dedicated unit to orchestrate the
creation of digital infrastructure, Virtual goods, and capacity building.
NATIONAL POLICY OF EDUCATION

The National Policy on Education (NPE) is a government of India policy aimed
at promoting education among Indian citizens. The policy applies to both rural
and urban India, from elementary schools to colleges. The first NPE was given by
the Indian government in 1968 by Prime Minister Indira Gandhi, the second in
1986 by Prime Minister Rajiv Gandhi, and the third in 2020 by Prime Minister
Narendra Modi.
On July 29, 2020, India’s Union Cabinet approved the National Education Policy
2020 (NEP 2020), which establishes the goals for the country’s future education
system. The new policy has replaced the 1986 National Policy on Education.
The program provides a comprehensive framework for basic through university
education, as well as vocational education, in both rural and urban India. By
2021, the strategy intends to completely alter India’s educational sector. The NEP’s
language policy is intended to be a broad guideline and advisory in nature, with
states, institutions, and schools deciding how to implement it. Numerous reforms
to India’s education policy were enacted by the NEP 2020. It aspires to raise
government funding for education from roughly 4% to 6% of GDP.
In January 2015, a group headed by former Cabinet Secretary T. S. R. Subramanian
initiated consultations on the New Education Policy. Based on the committee report
from June 2017, a board headed by former Indian Space Research Organisation
(ISRO) chief Krishnaswamy Kasturirangan presented a draught NEP in 2019.
After that, the Ministry of Human Resource Development presented the Draft New
Education Policy (DNEP) 2019, which was greeted with a series of public hearings.
The first draught of the NEP was 484 pages long. According to the Ministry, “almost
two lakh suggestions were submitted from 2.5 lakh gram panchayats, 6,600 blocks,
6,000 Urban Local Bodies (ULBs), and 676 districts.”
The vision of the National Education Policy is:
“National Education Policy 2020 envisions an India-centric education system that
contributes
directly to developing our nation sustainably into an equal and thriving knowledge
society
by delivering high-quality education to all.”
ICT HERALDED A PARADIGM SHIFT IN EDUCATION

Teachers’ roles change from knowledge transmitters to learning facilitators,
coaches, knowledge navigators, and co-learners. Now teachers not only direct
and manage all elements of learning but also give pupils greater options and
responsibility for their learning. There is also a significant shift in the role of
the student, who goes from being a passive receiver of information to an active
participant in the learning process who produces knowledge.
Vision
The ICT policy in education aims to prepare young to contribute creatively to the
establishment, maintenance, and expansion of a knowledge society, resulting in
the nation’s overall socioeconomic development and global competitiveness.
Mission
ICT and ICT-enabled activities and processes should be designed, catalysed,
supported, and sustained.
Policy Goals
Create: The creation of an ICT-literate community is one of the primary policy
aims for ICT policy in education.
Promote: All students and instructors should have access to universal, equitable,
accessible, and free ICT-enabled tools and materials.
Motivate and Enable: Motivate and enable more people from all walks of life to
participate in strengthening the educational process by utilizing ICT effectively.
INTEGRATION OF TECHNOLOGY IN EDUCATION

The world is undergoing significant developments in science and technology
in the twenty-first century, such as the rise of big data, machine learning, and
artificial intelligence (Aithal, P. S., & Aithal, S., 2016). On the one hand, education
is crucial to the transformation of society into a digitally empowered society, and
on the other hand, technology has a critical role in the advancement of educational
processes and outcomes. The policy took note of the two-way interaction between
technology and education and acknowledged it. The value of technology in assisting
teachers, crossing the language barrier, generating digital libraries, and facilitating
a technology-based platform for teacher training is recognized in the National
Educational Policy. The policy also recognizes the importance of technology
in promoting multidisciplinary research and innovation, as well as improving
teaching, evaluation, planning, and administration. The policy also emphasizes
the establishment of an Academic Bank of Credit and the use of technology to
improve regulatory organizations’ efficacy and openness.
National Educational Technology Forum (NETF)

The National Educational Technology Forum (NETF) will be founded as a self-
contained institution that can provide a forum for open conversation about how
technology might be used to improve student learning, grading, planning, and
administration.
Effective integration of technology shall be conducted at all levels of education
to enhance classroom operations, assist the professional development of teachers,
improve education opportunities for disadvantaged communities, and accelerate
educational preparation, administration, and management. (Government of India,
2019). To establish a dynamic, knowledgeable society, the NETF will maintain
a continual inflow of authentic material from many sources and will organize
conferences, workshops, and other events (Panditrao, M. M., & Panditrao, M.
M., 2020). NETF provides leadership to educational institutions, governments,
and other stakeholders, and it will assist in decision-making about technology
induction, and placement (Mitra Y. & Singh D., 2020). It will also provide the most
up-to-date information, research, and the opportunity to interact with experts and
exchange best practices. It will advise the federal and state governments on how to
strengthen intellectual and institutional capacities in educational technology and
envision a strategic drive in this field.
Research and Innovation in Higher Education

Increasing government and private sector investments in research is one of NEP
2020’s main emphasis areas. This will promote creativity and imaginative thinking.
Strong industry commitment and close academic interaction are required to
support industry-led skilling, upskilling, and reskilling. Also, it is important to
instil the skill sets necessary to promote knowledge of “Intellectual Property Rights
(IPR)” and their protection to reap their benefits.
Content Creation, Digital Repository, and Dissemination

A digital repository of content will be developed, which will include the creation
of course material, Educational games and Gamification elements, augmented
reality, and a virtual environment, as well as a clear public system for users to rate
the effectiveness and quality of the content. Student-friendly technologies, such
as applications and gamification of Indian art and culture, will be developed in
several languages with clear operating instructions. There will be a solid backup
system for sending e-content to pupils.
E-Content at DIKSHA
Teachers and students at all levels will be able to access educational software created
in all major Indian languages. All states, NCERT, CIET, CBSE, NIOS, and other
institutions will continue to generate e-contents in all regional languages, which will
be uploaded to the DIKSHA platform. This platform, as well as other educational
technology initiatives, will be promoted and expanded by CIET. Teachers will
be provided with equipment to integrate e-content into their classrooms. An
Academic Bank of Credit (ABC) will be established to digitally record academic
additional credits acquired at various higher education institutions to give degrees
that take credit earned into consideration (Mitra Y. & Singh D., 2020).
Online Teaching, Assessment and Training

Online education, evaluation, and training of teachers and administrators, among
other things, have become commonplace around the world, particularly during the
COVID-19 pandemic. As an alternative to offline traditional procedures, school
systems all over the world have adopted online practices and are establishing
a virtual platform for all educational activities (Raushan, A., 2020). Existing
e-education platforms such as SWAYAM and DIKSHA will be upgraded to give
teachers well-structured, user-friendly, and extensive assistive tools to track the
development of learners.
According to policy, appropriate entities such as the National Assessment Centre
or PARAKH (proposed), school examination boards, the National Testing Agency
(NTA), and other bodies would create and execute evaluation frameworks for
online assessment and examinations.
THREE MODES OF TEACHING-LEARNING IN HEIS

The strategy proposed making three modes of teaching-learning mandatory in the
country’s higher education institutions, maximizing the use of ICT and reducing
barriers in the traditional model of campus-based teaching-learning. HEIs should
expose new generation students to online education and implement technology-
based training that includes (a) weekly three-day classroom-based classes and (b)
weekly two-day online classes. (c) Weekly one-day skill-based online/class-based
classes, and (d) two subjects every semester via MOOCs such as SWAYM/NPTEL
or ODL, among others (Aithal, P. S. & Aithal. S., 2020).
Addressing Digital Divide

For telecasts and broadcasts of educational programs, television, radio, and
community radio will be used. These instructional programmes will be available
in a variety of languages around the clock throughout the year.
Training and Incentives for Teachers

Teachers will undergo appropriate training in learner-centric pedagogy, such
as how to leverage online teaching technologies and techniques to build high-
quality online content. The importance of the teacher in enabling active student
participation in the material and encouraging other teachers to adopt it.
Adapting Artificial Intelligence

NEP 2020 tackles the issues that have arisen as a result of the extensive usage
of Artificial Intelligence (“AI”), as well as the necessity to adapt to the changes
that have occurred as a result of growing AI use across industries. It has assigned
the NETF to identify and classify digital innovations based on their “potential”
and “scheduled timeline for disruption,” and deliver a periodic analysis to the
MHRD, which will then officially recognize such technologies that require suitable
educational responses. In light of emerging “disruptive technologies,” the Policy
is innovative because it recognizes the need to promote awareness and conduct
research into various aspects of revolutionary innovation, particularly data
management and security issues.
Online Assessment and Examination

Assessment frameworks will be designed and implemented by the National
Assessment Centre. E-proctored tests and other new technologies will be
welcomed.
Blended Models of Learning

While advocating for digital learning and education, the value of face-to-face
learning is well understood. As a result, many effective blended learning models

will be discovered for proper replication in various subjects.
Laying Down Standards

Content standards, technology, and techniques for online teaching and learning
will be established by NETF and other statutory agencies.
CONCLUSION
This 21st century has seen tremendous changes in the field of Information
Communication and Technology. ICT is deeply established in today’s culture, is
information-intensive, and has driven dramatic changes throughout the world.
Furthermore, the epidemic produced a favourable environment for it around
the world. The policy is a ground-breaking and forward-thinking statement that
recognizes the fundamental role of technology in enhancing learning and teaching.
The NEP-2020 programme promotes technological efforts in the education
sector, particularly in online learning. While online education gives equity and
opportunity for growth, there is still more work to be done to achieve excellence
in this modality of education. The new education policy has a desirable goal, but
its success will be determined by its capacity to connect with other government
initiatives such as Digital India, Skill India, and the New Technological Policy, to
name a few, to create a holistic structural shift. Overall, the NEP 2020 addresses
the need for professional development in a wide range of disciplines, from
agriculture to artificial intelligence. India must be prepared for the future. The
NEP 2020 lays the path for many young aspiring students to be prepared with the
necessary abilities. It clearly outlined all of the digital resources required in today’s
educational system. The policy acknowledges the importance of technology
in promoting multidisciplinary research and innovation, as well as improving
learning, evaluation, planning, and administration of education. The policy is
a prototype tool for achieving a digital India and, consequently building self-
sufficiency in India.
REFERENCES
1. Alam, A. (2021). National Education Policy-2020 And Integration Of Information And
Communications Technology. August. https://doi.org/10.13140/RG.2.2.29294.95042
2. Kurien A, C. S. (2020). Impact of New Education Policy 2020 on Higher Education. India
Review, 4(11), 1–11. https://doi.org/10.6084/m9.figshare.13332413.v1
3. Muralidharan, K., Shanmugan, K., & Klochkov, Y. (2022). The New Education Policy
2020, Digitalization and Quality of Life in India: Some Reflections. Education Sciences,
12(2). https://doi.org/10.3390/educsci12020075
4. Policy, N. E. (2020). Technology Use and Integration Online and Digital Education :
Ensuring Equitable Use of Technology.
5. URL:https://www.highereducationdigest.com/nep-2020-and-online-education-a-
paradigm-shift/
6. URL:https://punekarnews.in/national-education-policy-how-technology-can-
contribute-to-the-success-of-nep-2020/
7. URL:https://digitallearning.eletsonline.com/2021/09/national-education-policy-2020-
reforms-in-higher-education/
8. Smrita, S., Assistant, S. O. Y., & Bengal, W. (2021). A Revolutionary Step Towards Digital
India- Vision of NEP 2020. 8(3), 502–505.
Effective Governance and Leadership for Higher Education Institutions 19
Effective Governance and

Leadership for Higher Education
3 Institutions
Denis Jangeed and Bhupendra Kumar soni*

*E-mail: bhupensoni1977@gmail.com
ABSTRACT
Effective governance and leadership are crucial for the success of higher education
institutions (HEIs). The National Education Policy (NEP) 2020 recognizes the importance
of governance and leadership and proposes several measures to strengthen these aspects
in HEIs. This paper aims to provide an overview of the NEP 2020’s recommendations for
effective governance and leadership in HEIs. The NEP 2020 proposes a shift towards a
more decentralized approach to governance, where HEIs are granted greater autonomy
and accountability. The policy suggests the establishment of the Higher Education
Commission of India (HECI) to oversee the regulatory framework for HEIs. HECI will
have the power to grant and revoke the status of HEIs based on their performance and
compliance with regulations. The policy also recommends the establishment of a National
Research Foundation (NRF) to fund and promote research in HEIs. Effective leadership is
crucial for the success of HEIs. The NEP 2020 recommends the development of a leadership
pipeline for HEIs, where potential leaders are identified and trained to take up leadership
roles. The policy also suggests the establishment of a National Leadership Academy (NLA)
to provide leadership training and development programs for HEI leaders. The NEP 2020
recognizes the need to promote diversity and inclusion in HEIs. The policy proposes
the establishment of an Equal Opportunity Cell in each HEI to ensure that students
from marginalized communities have access to education and are not discriminated
against. The policy also recommends the inclusion of gender studies in the curriculum
to promote gender equality and diversity. In conclusion, the NEP 2020 proposes several
measures to strengthen effective governance and leadership in HEIs. The shift towards
a more decentralized approach to governance, the establishment of HECI and NRF, the
development of a leadership pipeline, and the promotion of diversity and inclusion are
some of the key recommendations of the policy. The successful implementation of these
measures will require the active participation and collaboration of HEIs, policymakers,
and stakeholders. Effective governance and leadership are crucial for the success of higher
education institutions (HEIs) in today’s rapidly changing world. HEIs are facing a range of
challenges, including changing student demographics, technological advancements, and
increased competition, which make effective governance and leadership critical for their
success. This paper examines the importance of effective governance and leadership for
HEIs, as well as the key factors that contribute to their success. The paper also identifies
some of the challenges that HEIs face in implementing effective governance and leadership
and suggests strategies for addressing these challenges.
Keywords: HEI, NEP, NLA, Governance, Leadership
The National Education Policy (NEP) 2020 is a comprehensive policy document

that outlines the vision and roadmap for the development of the education sector
in India. The policy aims to transform the education system in the country by
promoting holistic, multidisciplinary, and innovative learning, and by ensuring
access and equity for all. Effective governance and leadership are essential for the
successful implementation of the NEP 2020. Effective governance and leadership
are critical for the success of higher education institutions (HEIs) in today’s rapidly
changing world. HEIs are facing a range of challenges, including changing student
demographics, technological advancements, and increased competition, which
make effective governance and leadership essential for their success. This paper
examines the importance of effective governance and leadership for HEIs, as
well as the key factors that contribute to their success. The paper also identifies
some of the challenges that HEIs face in implementing effective governance
and leadership and suggests strategies for addressing these challenges. Higher
education institutions (HEIs) are facing unprecedented challenges in today’s
rapidly changing world, including changing student demographics, technological
advancements, and increased competition. Effective governance and leadership
are critical for the success of HEIs in this environment. This chapter examines
the importance of effective governance and leadership for HEIs, as well as the key
factors that contribute to their success. The chapter also identifies some of the
challenges that HEIs face in implementing effective governance and leadership
and suggests strategies for addressing these challenges. In this article, we will
explore the importance of effective governance and leadership for the NEP 2020.
ENSURING ALIGNMENT WITH THE NEP 2020

Effective governance and leadership are critical for ensuring that all stakeholders,
including educational institutions, government agencies, and other relevant
organizations, align with the vision and objectives of the NEP 2020. The leadership
must provide a clear direction, set goals, and define strategies to achieve the policy’s
objectives.
Facilitating Stakeholder Engagement

The NEP 2020 emphasizes the importance of involving stakeholders, including
students, teachers, parents, and communities, in the decision-making process.
Effective governance and leadership can facilitate stakeholder engagement by
providing platforms for participation, promoting transparency, and encouraging
feedback and suggestions.
Promoting Innovation and Experimentation

The NEP 2020 aims to promote innovative and multidisciplinary approaches
to learning. Effective governance and leadership can support this objective by
providing the necessary resources, facilitating experimentation and pilot projects,
and promoting a culture of innovation and creativity.
Strengthening Institutional Capacity

Effective governance and leadership can support the NEP 2020 by strengthening
institutional capacity, including infrastructure, resources, and human capital. This
can be achieved through strategic planning, resource allocation, and investment in
faculty and staff development.
Monitoring and Evaluation

Effective governance and leadership are essential for monitoring and evaluating
the implementation of the NEP 2020. This includes establishing mechanisms
for data collection, analysis, and reporting, as well as reviewing progress against
established goals and objectives.
Effective governance and leadership in higher education institutions require a
deep understanding of the unique characteristics of the sector, as well as the ability
to adapt to changing circumstances. According to Bower and Christensen (2015),
effective governance requires a clear understanding of the mission and purpose of
the institution, as well as strong communication and collaboration between the
board, senior leadership, and other stakeholders. Leadership, on the other hand,
requires a combination of strategic thinking, vision, and effective management
skills. In addition to these key factors, effective governance and leadership in
HEIs also require a commitment to transparency, accountability, and innovation.
According to Arreola (2013), effective governance and leadership require a
willingness to take risks, embrace change, and foster a culture of innovation within
the institution. However, implementing effective governance and leadership in
HEIs is not without its challenges. These challenges include limited resources,
resistance to change, and the need to balance competing priorities. Strategies for
addressing these challenges include developing strong partnerships with external
stakeholders, investing in professional development for leaders and staff, and
adopting a continuous improvement approach to governance and leadership. In
conclusion, effective governance and leadership are essential for the success of
higher education institutions. HEIs that prioritize these factors are more likely
to be successful in today’s rapidly changing environment. By understanding the
unique characteristics of the sector, adapting to changing circumstances, and
fostering a culture of transparency, accountability, and innovation, HEIs can
position themselves for long-term success.
IMPORTANCE OF EFFECTIVE GOVERNANCE AND

LEADERSHIP
Effective governance and leadership in higher education institutions require a
deep understanding of the unique characteristics of the sector, as well as the ability
to adapt to changing circumstances. According to Bower and Christensen (2015),
effective governance requires a clear understanding of the mission and purpose of
the institution, as well as strong communication and collaboration between the
board, senior leadership, and other stakeholders. Leadership, on the other hand,
requires a combination of strategic thinking, vision, and effective management
skills. In addition to these key factors, effective governance and leadership in
HEIs also require a commitment to transparency, accountability, and innovation.
According to Arreola (2013), effective governance and leadership require a
willingness to take risks, embrace change, and foster a culture of innovation within
the institution.
CHALLENGES TO EFFECTIVE GOVERNANCE AND

LEADERSHIP
Implementing effective governance and leadership in HEIs is not without its
challenges. These challenges include limited resources, resistance to change, and the
need to balance competing priorities. HEIs are also facing increasing pressure from
stakeholders to demonstrate their value and relevance, which can make it difficult
to implement changes that are perceived as risky or uncertain. While the National
Education Policy (NEP) 2020 proposes several measures to strengthen effective
governance and leadership in higher education institutions (HEIs), there are also
several challenges to the implementation of these recommendations. One of the
main challenges is the resistance to change. The current system of governance and
leadership in HEIs has been in place for many years, and any significant changes
to this system may face opposition from those who benefit from it. To overcome
this challenge, there needs to be a concerted effort to communicate the benefits of
the proposed changes to all stakeholders and involve them in the decision-making
process. As noted by Gupta and Srivastava (2021), effective communication is key
to overcoming resistance to change. Another challenge is the lack of capacity and
expertise in governance and leadership. Many HEIs do not have the necessary
human resources and expertise to implement the proposed changes. The NEP
2020 recognizes this challenge and recommends the establishment of a National
Leadership Academy (NLA) to provide leadership training and development
programs for HEI leaders. However, the success of the NLA will depend on its
implementation and the availability of resources to support its activities. As noted
by Barik et al. (2021), the success of the NLA will depend on the availability of
qualified trainers and the involvement of HEI leaders in the program.
A third challenge is the issue of funding. The NEP 2020 proposes the establishment
of a National Research Foundation (NRF) to fund and promote research in HEIs.
However, the success of the NRF will depend on the availability of funds and the
ability of HEIs to compete for funding. As noted by Roy et al. (2021), the success
of the NRF will depend on the availability of funds and the ability of HEIs to
demonstrate their research capabilities. In conclusion, while the NEP 2020 proposes
several measures to strengthen effective governance and leadership in HEIs, there
are also several challenges to the implementation of these recommendations.
Overcoming resistance to change, building capacity and expertise, and addressing
funding issues are some of the key challenges that need to be addressed for the
successful implementation of the NEP 2020.
STRATEGIES FOR ADDRESSING CHALLENGES

Strategies for addressing these challenges include developing strong partnerships
with external stakeholders, investing in professional development for leaders
and staff, and adopting a continuous improvement approach to governance and
leadership. External partnerships can help HEIs leverage resources and expertise
from other institutions, while professional development can help leaders and staff
build the skills and knowledge needed to succeed in an ever-changing environment.
Adopting a continuous improvement approach can also help HEIs stay ahead of
the curve and respond more effectively to changes in the market.
Effective governance and leadership are crucial for higher education institutions to
succeed in achieving their goals and fulfilling their mission. The governance and
leadership structures of a higher education institution can impact the institution’s
performance, reputation, and ability to attract and retain talented students, faculty,
and staff. In this article, we will explore the key elements of effective governance
and leadership for higher education institutions, supported by relevant citations
and references.
Collaboration and Communication

Effective governance and leadership require collaboration and communication
across all levels of the institution. This includes regular communication between
the governing board, administration, faculty, staff, and students. According to
Kezar and Lester (2018), collaboration and communication can enhance decision-
making, build trust, and foster a sense of community within the institution.
Strategic Planning
A well-developed strategic plan can help an institution achieve its goals and
objectives. The strategic plan should be based on the institution’s mission and
vision and should be developed through a collaborative process involving all
stakeholders. According to Hefner, et al. (2015), a strategic plan can help the
institution prioritize initiatives, allocate resources, and measure progress towards
achieving its goals.
Faculty and Staff Development

Effective governance and leadership require investing in faculty and staff
development. This includes providing professional development opportunities,
supporting research and scholarship, and fostering a culture of continuous
improvement. According to Lumby and Foskett (2018), investing in faculty and
staff development can improve the quality of teaching and research, enhance
student learning outcomes, and attract and retain talented faculty and staff.
Financial Management
Effective governance and leadership require sound financial management. This
includes developing and implementing a budget, monitoring and managing
expenses, and investing in the institution’s infrastructure and facilities. According
to Hossain, et al. (2020), sound financial management can help the institution
maintain its financial stability, attract and retain students and faculty, and
achieve its strategic goals. In conclusion, effective governance and leadership
are critical for the success of higher education institutions. A clear vision and
mission, collaboration and communication, strategic planning, faculty and staff
development, and sound financial management are key elements of effective
governance and leadership. Higher education institutions that invest in these
elements are more likely to achieve their goals, enhance their reputation, and
attract and retain talented students, faculty, and staff.
Methodology
The methodology used in the above content is primarily based on a review of
relevant literature on effective governance and leadership in higher education
institutions. The article draws on several academic sources to support its key
arguments and recommendations. The review of literature is an important research
method used to identify and analyze existing knowledge and research findings on
a particular topic. In this case, the literature review is used to identify key elements
of effective governance and leadership in higher education institutions, supported
by relevant citations and references. The article uses a qualitative research
approach, which involves analyzing data from existing sources, such as academic
articles, reports, and books. The data are synthesized to provide a comprehensive
and evidence-based analysis of effective governance and leadership in higher
education institutions.
The article uses a deductive approach, which involves starting with a theory or
framework and testing it against the available evidence. The theory or framework
in this case is the key element of effective governance and leadership in higher
education institutions, and the evidence is drawn from the literature review.
Overall, the methodology used in the above content is based on a review of relevant
literature, and the findings are supported by relevant citations and references. The
article uses a qualitative research approach and a deductive approach to provide an
evidence-based analysis of effective governance and leadership in higher education
institutions.
CONCLUSION
In conclusion, effective governance and leadership are critical for the successful
implementation of the NEP 2020. This requires a clear vision, stakeholder
engagement, promotion of innovation, strengthening institutional capacity, and
monitoring and evaluation. Effective governance and leadership can help transform
the education system in India and promote holistic, multidisciplinary, and
innovative learning that ensures access and equity for all. Effective governance and
leadership are essential for the success of higher education institutions. HEIs that
prioritize these factors are more likely to be successful in today’s rapidly changing
environment. By understanding the unique characteristics of the sector, adapting
to changing circumstances, and fostering a culture of transparency, accountability,
and innovation, HEIs can position themselves for long-term success.
REFERENCES
1. Bower, J. L., & Christensen, C. M. (2015). Disruptive technologies: Catching the wave.
Harvard Business Review Press.
2. Arreola, R. A. (2013). Developing Effective Governance and Leadership in Higher
Education: A Handbook for the Board Member and Administrator. Stylus Publishing,
LLC.
3. Hendricks, C., & Cutright, M. (2016). Enhancing leadership capacity in higher education.
Journal of Leadership Education, 15(1), 67-77.
4. Kezar, A. (2016). A Guide to Governance Models in Higher Education. The TIAA Institute.
5. Scott, P., & Mitias, M. (2018). Examining the Relationship Between Governance and
Leadership in Higher Education. Educational Management Administration & Leadership,
46(2), 197-213.
6. Foss, L. & Aasen, P. (2015). The role of mission and vision in organizational alignment.
Journal of Business Research, 68(11), 2244-2251.
7. Hefner, J. T., Eckel, P. D., & Wolf-Wendel, L. E. (2015). Strategic planning in higher
education: A guide for leaders. Routledge.
8. Hossain, M. A., Choudhury, N. N., & Hoque, M. R. (2020). Financial management
practices and their impact on the performance of private universities in Bangladesh.
Cogent Business & Management, 7(1), 1780693.
9. Kezar, A., & Lester, J. (2018). Understanding leadership and governance in higher
education: An exploration of the literature. Higher Education: Handbook of Theory and
Research, 33, 1-51.
10. Lumby, J., & Foskett, N. (2018) Ministry of Education. (2020). National Education Policy
2020. Government of India.
11. Barik, R. K., Das, M., & Jaiswal, M. K. (2021). Effective Governance and Leadership for
Higher Education Institutions under National Education Policy 2020: Prospects and
Challenges. International Journal of Management, Technology, and Social Sciences, 6(1),
43-53.
12. Gupta, A. K., & Srivastava, R. (2021). National Education Policy 2020: Prospects,
Challenges and Way Forward. Journal of Commerce and Management Thought, 12(1),
133-148.
13. Roy, M., Munda, D. K., & Banerjee, P. (2021). National Education Policy (NEP) 2020: An
Overview and Analysis. Education and Society, 9(2), 19-26.
National Education Policy 2020: Paradigm Shift in Teacher Education 27
National Education Policy

2020: Paradigm Shift in Teacher
4 Education
Md. Afroz Alam*

*E-mail: afrozmanuu@gmail.com
ABSTRACT
The National Education Policy (NEP) 2020 is a comprehensive framework for the
transformation of the Indian education system. It aims to provide quality education to all
students, promote research and innovation, and develop critical thinking and problem-
solving skills. Teacher education is a critical aspect of the NEP 2020, as it is believed that the
quality of education is directly proportional to the quality of teachers. This research paper
aims to discuss the major transformational reforms in teacher education as per the NEP
2020. The NEP 2020 is the first education policy in India in the last 34 years. The policy
aims to transform the education system and make it more inclusive, multidisciplinary,
and holistic. It emphasizes the importance of teacher education in achieving this goal. The
NEP 2020 identifies several challenges in the existing teacher education system, such as a
lack of professional development, a shortage of qualified teachers and outdated curricula.
To address these challenges, the policy proposes several transformational reforms. The
NEP 2020 has proposed major transformational reforms in teacher education in India.
The NEP 2020 emphasizes the need for a significant overhaul of the current teacher
education system in India, which has been criticized for being outdated, inadequate, and
lacking in quality. The proposed reforms in teacher education are aimed at improving the
quality of teachers and enhancing their professional competence to meet the changing
demands of the education sector in the 21st century. This paper aims to examine the major
transformational reforms and paradigm shift in teacher education as per NEP 2020.
Keywords: National Education Policy (NEP) 2020, Paradigm Shift, Teacher Education,
Multidisciplinary Teacher Education Institutes, Integrated Teacher Education Programme
(ITEP), Continuous Professional Development (CPD), National Professional Standards
for Teachers (NPST).
The National Education Policy (NEP) 2020 is a comprehensive reform document

that aims to transform the Indian education system. It is a visionary document
that has the potential to transform the way education is imparted in India. The
policy aims to provide a holistic and multidisciplinary education system fostering
students’ creativity, innovation and critical thinking. The policy aims to transform
the Indian education system to make it more holistic, multidisciplinary, and future-
oriented. One of the key focus areas of the NEP 2020 is the reform of teacher
education in India. The policy outlines several measures to improve the quality
of teacher education and create a more responsive and effective teacher education
system. This article aims to explore the paradigm shift in teacher education in the
light of NEP 2020. It also seeks to analyze the challenges and opportunities that lie
ahead in implementing the policy in this area.
The teacher education system in India is governed by the National Council
for Teacher Education (NCTE), which was established in 1995. The NCTE is
responsible for formulating policies and standards for teacher education in India.
The current teacher education system in India is characterized by a plethora of
teacher education programs, including Bachelor of Education (B.Ed), Diploma
in Elementary Education (D.El.Ed), Master of Education (M.Ed.), and others.
These programs are offered by a large number of institutions, including colleges,
universities, and teacher training institutes. However, the quality of these programs
is often criticized for being inadequate, outdated, and not aligned with the needs
of the education sector.
PARADIGM SHIFT IN TEACHER EDUCATION IN INDIA

Teacher education is one of the key focus areas of the policy, as it recognizes the
crucial role that teachers play in shaping the future of the country. The NEP 2020
envisages a paradigm shift in the approach to teacher education in India. The policy
recognizes that the quality of teachers is the single most important determinant
of the quality of education. Therefore, the policy seeks to transform the current
teacher education system, which is characterized by a focus on theoretical
knowledge, into a more practice-oriented, experiential and holistic system.
The NEP 2020 aims to bring a paradigm shift in teacher education by changing the
way teachers are trained and developed. The policy focuses on developing teachers
as professionals who are capable of creating a positive and nurturing learning
environment for their students. The NEP 2020 proposes several changes in
teacher education, such as the introduction of multidisciplinary teacher education
institutes, a four-year integrated teacher education program (ITEP), mandatory
teacher training, continuous professional development (CPD) for teachers,
national professional standards for teachers (NPST), digital infrastructure for

teacher education and technology integration, teacher eligibility tests (TETs)
and teacher recruitment, Skill development, challenges and opportunities are
discussed below.
Multidisciplinary Teacher Education Institutes

The NEP 2020 proposes the establishment of multidisciplinary teacher education
institutes, which will offer undergraduate and postgraduate programs in education,
as well as programs in other disciplines such as liberal arts, social sciences, and
natural sciences. The multidisciplinary institutes will enable students to acquire a
broad-based education and develop interdisciplinary perspectives. The NEP 2020
recommends a multidisciplinary approach to teacher education, where teachers
will receive training in multiple disciplines. The policy proposes that teachers
should be trained in subjects such as environmental education, gender studies,
and vocational education, among others, to make them more versatile and capable
of teaching a range of subjects.
Four-year Integrated Teacher Education Program (ITEP)

The NEP 2020 proposes the introduction of a four-year integrated teacher
education program, which will replace the existing two-year B.Ed program. The
integrated program will be offered to students after completing their secondary
education (10+2). The program will comprise of a multidisciplinary curriculum,
including foundational education, liberal arts, and specialized courses in education.
The integrated program will enable students to acquire a deep understanding of
subject matter, pedagogy and practical skills required for teaching. The integrated
program will equip teachers with the knowledge and skills required to teach their
subjects effectively. The four-year integrated teacher education program will
provide teachers with the necessary time and resources to develop their teaching
skills and prepare them for the challenges of the modern world. The NEP 2020
proposes an integrated teacher education program that will combine a four-year
multidisciplinary bachelor’s degree in education with subject-specific pedagogical
training. The program will focus on developing critical thinking, problem-solving,
and communication skills among teachers.
The National Council for Teacher Education (NCTE) is a statutory body that
oversees teacher education programs in India. In the academic session of 2023-24,
the NCTE has launched the Integrated Teacher Education Programme (ITEP) in
57 Teacher Education Institutes (TEIs) throughout India. The aim of this program
is to integrate teacher education at the secondary and higher secondary levels. ITEP
is a four-year integrated program that will offer a Bachelor of Education (B.Ed)

degree to students after completing their 12th standard. The program will include
both theoretical and practical components to provide students with a holistic
understanding of teaching and learning. The program is designed to provide
students with a strong foundation in subject knowledge, pedagogy, and practical
experience. ITEP will also help to bridge the gap between secondary and higher
secondary teacher education programs, making it easier for students to transition
from one level to the other. The NCTE has selected 57 TEIs across the country
to offer ITEP. These institutes have been chosen based on their infrastructure,
faculty strength, and other criteria. The program will be implemented from the
academic session of 2023-24, and students who wish to enroll can do so through
the centralized admission process conducted by the respective State Governments.
Overall, the ITEP program is a significant step towards improving the quality of
teacher education in India and preparing future teachers for the challenges of the
21st century.
Mandatory Teacher Training

The NEP 2020 proposes mandatory teacher training for all teachers. The policy
aims to provide teachers with the necessary training to become effective teachers.
The mandatory teacher training will include training in pedagogy, subject-specific
teaching methods, classroom management and the use of technology in teaching.
The training will also focus on developing teachers’ social and emotional skills
to create a positive and nurturing learning environment for their students. The
mandatory teacher training will address the issue of the lack of professional
development opportunities for teachers. Currently, many teachers in India do not
have access to professional development opportunities, which hinders their growth
as professionals. The mandatory teacher training will provide teachers with the
necessary training to develop their teaching skills and enhance their knowledge
of their subjects.
Continuous Professional Development (CPD) of Teachers

The NEP 2020 proposes the introduction of a continuous professional development
(CPD) program for teachers, which will provide opportunities for upskilling and
reskilling of teachers. The CPD program will be designed to align with the national
professional standards for teachers and will enable teachers to stay updated with the
latest developments in the education sector. The NEP 2020 proposes continuous
professional development for teachers to ensure that they remain up-to-date with
the latest teaching methods and technologies. The policy aims to provide teachers
with the necessary resources to continue their professional development throughout
their careers. The continuous professional development will include training in

emerging technologies, subject-specific training, and leadership development.
The continuous professional development will address the issue of the lack of
opportunities for teachers to enhance their skills and knowledge. Currently, many
teachers in India do not have access to professional development opportunities,
which limits their growth as professionals. The continuous professional
development will provide teachers with the necessary resources to enhance their
skills and knowledge and prepare them for the challenges of the modern world.
The NEP 2020 also emphasizes the need to promote continuous professional
development for teachers throughout their careers. The policy proposes the
establishment of a National Mission for Mentoring, which will provide mentoring
and professional support to teachers at all levels of the education system. The
mission will also promote collaboration and knowledge-sharing among teachers
and encourage innovation and experimentation in teaching practices. The NEP
2020 emphasizes the need for continuous professional development of teachers.
It proposes a range of professional development programs, including in-service
training, online courses, and workshops. The policy also suggests the creation of a
National Professional Standards for Teachers to guide professional development.
National Professional Standards for Teachers (NPST)

The NEP 2020 proposes the development of national professional standards for
teachers, which will define the knowledge, skills, and competencies required for
effective teaching. The standards will be developed by the National Council for
Teacher Education (NCTE) in collaboration with other stakeholders. The standards
will provide a framework for teacher education programs and professional
development of teachers.
Digital Infrastructure for Teacher Education and Technology Integration

The NEP 2020 emphasizes the integration of technology in teacher education.
It proposes the use of online resources, digital platforms, and virtual classrooms
to provide high-quality education to teachers. The policy also recommends the
creation of a National Educational Technology Forum to support technology
integration in education.
Teacher Eligibility Tests (TETs) and Teacher Recruitment

The NEP 2020 proposes the introduction of Teacher Eligibility Tests (TETs)
for all categories of teachers, including pre-primary, primary, secondary and
higher secondary. The TETs will be designed to assess the knowledge, skills, and
competencies of teachers in line with the national professional standards for
teachers. The TETs will be conducted by a national agency and the scores obtained
will be used as a basis for selection of teachers. The NEP 2020 proposes a range
of measures to improve teacher recruitment and retention. It recommends the
creation of a National Recruitment Agency to conduct a common eligibility test
for teachers. The policy also suggests providing incentives for teachers working in
remote and challenging areas.
Skill Development
The policy recognizes the importance of skill development for teachers. It
emphasizes on the need to develop teachers’ skills in areas such as technology,
communication, and pedagogy. This will enable teachers to adopt innovative
teaching practices and improve the quality of education.
Challenges and Opportunities

While the NEP 2020 proposes several ambitious reforms to transform teacher
education in India, the implementation of these reforms will pose several
challenges. One of the key challenges will be the need to build the capacity of
teacher education institutions to deliver high-quality education. Many teacher
education institutions in India suffer from a lack of infrastructure, faculty, and
resources, which will need to be addressed to ensure the success of the new teacher
education system. Another challenge will be the need to ensure that the new teacher
education system is inclusive and accessible to all. The NEP 2020 emphasizes the
need to address the gender gap in education and promote equity and social justice.
Therefore, the new teacher education system will need to be designed in a way
that ensures that all students, regardless of their background, have access to high-
quality teacher education.
Despite these challenges, the NEP 2020 also presents several opportunities for
transforming teacher education in India. The policy provides a roadmap for
improving the quality of teacher education in the country by emphasizing on
multidisciplinary education, skill development, and continuous professional
development. It also seeks to strengthen teacher education institutions by
providing them with adequate resources and infrastructure.
CONCLUSION
In conclusion, the National Education Policy 2020 proposes a paradigm shift
in teacher education in India, with a focus on practical, experiential and
multidisciplinary education. The policy proposes several ambitious reforms to
improve the quality of teacher education and create a more effective and responsive
teacher education system. However, the success of these reforms will depend
on the ability of the government to address the challenges of capacity-building,
inclusivity and accessibility. The NEP 2020 is a comprehensive framework for the
transformation of the Indian education system. The policy recognizes the critical
role of teachers in achieving its goals and proposes several transformational
reforms in teacher education. These reforms aim to provide high-quality education
to teachers, develop their professional skills, and ensure their retention in the
education system. The implementation of these reforms will be critical in achieving
the vision of the NEP 2020, which is to provide quality education to all students
in India. If the policy is implemented effectively, the new teacher education
system proposed by the NEP 2020 has the potential to transform the quality of
education in India and contribute to the development of a more equitable and
prosperous society. The NEP 2020 proposes a range of quality assurance measures
for teacher education. It suggests the creation of a National Council for Teacher
Education (NCTE) to oversee the implementation of the policy. The NCTE will
be responsible for setting standards, accreditation, and monitoring of teacher
education programs.
REFERENCES
1. Alam, Md. Afroz. (2020). Attitude of Teacher Educators towards Four Years Integrated
Teacher Education Programme (ITEP). Vidyawarta (Interdisciplinary Multilingual Peer
Reviewed Journal), Issue-09, September 2020, pp.72-77.
2. Alam, Md. Afroz. (2021). Awareness on National Education Policy 2020 among the High
School Teachers in Darbhanga District. SHODH SAMAGAM (A Double-Blind, Peer
Reviewed, Quarterly Multidisciplinary and Multilingual Research Journal), November
2021, Special Issue, pp. 42-48.
3. Bhattacharya, S., & Chatterjee, S. (2021). National Education Policy (NEP) 2020: A
Critical Appraisal of Paradigm Shift in Teacher Education in India. Journal of Education
and Practice, 12(4), 130-135.
4. Mahapatra, S. (2020). Teacher Education in the National Education Policy 2020:
Challenges and Opportunities. Contemporary Education Dialogue, 17(1), 42-57.
5. Ministry of Education, Government of India. (2020). National Education Policy 2020.
6. Mishra, S., & Sahu, B. (2021). A Critical Analysis of National Education Policy 2020
with Special Reference to Paradigm Shift in Teacher Education. International Journal of
Education and Development, 17(1), 126-139.
7. “NCTE launches Integrated Teacher Education Programme (ITEP) in 57 TEIs across
the country for the academic session 2023-24.” Press Information Bureau, Ministry of
Education, Government of India. 9th March 2022. https://pib.gov.in/PressReleasePage.
aspx?PRID=1799943
8. “ITEP: Integrated Teacher Education Programme launched by NCTE for teacher

education.” India Today Education. 10th March 2022. https://www.indiatoday.in/
education-today/news/story/itep-integrated-teacher-education-programme-launched-
by-ncte-for-teacher-education-1926149-2022-03-10
9. “NCTE launches Integrated Teacher Education Programme in 57 institutes across
India.” Hindustan Times. 9th March 2022. https://www.hindustantimes.com/education/
ncte-launches-integrated-teacher-education-programme-in-57-institutes-across-
india-101646593662883.html
10. “NCTE Launches Integrated Teacher Education Programme In 57 TEIs Across The
Country.” NDTV Education. 9th March 2022. https://www.ndtv.com/education/
ncte-launches-integrated-teacher-education-programme-in-57-teis-across-the-
country-2846335
11. “NCTE Launches Integrated Teacher Education Programme (ITEP) In 57 TEIs across
the Country for Academic Session 2023-24.” Swarajya Magazine. 9th March 2022. https://
swarajyamag.com/insta/ncte-launches-integrated-teacher-education-programme-itep-
in-57-teis-across-the-country-for-academic-session-2023-24
12. Prakash, A. (2021). National Education Policy 2020: A Paradigm Shift in Teacher
Education. International Journal of Research and Analytical Reviews, 8(1), 537-542.
13. Singh, S., & Singh, S. K. (2021). National Education Policy 2020: A Paradigm Shift in
Teacher Education. Indian Journal of Public Health Research and Development, 12(1), 310-
313.
14. Thakur, R., & Singh, N. (2021). National Education Policy 2020: A Paradigm Shift in
Teacher Education. International Journal of Scientific Research and Review, 10(1), 248-258.
Transforming the Regulatory System of Higher Education 35
Transforming the Regulatory

System of Higher Education
5
Vijendra Kumar Maurya and Denis Jangeed*

*E-mail: denis.jangid0@gmail.com
ABSTRACT
The National Education Policy (NEP) 2020, which was introduced by the Government
of India, aims to revolutionize the education system in the country, particularly the
regulatory system of higher education. The policy seeks to transform the existing regulatory
framework, which has been criticized for being complex and bureaucratic, into a more
streamlined and flexible system that promotes innovation and excellence in teaching and
research. The NEP 2020 proposes to establish a single regulator, the Higher Education
Commission of India (HECI), to replace multiple regulatory bodies currently in place.
The HECI will focus on promoting autonomy and accountability in higher education
institutions while ensuring quality standards are met. The policy also aims to promote a
multidisciplinary approach to education, encouraging students to pursue a wide range of
courses and programs. It also proposes to establish a National Research Foundation (NRF)
to promote and fund research in various disciplines, thereby promoting innovation and
excellence in higher education. Furthermore, the NEP 2020 seeks to leverage technology
to enhance the quality of education and make it more accessible to students across the
country. The policy also emphasizes the importance of teacher training and development,
recognizing that teachers are the backbone of the education system. Overall, the NEP 2020
has the potential to transform the higher education system in India, promoting excellence,
innovation, and inclusivity. However, its successful implementation will depend on
effective execution and sustained commitment from all stakeholders. In this chapter, we
focused on the need of education and quality education with challenges & solutions of the
Regulatory System of Higher Education.
Keywords: Regulatory System, Quality Education
The regulatory system of higher education has been subject to significant scrutiny
in recent years. Many have criticized the current system as being overly bureaucratic
and hindering innovation and progress in the field. This chapter will explore the
challenges facing the regulatory system of higher education and propose solutions
for transforming it to better meet the needs of students and institutions. The
National Education Policy (NEP) 2020 is a comprehensive framework that seeks
to transform the entire education system in India. One of the key areas of focus
in the NEP is the transformation of the regulatory system of higher education.
This chapter will explore the ways in which the NEP 2020 seeks to transform the
regulatory system of higher education in India. The National Education Policy
2020 (NEP 2020) emphasizes the need for a transformative regulatory system that
enables higher education institutions to achieve their full potential. The regulatory
system is expected to promote autonomy and accountability, ensure the quality of
education, and support the development of a vibrant and diverse higher education
ecosystem in India. One of the key features of the regulatory system under NEP
2020 is the establishment of a single regulatory body for higher education, the
Higher Education Commission of India (HECI). HECI is intended to replace the
existing regulatory bodies, including the University Grants Commission (UGC)
and the All India Council for Technical Education (AICTE), with a more efficient
and effective regulatory framework. HECI will focus on promoting academic
excellence, enhancing research, and ensuring the quality of higher education
institutions in India. Another important aspect of the regulatory system under
NEP 2020 is the emphasis on autonomy for higher education institutions. The
policy recognizes that autonomy is essential for promoting academic freedom and
innovation, as well as for encouraging institutions to be responsive to the needs of
their stakeholders. The regulatory system is designed to support the development
of autonomous institutions by providing them with the necessary resources and
infrastructure, as well as by reducing unnecessary regulatory burdens. Additionally,
the regulatory system under NEP 2020 emphasizes the need for accountability
and transparency in higher education. Institutions are expected to maintain high
standards of academic and research quality, as well as to be accountable to their
stakeholders, including students, faculty, and society at large. The regulatory
system is designed to promote transparency and accountability by requiring
institutions to disclose relevant information about their operations, including their
financial performance, academic quality, and social impact. Another key proposal
is the establishment of a National Higher Education Qualification Framework
(NHEQF). The NHEQF would provide a common framework for all higher
education qualifications in India, making it easier for students to transfer between
institutions and for employers to understand the qualifications of job candidates.

The NEP 2020 also proposes the establishment of a National Research Foundation
(NRF), which would be responsible for funding and promoting research in higher
education institutions. The NRF would provide a single source of funding for all
research in higher education, streamlining the process and making it easier for
institutions to access funding.
NEED OF HIGHER EDUCATION

Higher education is a vital aspect of modern society, serving as a platform for the
growth and development of individuals and nations. Higher education refers to
post-secondary education that includes degree and diploma programs offered by
universities, colleges, and institutes. The need for higher education arises from
various reasons, including the advancement of knowledge and skills, the pursuit of
individual and societal growth, and the demand for skilled labor in the workforce.
One of the primary reasons for the need for higher education is the advancement
of knowledge and skills. Higher education institutions provide opportunities for
individuals to learn and develop their skills in specific areas, leading to professional
and personal growth. The pursuit of knowledge and skills is a lifelong process,
and higher education institutions provide an avenue for individuals to continue
learning and expanding their knowledge base.
Another reason for the need for higher education is to meet the demands of
the workforce. The job market is constantly evolving, and employers are always
seeking skilled workers with relevant training and education. Higher education
institutions offer programs that provide students with the necessary skills and
knowledge required to excel in their chosen professions. Moreover, higher
education is crucial for individuals seeking to enter fields such as healthcare,
engineering, law, and education, where advanced degrees are often required.
Higher education also plays a crucial role in societal development. It serves as a
tool for creating responsible citizens and promoting social and economic progress.
Higher education institutions contribute to the creation of a knowledgeable and
informed society by providing students with opportunities to learn about different
cultures, perspectives, and issues. Additionally, higher education institutions
facilitate research and innovation, leading to the development of new technologies
and solutions that address societal challenges.
Quality Education is a Need of Hour

Quality education is also essential for promoting social and economic development.
Education is a powerful tool for reducing poverty, promoting gender equality,
and fostering sustainable development. Quality education can help individuals

break the cycle of poverty and improve their economic prospects, leading to
higher levels of social and economic mobility. Additionally, education helps to
promote democratic values, social cohesion, and a sense of shared responsibility
among citizens, contributing to the overall well-being of societies. In today’s
world, the need for quality education has become more important than ever
before. As our societies become more complex and interconnected, education
plays a crucial role in helping individuals navigate the challenges of the modern
world. Quality education provides individuals with the knowledge, skills, and
values needed to succeed in their personal and professional lives, as well as to
contribute to the development of their communities and the world at large. One
of the primary reasons for the need for quality education is the changing nature of
the global economy. The world is becoming increasingly interconnected, and new
technologies are disrupting traditional industries and creating new opportunities.
In this context, individuals need to be equipped with the skills and knowledge
needed to adapt to these changes and thrive in the new economy. Quality education
helps individuals develop critical thinking, problem-solving, and communication
skills, which are essential for success in the 21st century.
The Role of the Regulatory System in Education

The role of the regulatory system in education is multi-faceted, encompassing
various aspects such as accreditation, quality assurance, and monitoring of
institutions. Accreditation is a process of evaluating and certifying institutions
based on their compliance with set standards and criteria. The regulatory system
ensures that only accredited institutions are allowed to offer programs and degrees,
ensuring that students receive education of the highest quality. Quality assurance
is another critical aspect of the regulatory system in education. It involves setting
standards for teaching, learning, and assessment, ensuring that institutions meet
these standards and provide students with quality education. Quality assurance
measures also ensure that students receive relevant and up-to-date education
that meets the needs of the workforce and society. Monitoring of institutions is
also an essential role of the regulatory system in education. It involves overseeing
institutions to ensure that they are operating within the legal and ethical
frameworks and are providing education that meets the needs of students and
society. Monitoring also helps to identify and address issues or problems within
institutions, promoting continuous improvement and development.
Challenges Facing the Regulatory System of Higher Education

One of the main challenges facing the regulatory system of higher education is
the outdated nature of many of its policies and regulations. Many of these policies
were developed decades ago and have not kept pace with the changing landscape
of higher education. This has led to a situation where institutions and students are
constrained by rules that no longer make sense in today’s world. Another challenge is
the lack of consistency and coherence across regulatory bodies. There are currently
numerous regulatory bodies responsible for overseeing higher education, each with
their own set of rules and regulations. This can create confusion and inefficiencies,
as institutions must navigate multiple regulatory frameworks. However, these
systems can also present challenges to higher education institutions, students,
and policymakers. One of the main challenges faced by the regulatory system of
higher education is the lack of consistency and coherence in regulations across
different institutions and regions. This can lead to confusion and inconsistency in
the implementation of regulations, which can ultimately undermine the quality of
education. Another challenge is the burden of compliance placed on institutions,
which can be time-consuming and expensive. This can divert resources away from
other important areas such as research and teaching. To address these challenges,
a number of solutions have been proposed for transforming the regulatory system
of higher education. One approach is to adopt a more outcomes-based approach
to regulation, where institutions are judged based on their ability to achieve
specific goals rather than on their compliance with a set of rules. Another solution
is to consolidate the various regulatory bodies responsible for overseeing higher
education into a single, unified entity. This would help to streamline the regulatory
process and create a more coherent and consistent framework for institutions to
operate within. A lack of transparency in the regulatory process can also be a
challenge. Institutions may not be clear on what they need to do to comply with
regulations, and may not have access to information about the regulatory process.
This can lead to frustration and confusion and can make it difficult for institutions
to comply with regulations.
SOLUTIONS TO THE CHALLENGES

One potential solution to these challenges is the adoption of an outcomes-based
approach to regulation. This means focusing on the results that institutions are
achieving, rather than simply on their compliance with regulations. This can
help to reduce the burden of compliance, while still ensuring that institutions
are delivering high-quality education. Another solution is the establishment of a
single, independent regulator for higher education, as proposed in the National
Education Policy (NEP) 2020 in India. This can help to ensure consistency and
coherence in regulations, and can also streamline the regulatory process. A more
transparent regulatory process can also be achieved through greater consultation

and engagement with institutions and other stakeholders. This can help to ensure
that institutions have a clear understanding of the regulatory process, and can
provide input into the development of regulations that are appropriate for their
specific needs and circumstances.
Finally, there is a growing concern that the regulatory system of higher education
is hindering innovation and progress in the field. Many argue that the focus on
compliance and regulation is stifling the ability of institutions to experiment with
new approaches and technologies.
CONCLUSION
The regulatory system of higher education is facing significant challenges
that threaten to hinder progress and innovation in the field. However, there
are solutions available for transforming this system to better meet the needs
of students and institutions. By adopting a more outcomes-based approach
to regulation, consolidating regulatory bodies, and becoming more agile and
responsive to change, the regulatory system of higher education can become a
catalyst for positive change in the field. The NEP 2020 represents a significant
opportunity to transform the regulatory system of higher education in India.
By establishing a single, independent regulator, adopting an outcomes-based
approach to regulation, establishing a national qualification framework, creating a
national research foundation, and promoting technology and innovation in higher
education, the NEP 2020 has the potential to create a more responsive, efficient,
and effective regulatory system for higher education in India. In conclusion, the
regulatory system of higher education can present a number of challenges, but there
are solutions that can help to address these challenges. By adopting an outcomes-
based approach to regulation, establishing a single, independent regulator, and
promoting greater transparency and consultation, we can create a regulatory
system that is more responsive, efficient, and effective. The regulatory system
in education plays a critical role in ensuring the quality and standardization of
education. It provides a framework for governing educational institutions, setting
policies and standards for curriculum, teaching, and assessment. The regulatory
system also ensures accountability and transparency, ensuring that institutions are
held responsible for providing quality education and meeting the needs of students
and society. The need for quality education in the present scenario is essential
for individuals, communities, and the world at large. Quality education equips
individuals with the skills and knowledge needed to succeed in the modern world
and contributes to social and economic development. As the world continues to
change and become more complex, the importance of quality education will only
continue to grow.
REFERENCES
1. Smith, M. (2019). Transforming the regulatory system of higher education. In D. M. Scott
(Ed.), The Future of Higher Education: Global Perspectives 115-128. Routledge.
2. National Education Policy 2020. (2020). Retrieved from https://www.education.gov.in/hi/
nep-new-2020
3. Tilak, J. B. G. (2011). Higher education, governance and regulation: Some perspectives
from Asia. Higher Education, 61(5), 477-491. doi: 10.1007/s10734-010-9381-1
4. Van Vught, F. A., & Westerheijden, D. F. (Eds.). (2010). Accreditation and evaluation in
the European higher education area. Springer Science & Business Media.
5. Sharma, A. (2020). National Education Policy 2020: A comprehensive analysis. Journal
of Education and Practice, 11(17), 34-44. https://www.iiste.org/Journals/index.php/JEP/
article/view/54205
6. Patil, S. B. (2020). The National Education Policy 2020: A critical analysis. Social Science
Research Network. https://ssrn.com/abstract=3673182
7. Rizvi, S. G., & Rizvi, S. A. (2020). The National Education Policy 2020: An analysis.
International Journal of Research in Social Sciences, 10(8), 157-173. https://doi.
org/10.20547/ijrss10.8.1
8. Verma, R. (2020). National Education Policy 2020: A new direction towards the Indian
education system. International Journal of Emerging Technologies in Learning (iJET),
15(13), 4-12. https://doi.org/10.3991/ijet.v15i13.13318
9. OECD (2019). The Future of Education and Skills 2030: The OECD Learning Compass
2030, OECD Publishing, Paris, https://doi.org/10.1787/2e2f4eea-en.
10. UNESCO (2015). Education 2030: Incheon Declaration and Framework for Action for the
implementation of Sustainable Development Goal 4.
11. Milem, J. F., & Berger, J. B. (1997). A modified model of college student retention. Journal
of College Student Development, 38(4), 387-398.
12. Woolf, P. (2010). Why universities matter: A conversation about values, means and
directions. Carnegie Corporation of New York.
A Study on Teacher Preparation for The Foundational Stage 43
A Study on Teacher Preparation

for The Foundational Stage
6
Priyanka Koch and Hitesh Sharma*

*E-mail: drhitesh@tezu.ernet.in
ABSTRACT
We never forget our nursery teacher. The teacher who made us dance to rhymes, the
teacher who helped us start our days in the morning assembly, the teacher who made us
sing A, B, C and a lot of other activities. Childhood is beautiful, it is about taking delight in
fantasies, it is about exploring nature, it is being awed when a butterfly sits on a flower in
the first rays of the morning sun, it is the time which decides the future of the child. Thus
teacher preparation at the foundational stage is imperative because the development of a
nation is so very much associated with it. We always remember our teachers from the early
years. They have a profound impact on our lives. Teacher holds immense significance in
our lives. The socialization process of the child is fueled when he/she steps into a formal
set-up called a school. Thus teacher preparation at the foundational stage should be a
priority for concerned governments across the world.
Keywords: teacher preparation, approaches, Foundational learning
Guru is revered too. We remain in absolute darkness unless we are guided and
shown the path. We have some other examples from the book Tuesdays with
Morrie the phenomenal last journey of a teacher and his final lessons with his
student on different topics. Such is the warmth that we enjoy with our teachers.
The foundational Stage is that part of our lives which is the time to build confidence
in the child and provide a safe, stimulating and nurturing home environment
with the availability of every facility so that the child can grow to his maximum
potential. If this stage is not well taken care of we as a nation are sure to lose talents
who could otherwise be well used to create India as a superpower as has been the
mandate of National Education Policy 2020.
Thus as has been mentioned in the National Curriculum Framework for

Foundational Stage 2022 we need to create that kind of environment with adequate
allowances to teachers in terms of salary and autonomy so that they feel free to
work. The type of teachers that are required for the foundational stage are those
who have all of those qualities to raise a young bud to life like compassion, caring,
patience, endurance etc. This requires joining hands of top-level policy makers
organizations, and communities to give a good healthy and positive environment
to the child.
Teachers have the power to change the world. It is this group of professionals who
play a very important role in nation-building and shaping lives. For ages, it has been
seen that the cordial and harmonious relationship between teachers and students
has produced some phenomenal human beings. In this context, reference can be
given to Mahapurush Srimanta Sankardeva and Madhavdeva. Srimad Bhagavad
Gita is one of the most beautiful examples when it comes to understanding the
relationship between a teacher and his student. Arjuna the warrior was one of the
most loved friends of Krishna. Deluded in the battlefield of Kurukshetra on seeing
his near and dear ones be slayed in the war Arjuna laid his Gandiva in front of
Krishna and it is after this that Krishna opened up his mind to the realities of life.
He became his warmest confidant.
These are some of the references that we have when we talk about teacher and
student relationships. Another example is that of Eklavya and Dronacharya who
was even ready to give up his thumb as Guru Dakshina. Teachers form an important
part of the school system. Keeping this in mind different policies programmes
and government initiatives have given immense focus to teacher preparation. The
most recent among all is the National Education Policy 2020 which has mentioned
the new structure of the school system i. e 5+3+3+4 where 5 refers to five years of
the foundational stage.
Some of the other initiatives include running the Integrated Teacher Education
Programme (ITEP) which also talks about teacher preparation to deal with
learners to teach at the Foundational stage. Effective teacher preparation is
crucial to the economic development of a nation. This implies bringing a lot of
changes in terms of policy, curriculum, infrastructural set up etc. Unless and until
we as a nation have an excellent group of people who can develop an emotional
connection with students in the classroom and create a vibrant classroom where
students can share their ideas and communicate their feelings we cannot think
about how much progress that can be brought in the education sector. We require
excellent manpower who can carry policy decisions forward.
At this point, we must take a look at some of the significant steps that have been
mentioned in the National Curriculum Framework for Foundational Stage 2022.
The framework talks about letting teachers work in an environment where there
is enough flexibility, to share things with their peers. Apart from this, it has also
talked about the continuous professional development of teachers. Teachers in
today’s classroom should have the ability to use multiple teaching approaches
through which they can address the needs of learners in the classroom. An effective
teacher can contribute to a nurturing environment where children feel accepted
and welcome.
Teachers contribute to nation-building. They shape lives. The connection between
teachers and students helps in the creation of stable healthy relationships. For this
to happen it is so very essential that adequate focus be given to teacher preparation
for teaching learners at the foundational stage. The foundational years refer to the
initial years of the child. For this, it is so very essential that a look into the policy
documents is done and concrete steps are taken to work in alignment with the
suggestions being made. Teacher preparation is crucial. Even if in the modern
age we talk about the use of ICT facilities in our classroom there can be nothing
more beautiful than the excellent bond between teacher and students which forms
the basis of appropriate interpersonal relations that is so very essential for social
institutions to function efficiently.
Having adequate Acceptance Empathetic Knowledge of

knowledge of child global practices
development theories
Caring attitude
Modern pedagogical Teachers at the

approaches Foundational Stage Ability to address
individual differences
in the classroom
ICT knowledge
Ability to explore the

Leadership skills spiritual essence of life
Ability to Multilingualism
decipher
children’s Effective
emotions communicator
TEACHERS TEACHING AT THE FOUNDATIONAL STAGE-THE

KIND OF TEACHERS NEEDED
✓✓ Empathetic teachers. For this, we must understand the very concept of
empathy which is putting ourselves in the shoes of another person.
✓✓ Being aware of one’s sense of self-identity as a teacher.
✓✓ Being able to connect to students.
✓✓ Understanding of human emotions.
✓✓ Having the spiritual essence of life.
✓✓ The ability to negate people’s negative self-talk and channel it in the right
way. Often this leads to the development of poor self-esteem and lack of
confidence among children.
✓✓ Understanding of people’s emotions.
✓✓ Kind-hearted.
✓✓ A teacher who always has a smile on his/her face- an important aspect of her
personality.
✓✓ Teachers having adequate empathy.
✓✓ Being the ability to understand own emotions.
✓✓ Self-discipline.
✓✓ The ability to deal with diverse students and classroom-based situations.
✓✓ Aware of different theories related to child development.
✓✓ Adequately trained in the scientific approaches to child’s learning
✓✓ Being aware of the maxims of teaching.
✓✓ Punctual.
✓✓ Teachers who are caring.
✓✓ Having excellent communication skills.
✓✓ Being presentable- having absolute grace and elegance.
✓✓ Teachers being aware of grass root level problems.
✓✓ Teachers being involved in policy formulations, part of policy planning,
involvement in training programs, workshops, curriculum planners etc.
✓✓ Teachers having sound mental health.
✓✓ Teachers recruited from the place where the children come from who have
an understanding of the problems of society. Appointment of teachers can
address contextualization and local specific needs and demands in the
classroom.
✓✓ Being able to instil hope in the minds of the students.
✓✓ The potential to contribute to a joyful teaching-learning situation.
✓✓ Teacher having a global perspective.
✓✓ Resilience.
✓✓ Balanced approach to life and living.
✓✓ Having the spiritual essence of life.
✓✓ Being resourceful.
✓✓ Being aware of policy documents like NEP 2020.
✓✓ Being able to design effective strategies in the classroom.
✓✓ Ability to use ICT tools in the pre-school setting.
✓✓ Ability to use diverse methods of teaching in the classroom.
✓✓ A visionary.
✓✓ An effective leader.
✓✓ Efficient decision maker.
✓✓ Understanding of languages being spoken by students. Teachers’ capability
to use 3-4 languages addressing multilingualism. National Curriculum
Framework for Foundational Stage 2022 says about teaching the child first in
the child’s mother tongue.
✓✓ Caring attitude towards children.
✓✓ Understanding that diversity adds to the beauty of the preschool setting.
✓✓ Being able to relate to the social environment the child comes from.
✓✓ Having psychological knowledge.
✓✓ Ability to be an effective decision-maker.
✓✓ Capability to connect with the parents. Teacher-parent relationship in the
form of adequate interaction (Parent Teacher Meeting etc.) is essential.
✓✓ Having adequate content knowledge.
✓✓ Knowing Pedagogical practices.
✓✓ Teachers who are aware of different new research being carried out in the
field of FLN (Foundational Literacy and Numeracy).
✓✓ Teachers having adequate knowledge of innovative approaches in education
and new ways of teaching 21st-century learners.
✓✓ Teachers who have adequate knowledge of ICT skills.
✓✓ Teachers being able to integrate Technology, Pedagogy and Content
Knowledge in the classroom-the TPACK framework.
Need of the Hour
NEP 2020 is a major change and a landmark in the education system in India. It has
talked about the different ways through which student engagement can be done
at the Foundational level. Focus on teacher training teachers catering to the needs
of pre-service and in-service teachers is very essential so that the teachers remain
updated on the current practices being made in the field of teacher education.
Some other steps that need to be taken include-
•• Teachers’ involvement in Continuous Professional Development (CPD).
•• Teacher participation in refresher programmes and
•• Teachers participate in national seminars, workshops and conferences to
become acquainted with the different approaches to teaching children at the
Foundational Stage.
•• Teachers’ involvement in policy formulation.
•• Teachers are being trained in Toy Based Pedagogy, Storytelling, Art Integrated
Pedagogy etc. to make classroom learning better.
•• Teachers to be effective decision-makers.
•• Addressing policy concerns.
•• Recruitment of teachers adequately trained on ways to teach the preschool
child.
•• Adopting global practices aligned with Indian ethos and values.
•• Works on early childhood educators to be emphasized in training programmes
of the District Institute of Education and Training (DIET) so that teachers
can adopt new pedagogical approaches in the classroom.
•• Letting teachers talk with researchers in the field of Foundational Learning.
•• Creating proper awareness, and social media campaigns to make people
aware of FLN.
•• Taking into account the large size of the country TEIs can go for the creation
of a pool of resource persons to transmit information and new ways of
teaching to teachers.
TEACHER PREPARATION AND NATIONAL CURRICULUM

FRAMEWORK FOR FOUNDATIONAL STAGE 2022
Teachers must have the pedagogic autonomy to plan and organize content, decide
the sequence and methods of teaching and children as the situation demands
along with ways of assessing their learning. (National Curriculum Framework
for Foundational Stage 2022). The NCF has talked in length about enabling and
empowering teachers through different ways like providing conducive facilities
and a work environment for teachers.
The Future Ahead

NEP 2020 is a milestone and is a game changer in the field of teacher education
in India when it comes to effective teacher preparation in the country. Unless
and until India as a nation becomes capable of producing effective teachers for
our schools any kind of reforms in the education system is a far cry. Changes
are required in terms of curriculum, pedagogy and teaching approaches. Teachers
having a positive mindset is crucial to let the education system function. The
future holds immense prospects in which we can engage together to create a lively
environment in our classrooms.
Suggestions
•• Focus to be given on training of teachers teaching at the Foundational level.
•• Teachers to be informed about different thinkers like Montessori, Froebel etc.
•• Learning methods –Concepts like Vygotsky’s theory of socio-cultural
development, Zone of proximal Development (ZPD), More Knowledgeable
Others (MKO), Piaget theory etc. can be explored by teachers.
•• Teachers’ capability for students’ engagement in the classroom in a proper
manner.
•• Teachers to come to interact with psychologists.
•• Teachers to be aware of their weaknesses and strengths when it comes to
training small children.
•• Focus to be given on adequate skill and competencies development of
teachers.
•• Focus to be given on adequate building of infrastructure in the classroom.
•• Adequate funds to be leveraged for training of teachers.

•• Teachers are to be made aware of different existing online platforms through
which they can learn to teach different concepts.
•• Focus on developing content knowledge.
•• Techniques, ICT and pedagogy, awareness of pedagogical approaches etc.
•• Workshops on Foundational learning are to be conducted so that teachers
become aware of the best practices in the field. Teacher involvement is to be
ensured.
•• Changes in the classroom are to be brought breaking free from the monotony
of traditional ways of teaching.
CONCLUSION
The Foundational Stage holds immense significance in everyone’s life. This is
because the child is at a growing stage. If we as teachers provide adequate stimulation
to the child in the form of different strategies then this will lead to better learning
and retention. Our aim should not be to staff students with information but rather
create a situation when they feel that they are not learning like our ways as teachers
to engage them in the dance, drama and play in the classroom. Eliminating fear
and incapabilities along with flexibility in approach is essential. What is learned
in the foundational years goes on forever. So a solid foundation must be built that
becomes the bedrock of a beautiful future. Giving the best for the child requires
a significant understanding of policy documents along with grassroots-level
involvement effective leadership and global practices to bring the best that is for
the child according to the social patterns and the culture that he/she belongs to.
Teachers shape societies. For people who are in the process of nation building it is
so very essential that we as a nation empower them with all the requirements by
bringing out the best in the field of teacher education in the context of addressing
local specific needs and demands. This requires extensive streamlining and joining
hands of institutions at different levels of teacher preparation. Along with that it
also requires bringing the best in terms of pedagogy so that a better future can be
carved in which every child in the classrooms can learn.
REFERENCES
1. Government of India. Ministry of Human Resource Development. (2020). National
Education Policy 2020.
2. National Council of Educational Research and Training. (2022). National Curriculum
Framework for Foundational Stage 2022.
Technical & Vocational Education in India: Opportunities and Challenges 51
Technical & Vocational

Education in India:
7 Opportunities and Challenges
Balram Singh and Vidya Singh*

*E-mail: vidyasingh005@gmail.com
ABSTRACT
The current government decided to revamp the Indian education sector by introducing a
comprehensive NEP 2020. The National Education Policy (NEP) 2020 suggests significant
changes to the Technical and Vocational Education (TVE) scenario. The recommendation
on TVE can be found in Chapter 16 of the NEP-2020, Part II, which details policy changes
in Higher Education. It has been subdivided into eleven points. The primary goals of the
NEP are to ensure that teachers receive high-quality training in content, pedagogy, and
practice by relocating the teacher education system to multidisciplinary colleges and
universities and establishing fruitful Technical and Vocational education in India. More
polytechnics and Institutes for Industrial Training (ITIs) are being established at this
time. Moreover, various Ministries are attempting to provide vocational training through
innovative institutions created specifically for the purpose. The government is attempting
to maintain the quality of these courses in this manner. The XIth Plan has given a boost
to vocational education by allocating more funds for the purpose. Thus, technical and
vocational education will play a significant role in improving the lives of Indians. The
paper conducts a thorough examination of Technical and Vocational education in India.
Keywords: NEP, Vocational, Education, Technical, SDG
Goal 4 of the Sustainable Development Goals focuses on providing opportunities

for lifelong learning and imparting necessary practical skills through high-
quality technical and vocational education. It has significant economic mobility
and development potential in India, which has a large working-age unemployed
population. TVE has been viewed as an important tool for socio-economic
development due to increased productivity and subsequent returns from a
country’s vast human capital resource, such as India. As the UNESCO-UNEVOC

report [1] emphasizes, technical and vocational education provides diverse
avenues for career advancement, skilled manpower that drives nations’ economies,
and a sense of self-reliance. This reduces school dropout rates and empowers the
unskilled workforce, which has untapped productive potential; this is especially
important in a country like India, where the unemployment rate is 5.3% and the
youth unemployment rate is 22.3% in 2019 [2].
These have since deteriorated as a result of COVID-19, emphasizing the need for
TVE changes. However, several issues have persisted over time, and India has
faced challenges in terms of bridging the demand-supply gap, ensuring quality
training for both teachers and students, effective integration of industrial skills
in formal education, curriculum flexibility, active stakeholder engagement, and
technological advancement. In these unprecedented times, the widespread loss of
jobs and shift to online teaching modes has exacerbated countries’ social, economic,
and environmental problems [3]. The World Bank emphasizes the importance of
modifying Technical and Vocational education to effectively mitigate the impact
in these sectors, as well as making institutions more resilient in their approach
to imparting the necessary knowledge and skill sets to empower the working age
group. The emphasis on practical skills and engaging students in adapting to new
technologies and responding to emergencies could significantly contribute to
nations rebuilding better [4, 5].
The purpose of this paper is to discuss the opportunities and challenges in India’s
Technical and Vocational education system, as well as the changing conditions
caused by the COVID-19 pandemic. Following that, recommendations for
effective evaluation of the Technical and Vocational education system are made to
incorporate factors that facilitate quality education in this area.
STRUCTURE OF TECHNICAL AND VOCATIONAL EDUCATION

(TVE) IN INDIA
UNESCO [6] defines TVE as “those aspects of the educational process involving, in
addition to general education, the study of technologies and related sciences, and
the acquisition of practical skills, attitudes, understanding, and knowledge relating
to occupations in various sectors of economic and social life.” TVE is an important
part of imparting practical skills, ensuring employability through upskilling,
economic mobility, full utilization of national resources, and achieving inclusive
and sustainable development for all. TVE can be obtained from formal sources, such
as educational institutions, and non-formal sources, such as flexible, community-
level, and short-term programmes, as well as through informal means. The formal
structure of vocational education in India, as well as the challenges it faces, are
examined in this paper. In India, vocational education is organized into various
programmes, with the Ministry of Human Resource and Development promoting
secondary education and diploma courses, and the Ministry of Skill Development
and Entrepreneurship promoting National Trade Certificate courses. TVE in India
is primarily funded by the Ministry of Skill Development and Entrepreneurship.
The National Qualification Framework governs TVE qualifications, and various
bodies, including the All India Council for Technical Education (AICTE), the
National Development Agency (NSDA), and the Directorate General of Training
(DGET), oversee quality [7]. India currently has 14,605 ITIs under the National
Council for Vocational Training, DGET, and the Ministry of Skill Development
and Entrepreneurship [8]. The National Education Policy 2020 (NEP) has the
potential to significantly alter TVE provision. One major change is the integration
of TVE into existing secondary and higher education institutions’ programmes,
resulting in a dramatic increase in TVE provision and bringing TVE into closer
contact with other areas of education.
The NEP 2020 and Vocational Development

Vocational education is perceived as inferior to traditional education and is
intended primarily for students who are unable to cope with the latter. It is a
serious issue that can only be addressed by completely reimagining how students
will receive vocational education in the future. According to the NEP, “at least
50% of learners” in the school and higher education systems “shall have exposure
to vocational education.” It also states at one point, “Beginning with vocational
exposure at early ages in middle and secondary school, quality vocational education
will be seamlessly integrated into higher education.” The NEP states that during
Classes 6 to 8, important vocational crafts such as carpentry, electric work, metal
work, gardening, pottery making, and so on will be “sampled” as determined by
states and local communities. According to the policy, every child should learn “at
least one vocation” and be “exposed to several more.” The policy also encourages
students to participate in a 10-day bag less with “local vocational experts” to
help them gain a better understanding of the vocation. Students in Classes 6 to
12 can also apply for similar internship opportunities through NEP. The policy
also mentions implementing vocational courses in secondary schools “in phases
over the next decade.” NEP also discusses the establishment of “skill labs” in
collaboration with polytechnics and local industries. There is also a proposal to
offer vocational courses online. According to the
National Education Policy, “a concerted national effort will be made to ensure

universal access and affordable opportunity for all children in the country to
obtain quality holistic education-including vocational education from preschool
to Class 12.” The policy also proposes ‘local teacher education programmes,’ in
which schools can hire local resource persons for shorter courses on vocational
crafts. As suggested in the NEP 2020, the proposed “National Committee for
the Integration of Vocational Education (NCIVE)” will have to go through the
process of further detailing the National Skills Qualification Framework (NSQF).
While doing so, this committee must also communicate with the National Higher
Education Qualification Framework (NHEQF) to ensure viable horizontal credit
transfers and equivalence. This policy seeks to eliminate the social status hierarchy
associated with vocational education by requiring the gradual integration of
vocational education programmes into mainstream education in all educational
institutions.
Findings:
Many people are concerned about the success of NEP 2020 implementation. It has,
like any other policy, categorically reflected the objectives that our nation seeks
to achieve in light of the challenges that we have faced thus far. The task now is
to identify the prerequisites and chart a course to realize what has been written
in black and white. According to the 12th Five-Year Plan (2012-2017), only a
very small percentage of the Indian workforce aged 19-24 (less than 5%) received
formal vocational education. These figures only emphasize the importance of
hastening the spread of vocational education in India. One of the primary reasons
for the low number of students receiving vocational education is that vocational
education has traditionally focused on Grades 11-12 and dropouts in Grades 8
and up. The admission criteria for general higher education were also not designed
to provide opportunities for students with vocational education qualifications,
putting them at a disadvantage in comparison to their peers from ‘mainstream’ or
‘academic’ education. By 2025, at least 50% of learners in the school and higher
education systems will have received vocational education, for which a detailed
action plan with goals and timelines will be developed. This is consistent with the
SDGs and will aid in realizing the full potential of India’s demographic dividend.
When determining the GER targets, the number of students enrolled in vocational
education will be taken into account. The development of vocational abilities will
occur concurrently with the development of ‘academic’ or other abilities. Over the
next decade, vocational education will be gradually integrated into the educational
offerings of all secondary schools. Secondary schools will also work with ITIs,
polytechnics, local industry, and other organizations to achieve this goal.
Challenges of TVE in India

The Pandit Sunderlal Sharma Central Institute of Vocational Education (PSSCIVE)
has listed several challenges in India’s country profile [9]. The supply-demand
gap is obvious, given the massive number of approximately 12.8 million people
entering the market each year and the capacity of vocational training courses
being limited to approximately 2.5 million people. Only 2.74% of India’s working-
age population has formal training in TVE, according to the periodic labour force
survey [10]. Another barrier is the lack of course diversity and flexibility, as well
as the lack of guidelines for expanding opportunities beyond formally authorized
institutes. The fact that changes to the TVE system and curricula are not keeping
up with the rapidly changing market demands renders some skills unproductive.
Inadequate training, as well as a lack of specific mandatory qualifications for TVE
teachers and trainers, impedes effective instruction and information delivery. This
could be attributed to the ineffective integration of industrial knowledge in school
curricula, which incorrectly presents this as a trade-off when the learnings from
both are complementary.
Recommendations:
As suggested in the NEP 2020, the proposed “National Committee for the
Integration of Vocational Education (NCIVE)” will have to go through the process
of further detailing the NSQF. By stating that vocational education is “perceived
to be inferior to mainstream education,” the NEP 2020 has made it problematic.
It goes on to say that the policy aims to “overcome the social status hierarchy
associated with vocational education” by integrating it into mainstream education
“phased.” This is proposed to be accomplished through the establishment of
the NHEQF, which will be coordinated with the National Skills Qualification
Framework (NSQF) to facilitate movement between streams. This integration is
planned to begin in the upper primary segment, with short-term internships with
indigenous artists, craftspeople, and blue-collar professionals. It is also seen as a
means of “emphasizing the dignity of labour” by the policy. Furthermore, the NEP
discusses incentivizing and creating more apprenticeships and other opportunities
for students to receive work-integrated training. While this is a credible proposal,
it must be evaluated in light of the National Apprenticeship Promotion Scheme
(NAPS), which was introduced in 2016. Until 2018, the NAP had trained only
2.9 lakh apprentices out of a total target of 20 lakh. With only 15% of the target
met, the overall goal of training 50 lakh apprentices by 2020 appears improbable.
According to data analyzed by Salaam Bombay Foundation from the Ministry of
Skill Development and Entrepreneurship’s NAPS portal in June 2019, only 10,8195
(16.8%) of the 64,390 establishments registered had one or more apprentices

undergoing training with them. Before establishing more aggressive pathways for
apprenticeships under the NEP, these figures must be thoroughly reviewed.
CONCLUSION
The preceding discussion indicates that the vocational development Programme
has played a significant role in their economic development; however, the
vocational development Programme has not been very successful in developing
countries such as India. Even though governments have paid much more attention
to this sector in recent years, the results remain poor. The vocational development
Programme is facing several challenges, the most serious of which are the poor
quality of institutions and the lack of links between vocational development
providers and industries. Individuals could benefit from vocational development
programmes by gaining marketable skills. This, however, does not need to be
replicated in India. Higher level skills should be included in the NSQF and NHEQF,
and the government should facilitate this by introducing ways to recognize them.
The ongoing pandemic, for example, has highlighted the limited availability of
healthcare workers and, as a result, the need to foster vocations in the healthcare
sector while also compensating them fairly in the market.
Overall, while the policy is commendable in many ways, there are a few points
that should be revisited. As operational plans for the next five years are developed,
it is necessary to consider the lessons learned from the successes and failures of
the previous ten years of all programmes dealing with vocational education and its
integration with school education. For the time being, the policy certainly attempts
to address some fundamental issues that have plagued the sector for a long time
and thus receive full marks. The NEP 2020 recognizes the importance of meeting
the goals of access and lifelong learning. However, it must be accompanied by
significant structural changes to ensure learners’ holistic development. As a result,
the NSQF’s initial goal of increasing global and domestic mobility of skilled human
capital will be realized.
REFERENCES
1. Wahba, M.M.M. Technical and Vocational Education and Training (TVE) Challenges
and Priorities in Developing Countries. https://unevoc.unesco.org/eforum/TVE_
Challenges_and_Priorities_in_Developing_Countries.pdf
2. ILO Data Explorer. Country profiles. 2019. Available online: https://www.ilo.org/
shinyapps/bulkexplorer45/?lang=en&segment=indicator&id=UNE_DEAP_SEX_AGE_
RT_A&ref_area=IND
3. International Labour Office. Skills Development in the Time of COVID-19: Taking Stock
of the Initial Responses in Technical and Vocational Education and Training United
Nations Educational, Scientific and Cultural Organization; International Labour Office:
Geneva, Switzerland, 2021.
4. Margo, H.; Victoria, L.; Santos, I.; Weber, M. TVE Systems’ Response to COVID-19:
Challenges and Opportunities. World Bank Gr. 2020, 4,1–11.
5. Stephens, T.; Couzens, E. Editorial: The 2030 Agenda for Sustainable Development. Asia
Pac. J. Environ. Law 2016, 19, 1–3.
6. Wadia, L.C.; Dabir, N. Vocational Education First: State of the Education Report for India
2020; Technical and Vocational Education Training (TVE); UNESCO: New Delhi, India,
2021.
7. UNESCO-UNEVOC. TVE Country Profiles: India. https://unevoc.unesco.org/home/
Dynamic+TVE+Country+Profiles/country=IND
8. Ministry of Skill Development and Entrepreneurship. ITI Count—India All ITIs. 2015.
https://www.ncvtmis.gov.in/Pages/ITI/Count.aspx? Aspx Auto Detect CookieSupport=1
9. TVE Country Profiles: India. UNESCO-UNEVOC International Centre for Technical
and Vocational Education and Training, Bonn. 2018. https://www.google.com/url?sa = t
& source=web & rct=j & url = https://unevoc.unesco.org/wtdb/worldTVEdatabase_ind_
en. pdf & ved = 2ahUKEwjCkZXiMz3AhUcTWwGHXTXAF4QFnoECA4QAQ&usg =
AOvVaw2sfodiZk53_ve3W6OqNDcs
10. Wadia, L.C.; Putting Vocational Education Centre Stage in the Implementation of NEP
2020. Observer Research Foundation. 2021.
11. https://www.orfonline.org/expert-speak/putting-vocational-education-centre-stage-
implementation-nep-2020/
Optimal Learning Environment and Support for Student’s Performance in Science Education 59
Optimal Learning Environment

and Support for Student’s
8 Performance in Science
Education
Sachin Kumar and Beena Singh*

*E-mail: drbeenasingh2013@gmail.com
ABSTRACT
Science education is essential in preparing students for the future by providing them
with the knowledge, skills, and critical thinking abilities needed to solve problems
and make informed decisions. To achieve optimal learning outcomes and support
students’ performance in science education, it is necessary to create an optimal learning
environment and provide the necessary support. This abstract highlights several factors
that can enhance students’ learning and improve their performance in science education.
Hands-on, experiential learning opportunities and inquiry-based learning provide
students with the opportunity to engage with scientific concepts through experimentation
and observation. This helps them develop a deeper understanding of scientific principles,
foster their curiosity, and promote their creativity. Teacher training and professional
development programs can equip educators with the skills and knowledge needed to
deliver effective science instruction and support students’ learning. Different types of
learning assessments, including formative and summative assessments, can provide
feedback on students’ understanding of scientific concepts and guide instruction tailored
to individual needs. Promoting diversity, equity, and inclusion in science education is
essential to creating an inclusive learning environment where all students feel valued
and supported. Family and community engagement can provide students with additional
opportunities to learn about science and connect with the wider community, while
access to resources on science education is crucial to providing students with the latest
information and collaborative learning opportunities. By incorporating these factors into
science education, educators can create a learning environment that supports students’
academic growth and fosters their curiosity, creativity, and passion for science. Investing
in science education can prepare the next generation of scientists and innovators who will
make important contributions to the scientific community and tackle some of the world’s
most pressing challenges.
Keywords: Science Education, Optimal Learning Environment, Students’ Performance
Science education is a crucial component of a well-rounded education, providing

students with the knowledge and skills they need to understand and engage with
the natural world. However, science education can be challenging, and students
require an optimal learning environment and support to achieve their full
potential. An optimal learning environment for science education includes several
key elements. Safety and security are crucial, as learners need to feel physically
and emotionally safe to focus on learning. Positive social environments that foster
positive relationships and encourage participation are also essential. Engagement
and challenge are critical, and science education programs should be relevant and
meaningful to learners, fostering a love of learning and an appreciation for the
scientific process. Access to high-quality resources, tools, and technologies is also
important to keep up with the rapid pace of scientific discovery and innovation.
Support for students’ performance in science education is equally important. It can
take many forms, such as providing extra help with homework and assignments
or creating opportunities for hands-on learning experiences and research. This
support is particularly important for learners who may face obstacles to success,
such as students from underrepresented groups or students with disabilities.
The role of educators and mentors is also critical in science education. Teachers
and mentors who are passionate about science and committed to supporting their
students’ learning can make a significant difference in learners’ lives. By providing
guidance, encouragement, and support, educators can help students overcome
obstacles, develop a deep appreciation for science, and pursue their goals and
aspirations in the field.
OPTIMAL LEARNING ENVIRONMENT

An optimal learning environment refers to the conditions that are most conducive
to effective learning and knowledge acquisition. It is an environment that
is designed to support and enhance the learning process, both in terms of the
physical space and the pedagogical practices that are employed.
An optimal learning environment typically includes a few key elements:
•• Safety and security: Learners need to feel physically and emotionally safe to
be able to focus on learning.
•• Comfortable and conducive physical environment: The classroom should
be well-lit, well-ventilated, and free from distractions so that learners can
concentrate on their work.
•• Positive and supportive social environment: An environment where

learners feel valued and respected, and where positive relationships are
fostered among learners and between learners and teachers.
•• Engaging and challenging instructional practices: A teaching approach
that is relevant and meaningful to learners, and that challenges them to think
critically and apply what they are learning to real-world problems.
•• Effective use of technology and resources: The use of technology and other
resources that support and enhance the learning process.
In short, an optimal learning environment supports the learner’s physical, social,
and emotional well-being, and facilitates the acquisition of knowledge and skills in
a way that is engaging, challenging, and meaningful.
FACTORS ENHANCING STUDENT’S PERFORMANCE IN

SCIENCE EDUCATION
Science education is an essential component of a well-rounded education, and
several factors can enhance students’ performance in science education. These
include:
•• Hands-On, Experiential Learning Opportunities
•• Inquiry-Based Learning
•• Teacher Training And Professional Development
•• Different Types Of Learning Assessments
•• Diversity, Equity, And Inclusion
•• Family And Community Engagement
•• Access To Resources On Science Education
Enhancing students’ performance in science education requires a multifaceted
approach that includes hands-on, experiential learning opportunities, inquiry-
based learning, teacher training and professional development, different types
of learning assessments, diversity, equity, and inclusion, family and community
engagement, and access to resources on science education. By providing students
with the tools and support they need to succeed, educators can foster a lifelong
love of learning and a deep appreciation for the scientific process.
1) Hands-On, Experiential Learning Opportunities

Hands-on, experiential learning opportunities are a crucial component of science
education. Research has shown that these types of learning experiences can
improve students’ scientific knowledge, skills, and attitudes toward science. In

particular, hands-on learning activities can help students.
•• Develop critical thinking skills: Hands-on activities require students to
think critically and use problem-solving skills to explore and understand
scientific concepts. By engaging in hands-on learning experiences, students
can develop a deeper understanding of scientific concepts and learn how to
apply their knowledge to new situations.
•• Improve understanding of scientific concepts: Hands-on learning
experiences can help students better understand abstract scientific concepts by
providing tangible examples and opportunities for exploration Students can
see scientific phenomena in action, which can help them better understand
complex scientific concepts
•• Foster curiosity and interest in science: By engaging in hands-on learning
activities, students can become more interested and engaged in science. They
can see the relevance and applicability of science concepts in the real world,
which can inspire them to pursue science-related careers or further study.
•• Connect science concepts to real-world applications: Hands-on learning
activities can help students see how scientific concepts apply to real-world
situations. This can help them better understand the relevance of science in
their daily lives and inspire them to use science to solve real-world problems
Hands-on, experiential learning opportunities are a critical component of science
education that can help students develop critical thinking skills, improve their
understanding of scientific concepts, foster their curiosity and interest in science,
and connect science concepts to real-world applications
2) Inquiry-Based Learning
Inquiry-based learning is an approach to teaching and learning that involves
engaging students in asking questions, conducting investigations, and making
connections between concepts. This approach is designed to promote critical
thinking, problem-solving, and active learning. Baldock and Murphrey (2020)
conducted interviews with students to investigate their perceptions and opinions
about inquiry-based learning.
Research has shown that inquiry-based learning can be an effective way to teach
science. One study conducted by the National Science Foundation found that
students who participated in inquiry-based learning activities scored higher
on tests of scientific reasoning and comprehension than students who received
traditional instruction. Vekli (2021) found that secondary school students’

perceptions of inquiry-based learning skills in science differ by gender, grade level,
grade point average, family income level, the mother’s and father’s educational
attainment, and the frequency of information communication technology use.
Girls and lower-school students perceived their inquiry-based learning skills as
better, while higher parental education and better income status had a positive
effect on the perception of science-learning skills among secondary school
students. The frequency of information communication technology use, on the
other hand, had a negative effect.
Inquiry-based learning has also been shown to be effective in promoting the
development of 21st-century skills such as collaboration, communication, and
creativity. This is because the approach encourages students to work together,
share ideas, and think creatively to solve problems. According to Reid and Ali
(2020), learner-centred approaches such as inquiry-based learning may not be as
effective for subject-content acquisition, but can be useful in developing skills and
attitudes, and when learners need to apply existing understanding in new contexts.
Furthermore, the authors suggest that inquiry-based learning does not necessarily
lead to more successful learning in terms of subject-content acquisition.
Inquiry-based learning is an effective way to teach science and promote the
development of critical thinking and 21st-century skills. By providing students
with hands-on experiential learning opportunities, inquiry-based learning can
help them become more engaged and motivated leaders, leading to improved
academic outcomes.
3) Teacher Training and Professional Development

Teacher training and professional development are critical components of a
successful education system. In the field of science education, teachers need to
have access to high-quality training and ongoing professional development
opportunities to stay up-to-date with the latest research and best practices.
First and foremost, teacher training and professional development can help to
improve the quality of instruction in science classrooms. When teachers are well-
trained and knowledgeable about scientific concepts, they are better equipped to
create engaging and effective lesson plans that can help students learn and retain
information. Additionally, ongoing professional development can help teachers
stay up-to-date with new research, technology, and teaching strategies, allowing
them to continuously improve their practice.
Teacher training and professional development can help to increase teachers’

confidence and job satisfaction. When teachers feel supported and valued, they
are more likely to be engaged and motivated in their work. This can lead to higher
levels of job satisfaction and lower levels of burnout, which can have a positive
impact on both teachers and students.
In addition, teacher training and professional development can help to create a
culture of collaboration and continuous learning within schools. When teachers
have opportunities to learn from each other and share best practices, they can
build a stronger professional community that can benefit both themselves and
their students. This can also help to create a sense of collective responsibility
for student success, which can lead to more effective and coordinated efforts to
improve student outcomes.
Finally, teacher training and professional development can help to address
inequities in education. By providing all teachers with access to high-quality
training and ongoing support, we can help to ensure that all students, regardless of
their backgrounds or circumstances, have access to high-quality science education.
This can help to level the playing field and provide more equitable opportunities
for all students to succeed in science and related fields.
4) Different Types of Learning Assessments

Leaming assessments are an important tool for evaluating student learning
and providing feedback to both students and teachers. In science education,
assessments can take many different forms, each with its strengths and limitations.
Here are some common types of learning assessments and their impact on science
education
•• Multiple-choice tests: Multiple-choice tests are commonly used in science
education to evaluate students’ factual knowledge and understanding of
scientific concepts. While they can be useful for assessing basic knowledge,
they do not allow students to demonstrate their understanding of complex
concepts or their ability to think critically.
•• Performance tasks: Performance tasks, such as lab reports or research
papers, can provide a more in-depth assessment of a student’s ability to apply
scientific concepts to real-world problems. These types of assessments can be
time-consuming to grade, but they offer a more comprehensive evaluation of
student learning
•• Formative assessments: Formative assessments are designed to provide

ongoing feedback to both students and teachers throughout the learning
process. They can be informal, such as class discussions or exit tickets, or
more formal, such as quizzes or concept maps. Formative assessments allow
teachers to adjust their instruction based on student’s needs, and they help
students monitor their learning and identify areas where they need more
support
Different types of learning assessments can have a significant impact on science
education. By using a variety of assessment types, teachers can gain a more
comprehensive understanding of students’ learning and provide more targeted
feedback to support student success.
5) Diversity, Equity and Inclusion

Diversity, equity, and inclusion (DEI) have become increasingly important topics
in science education. Here are some ways in which DEI can impact science
education:
•• Representation in science: DEI efforts aim to increase the representation
of historically underrepresented groups in science. This includes recruiting
and retaining diverse students and faculty in science programs and ensuring
that science curriculum and materials represent diverse perspectives and
experiences
•• Equity in education: DEI efforts also seek to address systemic inequalities in
science education. This includes providing equitable access to resources and
opportunities, such as hands-on experiences and mentorship, for all students.
•• Inclusive learning environments: DEI efforts are to create inclusive learning
environments where all students feel valued and supported. This includes
addressing bias and microaggressions in the classroom and promoting
cultural competency among faculty and staff
•• Culturally responsive teaching: DEI efforts also promote culturally
responsive teaching, which involves recognizing and valuing students’ diverse
backgrounds and experiences and incorporating them into the curriculum.
This can help students see themselves in the science content they are learning
and make science more relevant and engaging
•• Addressing real-world issues: Science education can be used to address
real-world issues, such as climate change and health disparities, which
disproportionately impact certain communities. DEI efforts can help ensure

that science education addresses these issues and provides students with the
tools to make a positive impact in their communities.
DEI efforts can have a significant impact on science education by promoting
representation, equity, inclusion, culturally responsive teaching, and addressing
real-world issues. By incorporating DEI principles into science education, we can
create more inclusive and equitable learning environments that benefit all students.
6) Family and Community Engagement

Family and community engagement play a critical role in science education and
can have a significant impact on students’ learning outcomes. Here are some ways
in which family and community engagement are important in science education:
•• learning support: Families and communities can provide valuable support
for students’ learning by reinforcing concepts learned in the classroom and
providing resources for hands-on learning experiences outside of school.
•• Access to resources: Many families and communities have access to resources
that schools may not, such as museums, parks, and other educational
institutions. Engaging with these resources can provide students with unique
learning opportunities and help to broaden their understanding of science.
•• Career exploration: Family and community engagement can also help
students explore careers in science and technology by providing connections
to professionals in these fields and opportunities for job shadowing and
internships
Family and community engagement play a crucial role in science education by
providing support for learning access to resources, career exploration, community
involvement, and cultural relevance. By engaging with families and communities,
we can create more meaningful and impactful science learning experiences for
students.
7) Access to Resources on Science Education

Access to resources can have a significant impact on science education, as it
provides students with opportunities to engage in hands-on, inquiry-based
learning and to develop a deeper understanding of scientific concepts. Here are
some ways in which access to resources can impact science education:
•• Increased engagement: Access to resources such as laboratory equipment,
science kits, and technology can increase student engagement and interest in
science. Students are more likely to be interested in and motivated to learn

about science when they have access to the tools and equipment they need to
explore scientific concepts.
•• Enhanced learning: Access to resources can also enhance student learning
by providing opportunities for hands-on, experiential learning. This type of
learning allows students to apply scientific concepts in real-world situations
and develop a deeper understanding of the scientific process.
•• Improved outcomes: Studies have shown that access to resources can improve
student outcomes in science, including test scores and overall achievement.
When students have access to the resources they need to engage in meaningful
science learning experiences, they are more likely to succeed academically.
Access to resources can have a significant impact on science education by
increasing engagement, enhancing learning, improving outcomes, and promoting
equity. By providing students with access to the resources they need to engage in
hands-on, inquiry-based learning, we can create more meaningful and impactful
science learning experiences for all students.
Access to resources plays a critical role in science education, as it can directly
impact the quality of education that students receive. According to the National
Science Foundation, “resources such as instructional materials, laboratory
equipment, and technology are essential components of science education that
can facilitate effective teaching and learning” (National Science Foundation,
2019). Unfortunately, not all students have equal access to these resources, which
can create disparities in educational outcomes. A study conducted by the National
Center for Education Statistics found that schools with higher percentages of
students from low-income families were less likely to have adequate science
resources, such as science labs, technology resources, and science reference
materials (National Center for Education Statistics, 2018).
The COVID-19 pandemic has highlighted the importance of access to technology
resources for science education. The sudden shift to remote learning has made
it dear that students who lack access to reliable internet and digital devices are
at a disadvantage in science education, as they may not have access to virtual
labs, online resources, and other digital tools that are crucial for learning science
remotely (Rahm & Hege, 2021). Overall, access to resources is a critical factor in
science education, and efforts should be made to ensure that all students have
equal access to the resources they need to succeed in science.
CONCLUSION
Creating an optimal learning environment and providing support for student’s
performance in science education requires a combination of several factors.
Hands-on, experiential learning opportunities and inquiry-based learning are
effective strategies to enhance students’ understanding of scientific concepts,
develop their problem-solving skills, and foster their interest in science. Teacher
training and professional development programs can equip educators with the
skills and knowledge needed to deliver effective science instruction and support
students’ learning. Different types of learning assessments can provide feedback
on students’ understanding of scientific concepts and guide instruction tailored to
individual needs. Promoting diversity, equity, and inclusion in science education
is crucial to creating an inclusive learning environment where all students feel
valued and supported. Family and community engagement can provide students
with additional opportunities to learn about science and connect with the wider
community.
Access to resources on science education, including textbooks, scientific journals,
and multimedia materials, is essential to providing students with the latest
information and collaborative learning opportunities. By incorporating these
factors into science education, educators can create a learning environment that
supports students’ academic growth and fosters their curiosity, creativity, and
passion for science. By investing in science education, we can prepare the next
generation of scientists and innovators who will make important contributions to
the scientific community and tackle some of the world’s most pressing challenges.
REFERENCE
1. Baldock. T. E., & Murphrey, T. P. (2020). Student Perceptions of Inquiry-Based Learning. In
C. R. Darwin (Ed), Handbook of Research on Student-Centered Strategies in Online Adult
Learning Environments (pp. 115-132). IGI Global. doi: 10.4018/978-1-5225-9776-2.ch007
2. Darling-Hammond, L., Fook, L., Cook-Harvey, C., Barron, B., & Osher, D. (2021).
Implications for the educational practice of the science of learning and development.
Applied Developmental Science, 25(2) 97-140.
3. Ford, M. J., Adams, P. D., & Smith, L. K. Q2020). Inquiry-based teaching in science
education: a review of the research literature. Journal of Science Education and Technology,
29(4), 487-500.
4. Kang, J., Keiper, T., & Falk, J. H. (2020). The influence of a science field trip program
on elementary students’ science attitudes and career aspirations. Journal of Research in
Science Teaching, 57(3), 324 -344.
5. Kuo, C. Y., Chen, C. Y., & Wu, Y. T. (2021). Effects of a science summer camp program on
elementary students’ science attitudes and science learning outcomes. Journal of Science
Education and Technology 30(2), 153-168.
6. Loucks-Horsley, S., Hewson, P. W., Love, N., & Stiles, K. E. (2021). Designing professional
development for science teachers A conceptual framework. Journal of Science Teacher
Education, 32(4) 336-354.
7. Martinez-Donate, A. P., & Parra-Cardona, J. R. (2021), Family engagement in science: A
systematic review of the literature. Journal of Research in Science Teaching, 58(6), 762-787.
8. National Academies of Sciences, Engineering, and Medicine. (2019). Science and
Engineering for Grades 6-12: Investigation and Design at the Center National Academies
Press.
9. National Center for Education Statistics. (2018). Science instruction in the United States:
Results from the National Teacher and Principal Survey of 2015-16. https://nces.ed.gov/
pubs2018/2018062.pdf
10. National Research Council. (2012). A framework for K-12 science education: Practices,
crosscutting concepts, and core ideas. National Academies Press.
11. National Science Foundation. (2019). The role of resources in science education.
12. https://www.nsf.gov/ehr/MSP/Resource Center/resources-science-ed.jsp
13. National Science Foundation. (2020). Science, Engineering, and Education for Sustainability
(SEES) program.
14. Osborne, J., & Dillon, J. (2019). Science education in the 21st century: Using the science of
learning to transform teaching and learning. Routledge.
15. Penuel, W. R., Fishman, B. J., Cheng, B. H., & Sabelli, N. (2011). Organizing research
and development at the intersection of learning, implementation, and design. Educational
Researcher, 40(7), 331-337.
16. Rahm, J., & Hege, L (2021). Equity in science education during COVID-19: The pivotal
role of digital inclusion. Journal of Research in Science Teaching, 58(5), 671-677. https://
doi.org/10.1002/tea.21699
17. Reid, K. L., & Ali, M. (2020). Inquiry-Based Learning in Higher Education. In C. R. Darwin
(Ed.). Handbook of Research on Student-Centered Strategies in Online Adult Learning
Environments (pp. 47-62). IGI Global. doi: 10.4018/978-1-5225-9776-2.ch003
18. Schwartz, D. L, & Martin, T. (2019). Inventing new learning environments to support
science Learning Trends in Neuroscience and Education, 16, 12-17.
19. Sjoberg, S., & Schreiner, C. (2020). Science and technology education for sustainable
development A review of research. International Journal of Science Education, 42(9),
1485-1504.
20. Smith, L. K., & Sorge, S. (2021), Promoting equity in science education: A review of the
literature Journal of Research in Science Teaching, 58(6), 800-828.
21. Tsupros, N., Kohler, R. E., & Hallinen, J. (2020). The impact of informal science learning
experiences on student outcomes. International Journal of STEM Education, 7(1), 1-11.
22. Vekli, M. (2021). Investigating Secondary School Students’ Perceptions of Their Inquiry-
Based Learning Skills in Science. Journal of Science Education and Technology, 30(3), 362-
374. doi: 10.1007/s10956-021-09879-9
71
Research Ethics-Academic
Honesty & Integrity, Content
9 & Its Implications, Converting
Thesis into Authentic
Publication-Ready Material
Prakriti James*
*E-mail: jamesprakriti@gmail.com
ABSTRACT
We know many examples of unethical research. Often, we come to know that research
work is copied or plagiarized. It has become a misconception that more than half of studies
conducted in our country are not original work. To overcome this misconception and
improve the quality of research several measures are been taken by the regulatory bodies
in the last few years. Apart from the regulatory bodies, it is the moral duty of all of us as
Academicians to show our concern towards this severe matter and guide our scholars and
colleagues to make them aware. This chapter not only reviews the ethical requirements of
research but also focuses on making researchers understand that all the research should be
done on the basic principle of human experimentation is beneficence, justice and respect
for each other so that the research conforms to the highest scientific and ethical standards.
The chapter also focuses on how to convert the thesis into publication-ready material
and provides information about “Promotion of Academic Integrity and Prevention of
Plagiarism in Higher Educational Institutions Regulation, 2018.”
Keywords: Research Ethics, Beneficence, UGC Promotion Of Academic Integrity and
Prevention of Plagiarism in Higher Educational Institutions Regulation,2018.
We all are teachers and as we all know teaching is not a profession it’s a service. As
a teacher not only, teaching is our duty but along with Teaching we are supposed to
do research work also. If we say that I am a good teacher then it is also important
for us to keep ourselves self-indulged into 50 percent teaching and 50 percent
research work. So, when we get into the research process it becomes necessary that
we follow certain rules, principles and ethics related to research work. So, what do
we mean by research ethics?
MEANING OF RESEARCH ETHICS?

•• Research ethics provides guidelines for the responsible conduct of research.
•• Research ethics govern the standards of conduct for scientific researchers. It
is important to adhere to ethical principles to protect the dignity, rights and
welfare of research participants.
•• In addition, it educates and monitors scientists researching to ensure a high
ethical standard.
Let us have a look at some principles which are related to research ethics.
PRINCIPLES OF RESEARCH ETHICS

Research ethics are based on three fundamental principles:
People should be Treated as Autonomous

In simple words, the term autonomous means that a person can make his or her
decisions about what to do and what to agree to We as a researcher must respect
that individual should make their own informed decisions about whether to
participate in research or not to participate. Whatever their decision we must
respect it.
People with Diminished Autonomy should be Protected

Now what is diminished autonomy? what does it mean? In Hindi it can be called as
deLok; Rrk or a person of diminished autonomy by contract, it is in some respect
controlled by others or incapable of acting based on his or her desires and plans.
For example, let us say prisoners and mentally retarded individuals often have
diminished autonomy. Because they want to perform but due to some control they
are not allowed to do so.
That’s why it’s our duty as a researcher to protect people with diminished autonomy.
Maximize Benefits for Participants and Minimize Risks for Participants

Let us divide this sentence into 2 parts maximize benefits from participants.
This means that while interacting with our participants we should bring them at
ease and try to convince them that by participating in research they are going to
contribute towards the advancement of science and humanity. Also, they are having
the chance to do something interesting and thus take an active role in society. Such
motivation from the researcher will boost the confidence of participants and the
participants will try their best to deliver effectively.
Research Ethics-Academic Honesty & Integrity, Content & Its Implications, Converting Thesis into 73
Authentic Publication-Ready Material
Another part of the sentence is- to minimize risk for the participants. What type of
risk are we talking about? So many types of risk are involved in this. Physical risks
include -physical discomfort, pain, injury, illness diseases which are brought about
by the methods and procedures of the research. Also, risks like psychological risks,
social/ economic risks, confidentiality risks, legal risks etc. etc. So, think about
all these risks that are involved and then only proceed. Take only the calculated
risk, that to minimize it first remember friends by any case we cannot put over
participants in risk.
Now apart from the above discussed principles there are some other ethical
principles which are to be kept in mind while researching.
•• Honesty: honestly report data, results, methods and procedures and
publication status Do not fabricate falsify or misrepresent data.
•• Objectivity: Strive to avoid bias in experimental design, data analysis, data
interpretation, peer review, personnel decisions, expert testimony and other
aspects of research.
•• Integrity: Keep your promises and agreement; act with sincerity; strive for
consistency of thought and action.
•• Carefulness: Avoid careless errors and negligence; carefully and critically
examine your own work and the work of your peers. Keep good records of
research activities.
•• Openness: Share data, results, ideas, tools &resources. Be open to criticism
and new ideas.
•• Respect for intellectual property: Honor patents, copyrights and other
forms of intellectual property. Do not use unpublished data, methods or
results permission. Give credit where credit is due. Never plagiarize.
•• Confidentiality: Protect confidential communications such as papers or
grants submitted for publication, Personnel records, trade on military secrets
and patient records.
•• Responsible publication: Publish in order to advance research and
scholarship, not to advance just your own career. Avoid wasteful and
duplicative publication.
•• Responsible Mentoring: Do the responsible mentoring help to educate,
mentor, and advise students. Promote their welfare and allow them to make
their own decisions.
•• Respect for Colleagues: Respect your colleagues and treat them fairly.
•• Social Responsibility: Strive to promote social good and prevent or mitigate
social harms through research, public education, and advocacy.
•• Non-Discrimination: Avoid discrimination against colleagues or students
based on sex, race, ethnicity, or other factors that are not related to their
scientific competence and integrity.
•• Maintain and improve your professional competence and expertise through
lifelong education and learning; take steps to promote competence in science
as a whole.
•• Legality and obey relevant laws and institutional and governmental policies.
•• Animal Care: Show proper respect and care for animals when using
them in research. Do not conduct unnecessary or poorly designed animal
experiments.
•• Human Subjects Protection: When researching human subjects, minimize
harms and risks and maximize benefits; respect human dignity, privacy, and
autonomy.
WHAT IS RESEARCH INTEGRITY IN RESEARCH?

Research integrity means the work which is done with full honesty. It also means
that the methods adapted during research are fully verifiable and all the rules and
regulations are duly followed.
Whenever we ignore standards of ethics and integrity research misconduct will
happen. That’s why each researcher needs to follow research ethics and integrity at
all stages of research.
Global Research Council has recognized some principles to fix the responsibilities
of funding agencies so that an international environment can be created. The
activities recognized by the Global Research Council include Leadership,
Promotion of integrity in all aspects of the research enterprise, continual training
in research integrity, the transparent process should be followed to make policies
and procedures to promote research integrity, proper actions should be taken if
allegations of misconduct are reported, the process should value accountability,
fairness and timeliness.
Usually, we get confused with two words Research Ethics and Research Integrity.
Generally, we take both these words as the same. But the concepts of both these
words are different. Research Ethics can be understood as doing work responsibly.
A researcher has to be responsible towards its participants, colleagues, institution,
funding agency and society. Whereas, Research Integrity is the ways of doing
research that underpin confidence in the results and the researcher. Both are
interconnected. Errors which occur from poor data collection/management are
not only a breach of integrity but it also reflect irresponsibility towards participants,
colleagues, institutions, funding agencies and society which is a breach of ethics.
UGC Promotion of Academic Integrity and Prevention of Plagiarism in

Higher Educational Institutions Regulation, 2018.
University Grants Commission (UGC) introduced regulations for the prevention
of plagiarism in its 530th meeting. This regulation is known as the “Promotion
of Academic Integrity and Prevention of Plagiarism in Higher Educational
Institutions Regulation,2018.”
This regulation focus:
•• to create awareness towards the conduct of research, thesis and dissertation.
•• Prevention of misconduct while researching
•• Development of systems for the detection of Plagiarism
•• Prevention of Plagiarism
•• Making criteria for punishment to punish researchers, faculty or staff those
who are found guilty of the act of plagiarism.
•• Every higher education institute has to formulate/adapt these regulations to
create awareness for the right conduct of research activities.
Plagiarism Levels
According to “Promotion of Academic Integrity and Prevention of Plagiarism in
Higher Educational Institutions Regulation,2018.” Plagiarism Levels are defined,
which are as follows-
Levels Description Penalties for High Plagiarism
Up to 0 Level Up to 10% • Minor similarities, No Penalty
similarity, there
will be no penalty
Up to 1 Level Above 10% to 40% • The researcher shall be asked to withdraw the
similarity manuscript
Up to 2 Level Above 40% to 60% • The researcher shall be asked to withdraw the
• Right to one annual increment shall be denied
• Not allowed to be a supervisor to any new
Masters’, M.Phil., Ph.D. Students or Scholars for
two years
Levels Description Penalties for High Plagiarism

Up to 3 Level Above 60% • The researcher shall be asked to withdraw the
• Right to two successive annual increments shall
be denied
• Not allowed to be a supervisor to any new
Masters’, M.Phil., Ph.D. Students or Scholars for
three years
After completing research work usually, we sit back and relax. This is not right. It
is our fundamental duty towards society to share the knowledge and experience
we have obtained from our work.
Why do we need to Publish Thesis?

We need to publish our work because-
•• Research without publication is useless.
•• Either we publish our work else it will get perish.
•• We need to publish to exchange ideas for the progress of science.
•• It judges our performance as a researcher
So, we need to publish our work to share it. But publishing is not so easy or simple.
We need to do certain preparations before getting our work published
Preparations Before Publication

1. Identify the appropriate target journal- Make sure to read the aims and
scope of journals you are interested in to be as certain as you can be that your
paper falls within the journal’s scope. If your research falls outside of the aims
and scope, look for a more suitable home for your paper – as submitting it
there would be a wasted effort. Check each journal’s recommended structure
and reference style for articles on its website, typically found in the “guide
for authors”, to ensure that your paper is not desk rejected. You might find it
useful to look at Elsevier’s Journal Finder tool when trying to identify a fit for
your article.
2. Shorten the length of your thesis-Journal articles are typically much shorter
than theses (the precise word limit will normally be stated in the guide for
authors), so be sure to use a tighter framework and a more compact style.
This will mean:
• Treating your thesis as a separate, new work
• Paraphrasing where needed to express the same idea in different ways
• Selecting parts of your thesis to repurpose (not all of it) and focus on the
main points you want the reader to understand
3. Reformat the introduction as an abstract-Writing an abstract can be
difficult. You already have a pretty good place to start. While abstracts in
journal articles are usually much shorter (100-250 words) than the average
thesis introduction, the two have one thing in common: both should contain
all the key elements to command the reader’s attention and encourage them
to read further. Using your introduction and part of your discussion as a basis
for your abstract can be a good starting point.
4. Modify the introduction thesis may have more than one research question
or hypothesis, which are not all relevant to your paper. Consider combining
your research questions or focusing on a single one for the article. Unless
otherwise suggested, try to keep the introduction short and to the point. It
can also be very helpful to use previously published papers (at least three)
from the target journal as examples – try to fit in with the usual “form” for
articles in the journal.
5. Tighten the methods section- there is no need for an overly descriptive
methods section. While concerns surrounding reproducibility are becoming
increasingly important, you may want to keep your methods section succinct
and certainly remember your audience: your peers probably do not need
every detail of tried and tested methods. A longer description of methods
may be a requirement from your institute or funding body, and it is definitely
warranted when innovative methods are deployed, but again: it’s a good idea
to use papers previously published in the target journal as examples.
6. Report main findings in results- Be sure to present all the findings that
are relevant to your research question(s) in the results section, before the
discussion. If you conducted an exploratory analysis, be sure to provide at
least a few concise statements on the findings.
7. Ensure discussion is clear and concise- good starting point for a discussion
section is an interpretation of your results: What is it that the reader will
have learned from your research? Do not repeat your results in the discussion
section, instead do the following:
• Situate your findings in the literature
• Discuss how your findings expand the perspective of the field
• Briefly present ways in which future studies can build upon your work,
and address limitations in your study
8. Limit the number of references- Unlike your thesis, where you can cite those
foundational yet potentially dated sources and anything else you may have
learned from, journals do sometimes limit the number of citations. For this
reason, it’s important to make sure:
• To choose the most relevant (and recent) citations
• That the citations are formatted correctly
To conclude we can say that, ethics in research should be concerned with finding
a balance between benefits and risk for harm (Boeije, 2010). Because the data
gathered unethically could lead to possible conflicts and harm.
WEBLINKS
1. https://scientific-publishing.webshop.elsevier.com/publication-process/how-to-write-a-
journal-article-from-a-thesis/
2. https://www.investopedia.com/terms/b/businessethics.asp#:~:text=Generally%2C%20
there%20are%20about%2012,%2C%20transparency%2C%20and%20environmental%20
concerns.
3. https://scientific-publishing.webshop.elsevier.com/publication-process/how-to-write-a-
journal-article-from-a-thesis/
4. https://www.researchexperts.in/ugcregulationsforplagiarism/#:~:text=As%20well%20
as%20%E2%80%9CPrevention%20of,misconduct%20which%20primarily%20
includes%20plagiarism.
5. https://www.essaysauce.com/educationessays/researcethics/#:~:text=In%20
conclusion%2C%20ethics%20in%20research,possible%20conflicts%20and%20
enormous%20dilemmas.
NEP 2020 as Quality Creator for Internationalization & Globalization of Education 79
NEP 2020 as Quality Creator

for Internationalization &
10 Globalization of Education
Anita Singh* and Ritika Soni

*E-mail: 31anitasingh@gmail.com
ABSTRACT
Indian Education in the last decades has been trying hard to fulfil the constitutional
obligation of ensuring free, purposeful, rich and quality elementary education to all
children. Due to increased Globalization in both the private and public sectors of the
economy, India has taken a tremendous step through the concept of NEP 2020 which seeks
an increase in the internationalization of higher education curricula. The importance of
the university in this economic shift cannot be overstated; higher education institutions are
responsible for producing skilled professionals who can maintain the nation’s economic
growth and worldwide competitiveness. This type of internationalization occurring today
in the different disciplines is the direct impact of globalization. Though it is only an
economic phenomenon, there are other dimensions also in its impact which affects all the
aspects of life for better survival. Higher Education & Teacher Education are some of such
aspects where internationalization is a need of the hour & is taking place to some extent
under the influence of Globalization, In the meanwhile, all the countries in the world have
recognized the importance of education & teacher Education for meeting the demand of
social change and globalization.
Keywords: Internationalization and globalization, Demand for Social Change.
CONCEPT OF INTERNATIONALIZATION & GLOBALIZATION

The Words Internationalization” & Globalization deal with the differences in
which peoples often gets confused. So let’s focus on their definitions to get a clear
idea of the concepts by a simple definition.
According to Jane Knights a professor of the Leadership Department at Toronto
University Internationalization of higher education is defined as “the process of
integrating an international, intercultural and global dimension into the goals

of teaching/learning, research, and service functions of a university or higher
education system.” Globalization is “a method that emphasizes the global flow of
ideas, resources, people, economy, values, culture, and knowledge.”
The distinction between the ideas of “global flow” and “connection among states”
is both obvious and significant. Hence, although these two ideas are completely
different, they are also closely related. The question arises - Is the globalization of
higher education an agent of Internationalization or not? There is no universally
applicable model for internationalization. Internationalization is nothing but the
specific needs & interests of each higher education entity.
Due to increased Globalization in both the private and public sectors of the economy,
India has taken a tremendous step through NEP 2020 which seeks an increase
in the internationalization of higher education curricula. Businesses can expand
to an extent, with the help of digital technologies that cross national boundaries,
and they are dependent on highly skilled and internationally competitive workers
to keep up with the demand. Parallel to this, cross-cultural issues are regularly
encountered in public sector positions, particularly those in -service and reputed
organizations, necessitating the acquisition of a common language in addition
to some level of global competency. The importance of the university in this
economic shift cannot be overstated; higher education institutions are responsible
for producing skilled professionals who can maintain the nation’s economic growth
and worldwide competitiveness. This type of internationalization occurring today
in the different disciplines is due to the direct impact of globalization. Though it
is only an economic phenomenon, there are other dimensions also in its impact
which affects all the aspects of life for better survival. Higher Education and
Teacher Education are some of such aspects where internationalization is a need
of the hour & is taking place to some extent under the influence of globalization.
Internalization & Globalization as a Dynamic Side of Education

So far as education is concerned, globalization has its impact on the process of
internationalization in which teaching and research are the major components of
education, That is, an institution’s academic initiatives and program responses to
globalization, are reflected in its internationalization. There are several methods to
represent the extent and content of institutional globalization. These methods are
directly related to higher education and Teacher Education. Only a small quantity
of internationalization is supported by events like conferences, guest speakers, and
short-term study and abroad training programmes.
To increase pre-service teachers’ knowledge and awareness of diverse cultures,

guest speakers are more often invited to teacher education programmes. Thus,
the Internationalization of Higher Education & teacher Education is felt today as
a direct shift from local concepts to international concepts. This change appears
to be a significant leap, thus its appropriateness must be assessed. Thus it is rightly
said that “Economic, political, and societal dynamics pushing 21st century higher
education towards more international involvement” is how globalization is defined
in the context of higher education. (Altbach & Knight 2007).
Teacher as Core for Internalization of Education

Internationalized higher education on campus is likely led by teacher educators.
Cultural diversity, learning styles, curriculum development, and instructional
differentiation are all specialized areas within teacher education departments
and courses that must be taught to faculty as part of internationalization. Yet
teacher educators have also been cautious about adapting to globalization and
have not taken the initiative to push for high-quality curricula and instructional
support (Reynolds, Chitiqa, Mungoshi, 2013). Although most teacher educators
understand the importance of training future educators to deal with the cultural
and linguistic variety in schools, they do not have a strong insight into how to
incorporate international studies as a curricular or teaching priority. To facilitate
global competency among future teachers conceptual framework for understanding
internationalization in teacher education is needed.
Commenting on the relationship between higher education & teacher Education
Dr. Chaurasia has said that Teacher Education even today remains isolated from
the mainstream of university activity. In India, there is a lack of a Department of
Education/School of Education in a majority of the Universities. In this respect,
NEP 2020 is focusing on Teacher Education. NEP 2020 acknowledges the need for
teachers to receive pedagogy and high-quality content training.
By 2030, multidisciplinary colleges and universities will gradually take over the
role of teacher education. For our teachers, a 4-year integrated B. Ed. will be
required as the minimum degree. It is therefore an urgent need in India today
that both Higher Education and teacher Education should join hands together
for modern infrastructural academic development to meet the challenges of
internationalization firmly & fruitfully.
NEP 2020 & INTERNATIONALIZATION OF EDUCATION

Indian Education in the last decades been trying hard to fulfil the constitutional
obligation of ensuring free, purposeful, rich and quality elementary education to
all children. This target has now become the fundamental right of children with a
tagline as ‘Education for All’. India even today is not fully prepared with a sound
teacher education system and trying hard to maintain quantity and quality as
per the needs of different levels of education in general and teacher education in
particular.
On the view of Internationalization of Education, NEP 2020 aims the integrate
vocational and academic streams in schools, the goal is to place equal emphasis
on all subjects, including science, social sciences, art, languages, sports, and
mathematics. As mentioned in NEP guidelines The NCERT will create a new,
comprehensive National Curriculum Framework for School Education (NCFSE
2020-21) with a remark that a new view of Education should include the shift in
education from a local to an international concept.
This will result in pupil enrolment in elementary classes and the number of teachers
in schools will increase, in turn, the problems of ensuring quality and achieving a
high standard of education will come in front. The future of our students, and thus,
the future of our country, is shaped by their teachers. In This regard, NEP Focused
on the teacher being the most respected person in society in India because of this
highest responsibility. So, only the sharpest and best-educated people became
teachers. Teachers, or gurus, were provided with all they needed by society to
impart their knowledge, abilities, and morals to students in the best possible
way. When the requirements for teacher quality and motivation are not being
met, there will be a lack of quality in teacher education, recruiting, deployment,
working conditions, and empowerment. So, To encourage the best people to enter
the teaching profession, the high regard for teachers and the high standing of the
teaching profession must be restored which is mentioned in NEP 2020.
NEP 2020 as Quality Creator

Teachers will constantly have the chance to better themselves and learn about the
newest developments in their fields. They will be accessible in a variety of ways,
such as workshops at all levels—local, regional, state, national, and international—
along with online courses for professional development for teachers. Teachers
will be able to share ideas and best practices using platforms, particularly online
platforms. For their professional development, driven by their interests, teachers
will be required to participate in at least 50 hours of Continuous Professional
Development (CPD) activities annually.
The latest pedagogies in the areas of fundamental literacy and numeracy, formative
and adaptive assessment of learning outcomes, competency-based learning, and
related pedagogies like experiential learning, arts-integrated, sports-integrated,

and storytelling-based approaches, among others, will be thoroughly covered in
CPD opportunities.
Holistic and Multidisciplinary Educational Approach
India’s education must indeed adopt a comprehensive and multidisciplinary
approach to guide the nation through the fourth industrial revolution and the 21st
century. This approach was so brilliantly portrayed in India’s past. Even engineering
schools like the IITs will transition to a more comprehensive, multidisciplinary
education that emphasises the arts and humanities. Arts and humanities students
will strive to learn more science, and everyone will try to include more vocational
courses and soft skills. Creative combinations of disciplines for study will be made
possible through flexible and imaginative curriculum frameworks. Although
offering rigorous research-based specialisation, graduate-level, master’s, and
doctorate education in major interdisciplinary universities would also present
opportunities for multidisciplinary work in academia, government, and industry.
A holistic and multidisciplinary education would seek to combine the development
of a person’s moral, social, physical, emotional, and intellectual faculties. In addition
to developing well-rounded individuals with critical 21st-century skills in the arts,
humanities, languages, sciences, social sciences, and professional, technical, and
vocational fields, such education will also foster an ethic of social engagement,
soft skills like communication and debate, as well as a rigorous specialization in
one or more fields. Long-term, all undergraduate programmes, including those in
professional, technical, and vocational disciplines, shall have a holistic educational
approach.
The transfer to high-quality holistic and multidisciplinary education will be
facilitated by massive multidisciplinary institutions and colleges. All HEIs
will establish and strengthen the departments of languages, literature, music,
philosophy, Indology, art, dance, theatre, education, mathematics, statistics, pure
and applied sciences, sociology, economics, sports, and other similar subjects
required for a multidisciplinary, stimulating Indian educational environment.
Internationalization through Research & Innovations
The flexible and innovative curricula of all HEIs shall include courses and projects
in the areas of community participation and service, environmental education, and
value-based education to achieve such a holistic and multidisciplinary education.
As the world becomes more interconnected, Global Citizenship Education
(GCED), a response to current global challenges, will be offered to equip students
with the knowledge and skills necessary to become informed about and active
supporters of more harmonious, tolerant, inclusive, secure, and sustainable
societies. In addition, as part of a holistic education, students at all HEIs will have
the chance to complete research internships with faculty and researchers at their
own or other HEIs/research institutions. This will allow students to actively engage
with the practical side of their learning and, as a result, improve their employability.
It is crucial that educational institutions in India, especially those involved in
higher education, conduct research and innovate. The best higher education
teaching and learning processes, according to historical data from the top
universities in the world, take place in settings with a strong culture of research
and knowledge creation; conversely, much of the world’s best research has been
conducted in multidisciplinary university settings. In fields ranging from science
and mathematics to art and literature to phonetics and languages to medicine and
agriculture, India has a long history of research and knowledge development. This
needs to be developed even more so that India, one of the three greatest economies
in the world and a robust and enlightened knowledge society, can lead research
and innovation in the twenty-first century. In the meanwhile, all the countries
in the world have recognized the importance of education & teacher Education
for meeting the demand of social change and globalization. Teachers of today
must understand that teaching and globalization are creating irresistible changes
in teacher’s work and these call for appropriate reforms in teacher-preparation
programmes.
REFERENCES
1. Altbach, P.G. & Knight, J. (2007). The Internationalization of Higher Education:
Motivations and Realities. Journal of Studies in International Education, 11(3/4), 290-305.
https://files.eric.ed.gov/fulltext/EJ1159918.pdf
2. Reynolds, T., Chitiqa, M., & Mungoshi, D. (2013). A consortium model for
internationalizing teacher education. International Journal of Business and Social Science,
4(3), 62-72.
3. Spring (2008). Research on Globalization & Education, Review of Educational Research
,78(2) https://journals.sagepub.com/doi/10.3102/0034654308317846
4. https://www.education.gov.in/sites/upload_files/mhrd/files/NEP_Final_English_0.pdf
5. https://www.analyticssteps.com/
RelevanceofTheatreArtEducationinEnhancingSoftSkillDevelopment-AStudyofLiteratureintheContextofNationalEducationPolicy2020 85
Relevance of Theatre Art

Education in Enhancing Soft
11 Skill Development-A Study of
Literature in the Context of
National Education Policy 2020
P.V. Radhika*
*E-mail: radhi3sree@yahoo.co.in
ABSTRACT
Today, all Educational Institutions, both schools and colleges are focusing on academic
performance with less priority to promotion of art education. However, research proved
that art forms have the potential and ability to communicate with human feelings and
emotions. Art Education refers to the application of pedagogy in the learning process.
Among many art forms, Drama is considered the ideal way of connecting the student
with the learning process. The main objective of the study is to understand the National
Education Policy 2020 for quality education and the significant contribution of Theatre
as an art form in enhancing the Soft skills of students, primarily for school students and
inevitably for college students is the most needed parameter in today’s volatile environment.
Keywords: Art Education, Soft skills of students. Pedagogy, Art Education, Emotional
issues
The child lands into the womb of the mother and perhaps the initiation can be seen
in the baby’s inner feelings and emotions. The baby has an internal ability to learn
and this begins with the surrounding environment. Thus, the child’s cry, smile, joy,
scare and many performing sequences can be observed in the real-life events that
form the basis of Learning in Performingarts. The field of arts has a priority role in
the development of economic, social, educational and cultural aspects. In a 1998
report, “Young Children and the Arts: Making Creative Connections,” researchers
found that art education can contribute significantly to a child’s cognitive, language
and motor skills.”
As per the National Education Policy 1986, the State Advisory Boards of Education
will set upseparate committees to review the progress of Education. For this purpose,
they will be assisted by NIEPA, NCERT, SCERT and other suitable national and
State level agencies of educationand social science research. Today, all Educational
Institutions, both schools and colleges are focusing on academic performance with
less priority to promotion of art education. However,research proved that art forms
have the potential and ability to communicate human feelings and emotions. Art
Education refers to the application of pedagogy in the learning process. Among
many art forms, Drama is considered the ideal way of connecting the student with
the learning process.
OBJECTIVES
The main objective of the study is to understand the National Education Policy 2020
for qualityeducation and the significant contribution of Theatre as an art form in
enhancing the Soft skills of students, primarily for school students and inevitably
for college students is the most needed parameter in today’s volatile environment.
METHODOLOGY
The study is a Review of Literature and hence, based on the secondary sources
of information and proven research that enables to exploration of Drama as the
source of enhancing soft skills for students’ personality development.
Deborah J. Gascon, in a Research study, “The Impact of Drama Pedagogy on
Student Achievement, Attitude, and Empathy” revealed that drama pedagogy
strategies help to increase comprehension and improve students’ attitudes about
studying Shakespeare’s work Othello. It revealed that the use of drama pedagogy
was the base for more open classroom discussions. The findings help teachers
develop and practice drama pedagogy strategies within the classroom. Future
research may be needed to comprehend whether the drama pedagogy approach to
teaching literature is effective over other genres. Goble, Grant H., “The Impact of
a High School Theatre Arts Program on Students’ Academic and Non-Academic
Learning Outcomes: A Case Study, proves that participation in theatre artsbenefits
students’ academic and non-academic learning outcomes. The purpose of the case
studywas to find out the impact of a theatre arts program on academic and non-
academic high school students The single case study design concludes that data
collection includes observations, interviews, documents and material culture,
and a survey Observations show that theatre arts participation positively impacts
students’ academic learning outcomes and non-academic learning outcomes. The
academic learning outcomes include: (a) theatrical outcome in knowledge and skill
Relevance of Theatre Art Education in Enhancing Soft Skill Development-A Study of Literature in 87
the Context of National Education Policy 2020
and (b) non-theatrical academic learning outcomes extending to other academic

areas. The non-academic learning outcomes include (a) positive mental health, (b)
socioemotional experiences, and (c) communal experiences.
Brian Kisida, Laura Goodwin, Daniel H. Bowen, “Teaching History through
Theater, The Effects of Arts Integration on Students’ Knowledge and Attitudes”
studies proved a decreased emphasis on arts and humanities instruction and the
best potential way for schools to fill this gap is to provide arts learning opportunities.
The study involves randomly assigning school groups to participate in this
program, and to draw causal conclusions about its effects. It is observed that
students demonstrate an increase in content knowledge, enthusiasm to learn
history, historical empathy, and interest in the performing arts as a result of this
program. Finally, findings suggest that there are valuable educational benefits
from arts-integrated learning opportunities provided through school partnerships
with arts organizations.
Inoa, Rafael, Weltsek, Gustave, Tabone, and Carmine, in their “A Study on the
Relationship between Theater Arts and Student Literacy and Mathematics” have
shown positive relationships between the arts and academic achievement when the
arts are integrated into language arts, as well as mathematics and science. This study
involves a multi-stage cluster randomized design in which the effects of infusing
process drama into a traditional language arts curriculum are investigated. Study
findings indicate that students in arts-integrated classrooms tend to outperform
their counterparts in both math and language arts.
According to Isenberg & Jalongo, Werner & Freeman, Arts Education is a teaching
strategy inwhich arts are integrated with the regular curriculum to deepen students’
understanding abilities.
According to Deasy, and Fiske, Arts learning requires students to interact with
content and materials using both their bodies and minds. This enables students to
engage by offering manyways to gain understanding and express their knowledge.
According to Wilkinson, Theatre is a collective art and requires agglomeration
of actors, writers, designers, and technicians for creative exploration towards a
common goal.
Augusto Boal conducted experimentation in August 1973 in the cities of Lima
& Chiclayo on the people’s theatre in Peru. His objective was the liberation of the
viewer through theatrical performances. He used a strategy for transforming a
viewer into an active participator. The four stages were
i. Knowing the body iii. The theatre as language

ii. Making the body expressive iv. The theatre as discourse
Theatre as an Art form demonstrates a comprehensive understanding of:
a) The basic elements of theatre (script, décor, lights, costume, makeup,
background music acting, and direction).
b) the nature of theatre as different from that of literature, visual arts, cinema,
and other performing arts
c) the composite, group and performing characteristics of the art form
d) Principles of design
Display basic knowledge of Indian and World classical, folk, and contemporary
theatre histories and demonstrate a set of basic skills in theatre appreciation,
analysis, expression, communication, and explication. Control over voice &
speech and body movements required for theatre, appreciate and analyze various
theatre genres and styles. Employ reflexive thinkingto analyze and interpret scripts
and performances. Conceptualize, visualize and present theatrical performances.
Methodology for Performing Arts (Theatre)

•• Lectures
•• Lecture-Demonstrations
•• Guided listening and seeing sessions
•• Guided reading modules—texts
•• Analyses of play scripts and performances
•• Workshops—intensive and extensive
•• Everyday practice
UGC DOCUMENT ON LOCF VISUAL AND PERFORMING ARTS

Recommended Rehearsals for performances
•• Study tours
•• Presentations- Classroom productions and public performances
•• Voice and body exercises, improvisations and theatre games
•• Tutorials - Assignments – Projects – Dissertations
•• Guided, semi-guided and independent work—in a stage in the learning
process.
Theatre is a collaborative art form which combines words, voice, movement and
visual elements to express meaning. Theatre work provides a vehicle for students
to reflect onimportant aspects of life, in the process developing their sensitivity to
and deepening their understanding of others’ points of view. The broad, worldwide
base of theatrical literature or repertoire ranges from classical forms such as
Japanese Kabuki and Shakespeare to folk forms such as traditional puppetry, to
contemporary forms such as animated cartoons and movies.
Quality theatre education is similarly broad-based, extending beyond the teaching
of acting to develop students’ abilities in areas ranging from technical theatre to
directing, and from researching the cultural and historical context of repertoire
to creating their own improvised or scripted works. Theatre is an integral part of
English language arts as well as the performing arts, so the foundation for theatre
begins at birth as children develop personal communication skills. Parents and
preschool and elementary teachers should encourage imaginative play and role-
playing, both for their own sake and as important components of the learning
process across the curriculum.
The Artistic Processes in Theatre Include

CREATING in drama/theatre is a process in which students use their voice, body, and
imagination to express concepts, ideas, and feelings. At its heart creating in drama/
theatre involves generating stories and “imagined worlds” that are communicated
through words, voice, movement, aural elements, and visual elements.
PERFORMING, the core process of performing in theatre and drama refers to
the myriad of choices an actor or technician makes to bring to life a character or
visual design and present itto a specific audience. Students may share improvised
scripted or devised artistic work to communicate concepts, ideas and feelings
effectively to an audience.
RESPONDING in theatre involves students in perceiving and interpreting drama
and theatre work. Responding may include students’ reactions to ideas, stories,
scripts, designs, artistic choices, performances, and actions of others.
CONNECTING, the core process in theatre recognizes that theatre work happens
in a complex context comprised of societal, personal, and historical forces, all
of which have an impact on the other artistic processes of creating, performing,
and responding. At younger ages, students identify similarities between stories,
characters, and emotions in a drama to personal experience.
Drama in India had begun its journey with the Sanskrit plays. A. L. Basham, a
prominent historian, has opined that “the origin of Indian theatre is still obscure.”
Indian dramatic traditions are preserved in the Nātyaśāstra, the oldest of the texts
of the theory of drama, whose authorship has been believed to be Bharata Manu.
The eight basic bhavas (emotions) are love,humor, energy, anger, fear, grief, disgust
and astonishment.
By observing and imagining these emotions, the audience experiences eight
principal responses, or rasas: love, pity, anger, disgust, heroism, awe, terror and
comedy. The text contains a set of precepts on the writing and performance of
dance, music and theatre and, its primary dealing on stagecraft has influenced
Indian music, dance, sculpture, painting and literature as well. Therefore, the
Nātyaśāstra is considered the foundation of the fine arts in India.
•• Plot: Plot refers to the action; the basic storyline of the play.
•• Theme: theme refers to the meaning of the play. The theme is the main idea
or lesson to be learned from the play. In some cases, the theme of a play is
obvious; other times it is quite subtle.
•• Characters: Characters are the people (sometimes animals or ideas) portrayed
by the actors in the play. It is the characters who move the action, or plot, of
the play forward.
•• Dialogue: This refers to the words written by the playwright and spoken by
the characters in the play. The dialogue helps move the action of the play
along.
•• Music/Rhythm: While music is often featured in drama, in this case, Aristotle
was referring to the rhythm of the actors’ voices as they speak.
•• Spectacle: This refers to the visual elements of a play: sets, costumes, special
effects, etc.
•• The spectacle is everything that the audience sees as they watch the play.
•• Audience: This is the group of people who watch the play. Many playwrights
and actors consider the audience to be the most important element of drama,
Literary Elements There are six stages in a plot structure
•• Initial incident: The event that “gets the story going”
•• Preliminary event: Whatever takes place BEFORE the action of the play that
is directly related to the play
•• Rising action: A series of events following the initial incident.
•• The placement, intensity, and color of lights help communicate the

environment, mood, or feeling of Sound. The effects an audience hears
during the performance communicate character, context, or environment
Makeup: Costumes, wigs, and body paint are used to transform an actor into
a character.
•• Performance Elements Acting: Use of face, body, and voice to portray
character
•• Character motivation: The reason or reasons for a character’s behavior; an
incentive or inducement for further action for a character.
•• Character analysis: In responding to dramatic art, the process of examining
how the elements of drama – literary, technical, and performance – are used.
•• Empathy: The capacity to relate to the feelings of another. Speaking: The
mode of expression or delivery of lines.
•• Breath control: Proper use of the lungs and diaphragm muscle for maximum
capacity and efficiency of breath for speaking.
•• Vocal expression: How an actor uses his or her voice to convey character.
Inflection: Change in pitch or loudness of the voice.
•• Projection: How well the voice carries to the audience.
•• Speaking style: The mode of expression or delivery of lines
•• Diction: Selection and pronunciation of words; clarity of speech.
Nonverbal expression Gestures: Any movement of the actor’s head, shoulder, arm,
hand, leg, or foot to convey meaning Facial expression: Physical and vocal aspects
used by an actor to convey mood, feeling, or personality.
From the above Literature review, it can be concluded that Theatre as an Art form
has an inherent potential to enhance all the soft skills that are demanded in the
Skill Economy today. Hence, it can be concluded that Theatre has the definite
advantage of improving the following skills among students:
1. Oral Communication skills 7. Independent Learning
2. Creative Thinking abilities 8. Self-discipline
3. Problem solving skills 9. Goal Orientation
4. Motivation to learn 10. Concentration
5. Time Management skills 11. Leadership & Self-Confidence
6. Initiative
CONCLUDING REMARKS
Thus the present paper tried to analyses Literature concerning Theatre arts that
enables improvement of the following parameters:
➢➢ Co-creativity and critical thinking to encourage logical decision-making and
innovation
➢➢ ethics and human and constitutional values like empathy, respect for others,
cleanliness, courtesy, democratic spirit, spirit of service, respect for public
property, scientific temper, liberty, responsibility, pluralism, equality, and
justice
➢➢ promoting multilingualism and the power of language in teaching and
learning
➢➢ life skills such as communication, cooperation, teamwork, and resilience.
Curriculum content should be reduced in each subject to its core essentials, to
make space for critical thinking and more holistic, inquiry-based, discovery-
based, discussion-based, and analysis-based learning. The mandated content
will focus on key concepts, ideas, applications, and problem-solving. Teaching
and learning will be conducted more interactively; questions will be encouraged,
and classroom sessions will regularly contain more fun, creative, collaborative,
and exploratory activities for students for deeper and more experiential learning.
Finally, the goal of National Education Policy 2020 ensures intervention of creative
ways of Experiential Learning through Arts and addresses major challenges to
reach the target of “Sustainable and Quality Education” by 2025.
REFERENCES
1. “Young Children and the Arts: Making Creative Connections Written by The Task
Force on Children’s Learning and the Arts: Birth to Age Eight “ Sara Goldhawk, Senior
Project Associate, Arts Education Partnership Edited by Carol Bruce Illustrated by David
Wisniewski.
2. Deborah J. Gascon (2019). The Impact of Drama Pedagogy on Student Achievement,
Attitude,and Empathy: An Action Research Study”, Spring
3. Goble, Grant H., (2020). “The Impact of a High School Theatre Arts Program on Students”
Academic and Non-Academic Learning Outcomes: A Case Study” Electronic Thesesand
Dissertations. 1770.
4. Brian Kisida, Laura Goodwin, Bowen (2020). Teaching History Through Theater: The
Effects of Arts Integration on Students’ Knowledge and Attitudes.
5. Inoa, Rafael, Fairleigh Dickinson Weltsek, Gustave. A Study on the Relationship between
Theater Arts and Student Literacy and Mathematics Achievement”, Journal Issue: Journal
for Learning through the Arts, 10(1).
6. Bhadury, Prakash & Dr, Sanjiv. (2018). the Need and Parameters of Soft Skills: A Study in
Indian Perspective”. 1-6.,2018
7. Mavroudis, Nick & Bournelli, Pagona., (2019). The Contribution of Drama in Education
to the Development of Skills Improving the Interpersonal Relations of Multicultural
Classroom Students”,. Journal of Educational Issues. 5 (42).
8. Basu Thakur, Priyam. (2013). THEATRE FOR DEVELOPMENT IN INDIAN CONTEXT:
9. AN INTROSPECTION. Global Media Journal, 2013.
10. LEARNING OUTCOMES BASED CURRICULUM FRAMEWORK (LOCF) For
UNDER-GRADUATE PROGRAMMES In VISUAL ARTS & PERFORMING ARTS,
University Grants Commission,2020.
Student-Centric Approach: Multiple Entry and Exit 95
Student-Centric Approach:
Multiple Entry and Exit
12
Ashu Roulet and Seema Dhawan*

*E-mail: seemahnbedu@gmail.com
ABSTRACT
The National Education Policy 2020 is a long-awaited document in the field of Education
which not only serves the foundation of New India but also resonates hope of this
generation. Now for a long time it will affect, reshape and transform the existing education
system. The Higher Education of the nation will also witness unseen changes to a certain
extent. For now, the outcomes are hidden in the successful implementation of the policy. In
long term, the transformations proposed in the policy can be analysed only after concrete
results and therefore we can discuss only into the insights which the policy sparks through
the draft. The chapter tries to analyse the concept of multiple entry and exit system
facilitating students' approach to higher education. It gives student freedom to enter and
exit tertiary education at any level with a certificate at completion on 1 year, diploma after
2 years and a degree at completion of education in 3 years. It is highly student centric but
we also need to discuss the repercussions it generates for those who leave the study or who
remain with certificates and diplomas. How would this effect students journey of tertiary
education? Will it be helpful and motivating? Will it be helping young India to achieve
sustainability in higher education? Many questions are yet to be answered and therefore
through facts and discussion the chapter tries to bring out insight into every aspect of the
proposed change regarding entry and exit in higher education.
There has been tremendous growth in the sector of Higher Education in India
through independence. The universities have multiplied to 34 times while colleges
are registered to a mushrooming growth of about 87 times with just 500 in 1950
to 43,796 as reported on 31st December 2020 (AISHE Report, 2020 - 21). Such a
quantum growth in Higher Education Institutions in the country has led to the
challenge of maintaining quality over time. The AISHE report of 2021, shows
how significantly Higher Education Institutions (HEIs) have thrived in terms of

Universities, (Central University, State Universities, and Deemed Universities),
Colleges (Government, Private, and Aided), Institutions of National Importance,
and Stand Alone Institutions. Also, 43% of the university and 61.4% of colleges
were reported to be positioned in rural areas. Furthermore, the overall increase in
student enrolment in higher education since 2014-15 was reported to be 20.9%.
Such massive growth has undeniably exposed diverse challenges consistent
with the quality, curriculum, gender parity, social category, pupil-teacher ratio,
enrolment, dropouts, etc. To deal with such challenges, HEIs need more versatility,
accessibility, affordability, and easy adoption in the system with student-centric
approaches. In a way towards achieving aforesaid goals, the National Education
Policy (NEP, 2020) for the first time in Indian history has proposed the concept of
a Multiple Entry and Exit System (MEES) in higher education.
National Education Policy (NEP, 2020) is an exceedingly determined policy of the
Government of India guided by the foundational principles of equity, flexibility,
affordability, accountability, accessibility, and inclusiveness. These principles align
with the targets set by the United Nations Sustainable Development Goals (SDG
4) which seeks to ensure “inclusive and equitable quality education and promote
lifelong learning opportunities for all by 2030”. The policy has been drafted in the
limelight of sustainable development goals set by the United Nations.
In terms of lifelong learning opportunities and accessibility, the concept of Multiple
Entry and Exit within the policy seems to be harmonized with the founding
principles and encompass the concept of holistic meaningful learning. The policy
has also tried to inculcate the foundational principle of flexibility with a student-
centric approach especially dealing with the Multiple Entry and Exit System.
Freedom of choice has been highly regarded in the policy whether in terms of
choosing the subjects or continuing the education with the institution. It is
remarkable that in all things, the final decision would be of the student alone. A
student-centered approach focuses on students’ ability to make decisions for their
learning.
The decision to continue education will also be in the hands of students because
the system of multiple entry and exit has a special provision in this regard. To
understand the process, we need to go through all aspects of the system and
understand the concept of the Multiple Entry and Exit system as mentioned in the
National Education Policy, 2020.
WHAT IS A MULTIPLE ENTRY AND EXIT SYSTEM IN HIGHER

EDUCATION?
Multiple Entry and Exit is a system in education in which students can enter or
exit courses at graduation or post-graduation level at any time after earning the
prerequisite credits to complete the particular level in the course. The system not
only allows the students to leave the course but also to come back and re-join the
next level (within seven years from the date of admission) whenever the student
desires to come. This kind of flexibility not only caters to the individual’s needs and
choices but also helps in individualized learning. In this framework, the credits
earned by the students in completing one level have been stored in their account
in the Academic Bank of Credits, which can be used for the next level without any
waste of years. For instance, if a student drops studies after successful completion
of 1st year (first and second semesters) in Bachelor’s program, then he/she can
be eligible for certification as an award in the Bachelor program and can exit the
program, and if he/she drops studies after completing 2nd year (third and fourth
semesters) then he/she can leave with the diploma as an award in Bachelors’
program and as usual if he/she completes three years (fifth and sixth semester) of
studies in Bachelors’ program then he/she is entitled to get a degree as an award in
Bachelors program. In the old education policy, the student studying in the final
year was not entitled to get any degree, diploma, or certificate, if he or she drops
the course mid-way.
Advantages of Multiple Entry and Exit System

Avoiding Award Wastage
One of the significant advantages of the policy is that it aims to minimize the
students’ dropout by providing more opportunities to avail of next-level education.
It is perceived by the policymakers that student dropout is common in higher
education but in turn, there is a huge loss of time and other resources and the
student also gets no rewards for incomplete education. The most beneficial aspect
of the policy is that it avoids the wastage of time on studies and converts it into
an award of certificate or diploma, in case, the student drops the course in mid-
way. Therefore, if a student completes his or her study of one year in graduation
then he or she is eligible to receive the certificate. On completion of two years of
study in the graduation program, the students will be entitled to get a diploma
in the respective course, while successful completion of three years of studies of
graduation will lead to a degree in that course. In such a system, a student will not
regret the loss of years if he or she drops the course after completing one or two
years of studies. Earlier, a student studying in the final year was not entitled to get
a degree, if he or she drops the course within that academic year. In addition, the
two years of his/her education was nothing but a waste of time, resources, efforts,
and study because no certificate or diploma was awarded in the completion of the
previous two years.
Thus, students who drop the course due to physical ailments, accidents, marriages,
pregnancy and medical issues, social, personal, or any other causes but desire
to continue their studies afterwards, will extremely benefit from this provision
made in the policy. Such students now need not worry about losing their awards.
On finishing at least one year with the higher education institution and earning
the desired credits to pass the level, they can get a certificate and if they want
to continue then they can come back and resume the course (any time within
seven years of their admission) for next level leading to the award of a diploma.
On completing three years of studies the students will receive a degree in the
bachelor’s Program. In every situation, there will be a benefit for students and any
learning will not be e gone in vain. It will also increase self-esteem, and add to their
personality positively by providing satisfaction. This will reduce stress among the
students. This scheme provides flexibility in a manner that is futuristic. It supports
students by providing the opportunity for any student can enter any program at
any level or can take an exit as per their requirements and convenience. That’s why,
this system is student-centric.
Mobility within the Colleges

The Multiple Entry and Exit System (MEES) also allows students studying in one
college, affiliated with a public university, to switch seamlessly to other colleges
under the same university but within the beginning of four years following the
NEP, 2020. This facilitates students’ learning according to his/her own choice of
time and place. Students can learn at their own pace, capabilities, and interests and
progress with better platforms. The system is meant to attack the rigid boundaries
of education in higher institutions and make easy flow of the teaching and learning
process promoting student centric approach.
Therefore, maximum flexibility has been provided on the part of students. Further,
students facing problems in one college may find solutions in the other. These
problems may pertain to time, curriculum, teacher, library, examination, and
other social, economic, or personal aspects.
Shortcomings of Multiple Entry and Exit Systems/Things to Consider

•• Shift: ‘Education for all’ is a social responsibility of central and state
governments.
The concept of ‘Universalization of Education’ at Primary, Secondary, and
Higher levels tends to complement the idea that government bears the
responsibility to educate Indian masses at all levels and for which a certain
amount of budget is allocated. Education cannot be seen as an expenditure
but rather an investment for a long time. An educated workforce contributes
to the economic development of the nation. The importance of education
cannot be considered menial at any level. On one hand, the government
claims to universalize education through schemes like Sarva Shiksha
Abhiyaan (SSA), Rashtriya Madhyamik Shiksha Abhiyaan (RMSA), and
Rashtriya Uchhtar Shiksha Abhiyaan (RUSA) then why does on other hands
underestimate the importance of tertiary education by legalizing dropouts?
Universalization aimed that any student who enters a bachelor’s program
must end by finishing three years of complete study but legitimizing exit at any
point does not seem to accomplish the set aims. Students who are not serious
about their studies will quit the course too early without any compulsion and
then lose the continuity of knowledge and skill. There are a lot of students
who quit the course for genuine reasons but there may be some who do not
want to continue for trivial reasons. The number of dropouts in rural colleges
is worrying, which is not even mentioned in the AISHE report. The ground
reality is scary. Admissions under the National Education Policy (NEP 2020)
for the session 2022-23 in a Government Degree College were reported to
be 157 out of which 104 students received enrolment for the exam. Almost
53 students (around 33%) did not enrol for the semester exam and therefore
will be considered dropouts. However, it will be purely a matter of research
to know what these students opt to do after quitting their studies. The most
probable reasons for such dropouts are financial conditions, marriage, job
requirements, medical issues, or migration. So far no such mechanism has
been developed which can trace the condition of dropouts in colleges or
universities. To resolve the individual issues of their inability to continue
education, the government must take social responsibility and motivate
students to complete their studies through the provision of grants and
scholarships but the policy doesn’t seem to do so, instead appears to promote
legal exit without having complete knowledge and skill of the discipline.
Finally, it will exclusively rest on the will of individuals to resume study after
a long break, that too if circumstances allow them to do so. This is a shift or
transfer of responsibility by the state to an individual. Flexibility should not
lead to the fracture of the system. Such a system may seriously shrink the
Gross Enrolment Ratio and abandoning scholarships and leaving education
on individuals’ shoulders is a violation of the universalization of tertiary
education.
•• Surrender value: Surrender value is a term used in economics. It is the value
or worth that the policyholder receives from the life insurance company
if he decides to exit the policy before maturity. Surrender value in terms
of education is the minimum knowledge gained by an individual before
completing the course. A dropout student will generally have a smaller
surrender value as compared to one who faithfully and consistently completes
the course with responsibility. Same as a person who waits for the maturity
date of the policy and receives a big amount of money (including all premiums
and interests) while the other person who quits the policy in mid will not
receive that much big amount. Students with higher surrender values will
have higher knowledge, skill, and experience but the students who choose
to quit after a year or two will not possess sufficient knowledge, skill, and
experience. Students with higher surrender values (degrees) will have higher
chances of being selected as appropriate candidates for the job world in their
respective fields. While students with low surrender value (a certificate or
diploma) may be considered less preferable in jobs. The situation in India
can be well compared to the students in technical education. Students with
master’s degrees in engineering are highly preferred over diploma engineers
for any government job in the technical field. Therefore, many times students
with higher qualifications like B. Tech. and M. Tech acquire jobs easily which
could be held by diploma engineers, leading to excess unemployment among
diploma engineers. Rising unemployment in the country has led to such kind
of situations. Technically, posts are not reserved but candidates with a high
surrender value are preferred over candidates with a lower surrender value.
Similarly, in higher education, although NET is the minimum eligibility to be
an assistant professor in universities or colleges candidates with maximum
qualification, publishing, API scores, experience, etc. are preferred and
shortlisted by the recruiting agency at once. This implies that having
certificates and diplomas merely is not going to work out. It will not help in
getting appropriate jobs. The early exit with a lower surrender value will not
add to quality aspects. It also reflects the shortage of job opportunities for the
qualified workforce, so that every educated individual gets fit into the job as
per qualification.
•• A Trap: Many students in higher education Institutions will fall into the Trap of
resuming studies after exit. Tertiary education needs individuals’ motivation
and interest to finish all levels. Motivation and interest develop by looking at
the award and the utility of that award in the future. Students de-motivated at
the beginning will never be able to complete their higher education. Constant
motivation and interest are gained through the educational environment
of Higher Education Institutions and the regularity of the students in the
classroom. Students who think that they will be able to resume their studies
a year after may be vulnerable to losing their motivation for further studies
and in the same way there will be less possibility that the students will resume
studies after a long break of six or seven years. In such cases, it would be a trap
for the students who will exit prematurely in the temptation of resuming after
exit. There would be many students who will exit the course prematurely for
trivial reasons and in such cases, there will be very little possibility of coming
back to the course for completion of tertiary education. Rigorous exits may
be de-motivating to the colleges, teachers, and institutions whereas private
institutions may take advantage of the opportunity to sack exorbitant tuition
fees from the students for the sake of certificates, diplomas, and degrees.
CHALLENGES IN IMPLEMENTATION
In higher education institutions, the challenges multiple entry and exit will face
in rural areas may differ from those in urban areas. Government degree colleges
in rural areas are already falling short of resources and it is becoming more
challenging to implement this scheme properly. Single-stream colleges, inadequate
infrastructure, paucity of human resources, and unavailability of other Institutions
nearby, etc. are many factors that obstruct the proper implementation of this
framework. Implementing it may unleash challenges in credit earning, credit
transfer, credit accumulation, and other administrative issues. Further, it will be
a little difficult to implement this scheme in every UG/PG/Professional program.
However, all these challenges can be minimized by strong implementation of
policy and extensive strategic management.
CONCLUSION
Jomtien, Conference (Thailand, 1990) emphasized the need for ‘Education for
All’ while United Nations’ SDGs emphasize ‘life-long learning opportunities
to all’. In pursuit of the aims of various conferences, our nation has deliberately
launched programs with an endeavour of universalization of education at primary,
secondary, and higher levels of education. New Education Policy, 2020 has
continued to emphasize the importance of compulsory education, and access to
affordable, equitable, and flexible education at all levels considering them to be the
founding pillars of the policy. No doubt, it gives freedom of choice to the students
to study the course and pursue their interests. Providing a personalized touch
in education or leaving education in individuals’ hands can be helpful enough
in achieving the goals of SDGs. Multiple Entry and Exit System (MEES) on the
one hand tries to avoid the wastage of time, money, and resources of anyone who
exits the course pre-maturely and on the other hand, it appears to legitimize the
dropouts. In the course of its implementation, the apparent results will show how
successful the system of multiple entry and exit would be in the Indian context.
To achieve sustainable development goals in education, policymakers need to
increase funds for scholarship programs through public and private partnerships,
motivate students to complete education, provide flexibility and try to increase the
gross enrolment ratio in higher education. Only a student-centric approach will
lead to developing Global citizens and a Sustainable Society.
REFERENCES
1. Government of India, Ministry of Human Resource Development (2019). National
Education Policy.
2. University Grants Commission (2021). Guidelines for Multiple Entry and Exit in Academic
Programmes Offered in Higher Education Institutions
3. Government of India, Ministry of Education (2021). Guidelines for Multiple Entry and
Exit in Academic Programs Offered in Higher Education.
https://www.education.gov.in.
https://www.bice.org
https://www.dailyexcelsior.com
The Impact of National Education Policy on Teacher Education in India 103
The Impact of National

Education Policy on Teacher
13 Education in India
Radhika and Prof. D.P. Warne*

*E-mail: dpwarne9@gmail.com
ABSTRACT
The National Education Policy (NEP) 2020 is a comprehensive and transforming policy
that aims to transform the education system in India. One of the key areas of the policy is
teacher education, which is crucial for improving the quality of education. This research
paper examines the impact of the NEP on teacher education in India. The paper provides
an overview of the NEP and its implications for teacher education. The study analyses
the salient features of the policy related to teacher education, compares it with previous
policies, and evaluates its impact on various aspects of teacher education. The paper
concludes with recommendations for improving the implementation of the NEP related
to teacher education.
Keywords: National Education Policy, Teacher, Professional Development Programs.
Teacher education plays a critical role in improving the quality of education.

Teachers are the key drivers of educational reforms and are responsible for shaping
the future of the country. However, teacher education in India has been facing
several challenges, such as outdated curriculum, inadequate training, and poor
quality of teachers. The National Education Policy (NEP) 2020 seeks to address
these issues and transform the teacher education system in India. The NEP aims to
provide quality training to teachers, promote research and innovation in teacher
education, and improve the overall status of teachers by providing continuous
professional development programs for teachers. Before the implementation of the
National Education Policy (NEP) in India, there were several issues and challenges
in teacher education. These challenges hindered the quality and effectiveness of

teacher training programs. Here are some of the key issues:
1. Lack of Standardization: Teacher education programs lacked standardization
across different states and institutions. There was a lack of uniformity in
curriculum, duration, and quality of training. This led to disparities in the
knowledge and skills of teachers graduating from different programs.
2. Inadequate Infrastructure: Many teacher training institutions lacked proper
infrastructure and resources. The lack of well-equipped classrooms, libraries,
and educational technology hindered the training process. Inadequate
facilities affected the practical aspects of teacher education, such as classroom
observations and teaching practice.
3. Outdated Curriculum: The curriculum of teacher education programs often
lagged behind contemporary educational trends and practices. There was a
need to update the curriculum to reflect current pedagogical approaches,
educational technologies, and inclusive teaching methods. The focus on
rote learning and theoretical knowledge needed to be replaced with more
practical and experiential learning opportunities.
4. Insufficient Practical Training: Many teacher training programs focused
primarily on theoretical knowledge and neglected practical training. Teachers
graduated without sufficient classroom teaching experience, making it
challenging for them to effectively manage classrooms and apply pedagogical
strategies in real-world settings.
5. Limited Professional Development: Continuous professional development
opportunities for teachers were limited. There was a lack of in-service
training programs and workshops to update teachers’ knowledge and skills
throughout their careers. This hindered their ability to adapt to changing
educational needs and incorporate innovative teaching practices.
6. Recruitment and Selection Process: The process of recruiting and selecting
candidates for teacher education programs often lacked transparency and
rigorous evaluation. As a result, individuals with inadequate aptitude and
passion for teaching were admitted to these programs, leading to a decline in
the overall quality of teachers.
7. Inadequate Focus on Special Education: Teacher education programs
often did not adequately address the needs of learners with disabilities and
special educational needs. There was a lack of specialized training in inclusive
education, making it challenging for teachers to cater to the diverse learning
requirements of students.
8. Limited Use of Technology: The integration of technology in teacher

education was limited. Many institutions lacked access to educational
technology tools and resources. The use of digital platforms for instruction,
collaboration, and professional development was not widespread, which
hindered the preparation of teachers for the digital age.
LITERATURE REVIEW
Chandra, R., & et al. (2021) analysed the impact of the National Education Policy
in India and recommended several changes in teachers’ curriculum, pedagogy, and
professional development programs. The policy aims to improve the quality and
relevance of teacher education. However, the implementation of the NEP is likely
to face several challenges, such as the need for adequate resources, infrastructure,
and support systems.
Rathi, S., & Thakur, M. (2021) analysed the potential impact of NEP 2020 on
teacher education in India. They found that the NEP is a comprehensive and
transforming approach to teacher education, which focuses on the development of
subject knowledge, pedagogical knowledge, and practical skills. It also recognizes
the need for continuous professional development for teachers and proposes
several mechanisms for this. The authors conclude that the NEP has the potential
to transform teacher education in India, but its success will depend on the effective
implementation of its proposals.
Singh, D. P. (2021) critically analysed the impact of NEP 2020 on teacher education
in India. He found that the NEP proposes several significant changes in teachers’
curriculum, pedagogy, and professional development programs. Singh argues
that the NEP has the potential to improve the quality and relevance of teacher
education in India, but its success will depend on the effective implementation
of its proposals and the resolution of several challenges, such as the shortage of
trained faculty and inadequate infrastructure.
Taneja, A., & et al. (2021) examined the potential impact of NEP 2020 on
teacher education in India. They found that the NEP proposes several changes
in curriculum and pedagogy, with a focus on a multidisciplinary and integrated
approach. The NEP also recognizes the need for continuous professional
development for teachers and proposes several mechanisms for this. The authors
conclude that the NEP has the potential to transform teacher education in India,
but its success will depend on the effective implementation of its proposals and the
availability of adequate resources and infrastructure.
Dua, A., & Singh, P. (2021) examined the implications of NEP 2020 for teacher
education in India. They found that the NEP proposes several significant changes in
curriculum, pedagogy, and professional development programs for teachers, with
a focus on multidisciplinary and integrated approaches. The NEP also recognizes
several mechanisms for this. The authors conclude that the NEP has the potential
to transform teacher education in India, but its successful implementation will
depend on the effective resolution of several challenges, such as the availability
of adequate resources and infrastructure, and the effective implementation of its
proposals.
Sharma, S., & et al. (2021) assessed the impact of NEP 2020 on teacher education
in India. They found that the NEP proposes several significant changes in
curriculum, pedagogy, and professional development programs for teachers, with
a focus on multidisciplinary and integrated approaches. The NEP also recognizes
several mechanisms for this.
Prasad and Singh analysed the challenges and opportunities for teacher education
in India presented by NEP 2020. They found that the NEP proposes several
significant changes in curriculum, pedagogy, and professional development
programs for teachers, with a focus on multidisciplinary and integrated approaches.
The NEP also recognizes the need for continuous professional development for
teachers and proposes several mechanisms for this. The authors conclude that the
NEP has the potential to transform teacher education in India, but its successful
implementation will depend on the effective resolution of several challenges,
such as the availability of adequate resources and infrastructure, and the effective
implementation of its proposals.
Sankaranarayanan, R., & et al. (2021) examined the implications of NEP 2020 for
teacher education in India. They found that the NEP proposes several significant
changes in the areas of curriculum, pedagogy, and professional development
programs for teachers, with a focus on multidisciplinary and integrated approaches.
The NEP also recognizes the need for continuous professional development for
teachers and proposes several mechanisms for this. The authors suggest that the
implementation of the NEP proposals will require significant changes in the current
system of teacher education in India, such as revising the curriculum, developing
new teaching-learning materials, and training the existing teacher workforce.
Gupta, P., & Sharma, K. (2021) analysed the implications of NEP 2020 for teacher
education in India. They found that the NEP proposes several significant changes
in curriculum, pedagogy, and professional development programs for teachers,
with a focus on multidisciplinary and integrated approaches. The NEP also
recognizes the need for continuous professional development for teachers and
proposes several mechanisms for this. The authors conclude that the successful
implementation of NEP 2020 will require the collaboration of various stakeholders,
such as policymakers, teacher educators, and teachers, and the allocation of
adequate resources.
Singh, G., & Gupta, A. (2021) critically analysed the implications of NEP 2020 for
teacher education in India. They found that the NEP proposes several significant
changes in curriculum, pedagogy, and professional development programs for
teachers, with a focus on multidisciplinary and integrated approaches. The NEP
also recognizes the need for continuous professional development for teachers and
proposes several mechanisms for this. The authors suggest that the implementation
of the NEP proposals will require addressing several challenges such as the
availability of adequate resources, infrastructure, and the capacity building of
teacher educators.
Process of Formulating the NEP

Committee Formation: In 2017, the Ministry of Human Resource Development
(MHRD) constituted a committee under the chairmanship of Dr. K. Kasturirangan
to draft the NEP. The committee comprised experts from diverse fields, including
education, policy, and academia.
Consultations: The committee conducted widespread consultations with
educationists, teachers, students, parents, and other stakeholders at various
levels. It sought inputs through online portals, regional conferences, and thematic
discussions. Inputs were also gathered from international best practices in
education.
Drafting and Redrafting: Based on the consultations and inputs, the committee
prepared a draft NEP. The draft underwent multiple iterations and revisions to
incorporate feedback and suggestions from various stakeholders.
Approval and Implementation: The final draft of the NEP was submitted to the
Ministry of Human Resource Development. After a thorough review, the NEP
was approved by the Union Cabinet in July 2020. It replaced the existing National
Policy on Education, in 1986.
Objectives for Teacher Education in the NEP

The NEP has outlined several objectives for teacher education to enhance the
quality and effectiveness of teacher training in India. Some key objectives include:
1. Four-Year Integrated Teacher Education Program: The NEP proposes
the restructuring of the existing teacher education programs into four-year
integrated programs. This aims to integrate foundational education, subject
knowledge, and pedagogical training to develop well-rounded and skilled
teachers.
2. Multidisciplinary Approach: The NEP emphasizes the multidisciplinary
approach in teacher education. It encourages teachers to have a broad-based
understanding of various disciplines and promotes the integration of subjects
to foster critical thinking and creativity.
3. Continuous Professional Development: The NEP focuses on continuous
professional development for teachers throughout their careers. It emphasizes
the need for in-service training, mentoring, and opportunities for upskilling
and reskilling to keep teachers updated with the latest pedagogical approaches
and technologies.
4. Digital Literacy and Technological Integration: The NEP recognizes
the importance of digital literacy and technology integration in teacher
education. It aims to equip teachers with the necessary skills to effectively use
technology for teaching, assessment, and professional development.
5. Inclusive Education and Special Needs: The NEP emphasizes the inclusion
of children with special needs and promotes specialized training for teachers
to address their diverse learning requirements. It emphasizes the importance
of creating inclusive and accessible learning environments.
6. Professional Standards and Accreditation: The NEP proposes the
establishment of robust professional standards for teachers and teacher
education institutions. It aims to ensure the quality and accountability of
teacher education programs through accreditation and rigorous evaluation
processes.
7. Research and Innovation: The NEP encourages research and innovation
in teacher education. It promotes the involvement of teacher education
institutions in research activities and collaborations to contribute to the
development of evidence-based practices and policies.
Overview of the New Professional Development Programs for Teachers

The National Education Policy (NEP) of India introduced several new professional
development programs for teachers to enhance their skills, update their knowledge,
and improve their teaching practices. These programs aim to provide continuous
learning opportunities and support the professional growth of teachers. Here’s an
overview of some of the new professional development programs:
1. Continuous Professional Development (CPD): The NEP emphasizes
the importance of continuous professional development for teachers. It
encourages the establishment of mechanisms to provide ongoing training,
mentoring, and upskilling opportunities. CPD programs aim to keep teachers
updated with the latest pedagogical approaches, subject knowledge, and
educational technologies.
2. National Professional Standards for Teachers (NPST): The NEP proposes
the development of National Professional Standards for Teachers to set
benchmarks for teacher quality and competence. These standards outline the
knowledge, skills, and attitudes expected from teachers at different stages of
their careers. The NPST serves as a guide for professional development and
provides a framework for assessing and improving teacher performance.
3. Teacher Induction Program (TIP): The NEP emphasizes the need for a
comprehensive teacher induction program for newly appointed teachers.
TIP aims to provide foundational training and support to novice teachers,
helping them transition into their roles effectively. The program focuses
on developing pedagogical skills, classroom management techniques, and
understanding learner diversity.
4. In-Service Training Programs: The NEP calls for the development and
implementation of robust in-service training programs for teachers. These
programs are designed to address specific needs and challenges faced by
teachers in their classrooms. In-service training may include workshops,
seminars, webinars, and online courses to enhance subject knowledge,
teaching methodologies, assessment strategies, and inclusive practices.
Analysis of Effectiveness and Relevance of the Programs
The effectiveness and relevance of the new professional development programs
for teachers in the NEP depend on their implementation and alignment with the
needs of teachers and students. Here are some factors to consider:
1. Contextualization and Customization: The programs should be
contextualized to the diverse educational settings across different regions and
cater to the specific needs of teachers. Customization of the programs based

on subjects, grade levels, and specialization areas would make them more
relevant and effective.
2. Continuous Support and Mentoring: Sustained support and mentoring
should be integral components of professional development programs.
Regular interactions, observations, feedback, and guidance from experienced
educators can significantly enhance the effectiveness of the programs.
3. Practical and Reflective Approach: The programs should emphasize
practical and reflective approaches to learning. Providing opportunities for
teachers to apply new strategies and reflect on their teaching practices fosters
deeper understanding and promotes skill development.
4. Integration of Technology: Given the growing significance of technology
in education, integrating technology-based tools, resources, and online
platforms in professional development programs can enhance their
accessibility and effectiveness.
Implications of New Educational Policy
The NEP 2020 has several implications for teacher education in India, including the
potential to improve the quality and relevance of teacher education, enhance the
status and professionalism of teachers, and attract and retain high-quality teachers
in the profession. However, there are also several challenges and limitations to the
implementation of the NEP in the area of teacher education, including the need
for adequate resources, infrastructure, and support systems. There is a need for
further research on the long-term impact of the NEP on teacher education, as well
as on the factors that facilitate or hinder its implementation. Let’s analyse these
implications:
1. Impact on Quality and Relevance of Teacher Education: The NEP aims
to enhance the quality and relevance of teacher education by introducing
reforms such as the integration of foundational education, subject
knowledge, and pedagogical training in a four-year integrated program. This
integrated approach can provide teachers with a strong academic foundation,
better subject expertise, and improved pedagogical skills. Additionally, the
emphasis on continuous professional development and the establishment of
professional standards can ensure that teachers receive ongoing training and
stay updated with the latest educational practices, making their education
more relevant and effective.
2. Implications for the Status and Professionalism of Teachers: The NEP

recognizes the critical role of teachers in the education system and aims to
improve their status and professionalism. The establishment of professional
standards for teachers and the emphasis on continuous professional
development elevate the status of teachers as professionals. By promoting
career progression, mentoring, and support systems, the NEP encourages
teachers to take ownership of their professional growth and contribute to the
educational community. These measures can enhance the professionalism
and prestige associated with the teaching profession.
3. Implications for the Effectiveness of the Education System in Producing
Competent and Skilled Teachers: The NEP’s focus on transforming teacher
education programs can have a positive impact on the effectiveness of the
education system in producing competent and skilled teachers. By providing
comprehensive and integrated training, the NEP ensures that teachers are
equipped with the necessary knowledge, skills, and pedagogical approaches
to meet the diverse needs of students. The emphasis on practical training,
technology integration, and inclusive education can enhance teachers’ ability
to create engaging and inclusive learning environments. This, in turn, can
contribute to improved student outcomes and the overall effectiveness of the
education system.
4. Aligning Teacher Education with the Changing Educational Landscape:
The NEP acknowledges the need to align teacher education with the
changing educational landscape, including the integration of technology,
multidisciplinary approaches, and the focus on research and innovation.
By incorporating these elements into teacher education, the NEP prepares
teachers to navigate the evolving educational environment, adapt to new
teaching methods, and effectively utilize educational technologies. This
alignment ensures that teachers are equipped with the skills necessary to
meet the demands of 21st-century education.
Recommendations for Improving the Implementation of the NEP in
Teacher Education
1. Enhancing Quality and Relevance of Teacher Education: a. Establish
rigorous accreditation mechanisms to ensure the quality of teacher education
programs and institutions. b. Regularly update the curriculum to incorporate
contemporary pedagogical approaches, inclusive education practices, and
emerging technologies. c. Foster partnerships between teacher education
institutions and schools to provide practical and hands-on teaching

experiences. d. Promote research and innovation in teacher education by
encouraging collaboration between academia and practitioners.
2. Improving Effectiveness and Relevance of Professional Development
Programs: a. Design professional development programs based on the
needs of teachers, considering their subject expertise, experience, and
career stage. b. Provide a variety of professional development options,
including workshops, seminars, online courses, and collaborative learning
communities. c. Emphasize practical and experiential learning opportunities
that allow teachers to apply new strategies in their classrooms. d. Incorporate
technology-based tools and platforms to facilitate accessible and flexible
professional development.
3. Attracting and Retaining High-Quality Teachers: a. Enhance the
recruitment and selection process to identify candidates with aptitude,
passion, and strong pedagogical skills for teaching. b. Provide competitive
salaries and benefits to attract and retain talented individuals in the teaching
profession. c. Establish mentorship programs to support and guide new
teachers during their induction period. d. Create a positive and supportive
work environment that recognizes and rewards teachers’ contributions and
professional growth.
4. Strengthening Collaboration and Networking: a. Encourage collaboration
and networking among teachers, teacher education institutions, and
educational organizations through professional learning communities. b.
Facilitate platforms for knowledge sharing, best practices, and lesson plan
exchange among teachers. c. Foster partnerships between teacher education
institutions, schools, and industries to expose teachers to real-world contexts
and diverse perspectives.
5. Continuous Monitoring and Evaluation: a. Implement a robust monitoring
and evaluation system to assess the effectiveness and impact of teacher
education programs and professional development initiatives. b. Collect
feedback from teachers, students, and other stakeholders to identify areas for
improvement and make necessary adjustments. c. Conduct research studies
and evaluations to understand the long-term outcomes of the implemented
reforms and inform future policy decisions.
Implementing these recommendations will require collaboration among
policymakers, educational institutions, teacher associations, and other
stakeholders. Continuous dialogue, feedback loops, and flexibility in adapting to
changing needs and contexts will be crucial for the successful implementation of
the NEP in teacher education.
CONCLUSION
NEP 2020 represents a significant step towards transforming the education system
in India, with a particular focus on teacher education. The NEP proposes a range
of changes in Professional Development Programs for Teachers
The NEP 2020 also proposes a range of professional development programs for
teachers to enhance their knowledge, skills, and attitudes. The NEP emphasizes
the need for continuous professional development and proposes a range of
mechanisms for this, including teacher training institutes, online platforms, and
mentorship programs. The NEP also recognizes the need for a differentiated
approach to professional development based on teachers’ specific needs and
contexts. However, there is a need for further research on the effectiveness and
relevance of these professional development programs, as well as on the barriers
and facilitators to their implementation. curriculum, pedagogy, and professional
development programs for teachers, to improve the quality and relevance of teacher
education. However, there is a need for further research on the implementation
and effectiveness of these changes, as well as on the challenges
Overall, the literature review indicates that NEP 2020 has the potential to
transform teacher education in India by improving the quality and relevance
of teacher education and enhancing the professionalism and status of teachers.
However, the successful implementation of the NEP will depend on the effective
resolution of several challenges, such as the availability of adequate resources and
infrastructure, and the effective implementation of its proposals. Further research
is needed to assess the long-term impact of NEP 2020 on teacher education in
India.
RREFERENCES
1. Chandra, R., & Singh, A. K. (2021). Impact of National Education Policy (NEP) 2020
on Teacher Education in India: A Critical Analysis. International Journal of Educational
Research and Technology, 12(2), 56-62.
2. Rathi, S., & Thakur, M. (2021). National Education Policy 2020: A New Horizon for
Teacher Education in India. International Journal of Emerging Technologies in Learning
(iJET), 16(14), 109-123.
3. Singh, D. P. (2021). National Education Policy 2020: A Critical Analysis of Its Impact on
Teacher Education in India. International Journal of Education, 13(1), 1-12.
4. Taneja, A., & Tyagi, R. (2021). National Education Policy 2020: A New Dawn for Teacher
Education in India. Journal of Educational Research and Practice, 11(1), 103-115.
5. Dua, A., & Singh, P. (2021). National Education Policy 2020 and its Implications for
Teacher Education in India. Journal of Teacher Education and Educators, 10(2), 199-213.
6. Sharma, S., & Khemka, S. (2021). National Education Policy 2020 and Its Impact on
Teacher Education in India. Journal of Education and Practice, 12(6), 1-8.
7. Prasad, S., & Singh, A. (2021). National Education Policy 2020: Challenges and
Opportunities for Teacher Education in India. Journal of Education and Learning, 10(4),
423-432.
8. Sankaranarayanan, R., & Abraham, B. S. (2021). Implications of National Education
Policy (NEP) 2020 for Teacher Education in India. Journal of Indian Education, 47(2),
28-44.
9. Gupta, P., & Sharma, K. (2021). National Education Policy 2020: Its Implications for
Teacher Education in India. Journal of Education and Social Sciences, 15(2), 42-48.
10. Singh, G., & Gupta, A. (2021). National Education Policy 2020 and its Implications for
Teacher Education in India: A Critical Analysis. International Journal of Research in Social
Sciences and Humanities, 11(2), 52-60.
An Overview of The History, Development, and Transformation of The Teacher Education System in India 115
An Overview of The
History, Development, and
14 Transformation of The Teacher
Education System in India
Debabrata Mandal* and Vijay Kumar Yadav

*E-mail: debtheindian@gmail.com
ABSTRACT
This chapter analyses the history and growth of the teacher education system in India
from the ancient period to the current situation. As long as Indian education has existed,
so too has India’s history of teacher education. One of the world’s most extensive systems
of teacher training is found in India. As a crucial part of the educational system, teacher
education is directly linked to society and is influenced by a country’s culture, ethos,
principles, philosophy, and character. The improvement of a nation depends upon the
quality of its teachers and for this reason, the most honorable vocation in the world is
teaching. Teachers’ day-to-day roles, responsibilities, competencies, and training have
significantly changed. According to the changing times, the social, and individual as
well and national needs also changed in the ways it was necessary to change the teacher
education program, teacher preparation, teacher training etc. According to the National
Curriculum Framework for Teacher Education (2009) and the National Knowledge
Commission’s 2007 report, a teacher must be ready for the demands and needs that arise in
the educational environment. Ancient teacher training followed a conventional, religious
model that dates back to the Vedic era. This chapter is concerned with the explanation
and description of the position of teacher education, teaching techniques and strategy,
structure, organization, curriculum and methodology of teacher education from pre-
independent to post-independent and present time.
Keywords: Teacher education, Training, Pre-independent, Post-independent,
Commission, Ancient, Buddhist Period, Muslim period, British period
As far as we are aware, from the time of the Upanishad, roughly between 1450 and
600 BC, to the twenty-first century, Programs for teacher education have developed
gradually, Teachers had great freedom and advantages during this Upanishad-
based period, but as time went on, their standing and influence declined. Increasing
Demand for ICT resources, the uprising of globalization, changing social as
well as country needs and Privatization have resulted in a decline in the market
value of teachers. But in the recent few years’ novel expansion of teacher training
institutions and programmes tells us the current teacher education scenario and
status. Due to increasing school enrolments and the launch of various Government
projects, the need for teachers increased naturally, as a result of secondary-level
programmes like Rashtriya Madhyamik Shiksha Abhiyan (RMSA) and pan-India
primary education development programmes like Operation Blackboard, District
Primary Education Programme, Sarva Shiksha Abhiyan, and Universalization
of Elementary Education. The National Council for Teacher Education (NCTE),
the top organization in the field, defines teacher education as “programmes of
education, and research on training of persons to equip them to teach at pre-
primary, primary, secondary, and senior secondary stages in schools, and includes
non-formal education, time education, adult education, and correspondence
education.”
Teacher Education = Teaching Skills + Pedagogical Theory + Professional Abilities.
1. THE EVOLUTION OF TEACHER EDUCATION

Teachers’ educations were first developed in India circa 2500 B.C. The development
of teacher education in India may be roughly divided into two eras.
1.1 Pre-independence Period of Teacher Education (2500 BC-AD 1947)

Pre-independence time can be broken down into four categories:
•• Medieval and ancient times: (2500 B.C. to 500 B.C.)
•• The Buddhist Era: (500 B.C. to 1200 A.D.)
•• Islamic era: (1200 A.D. to 1700 A.D.)
•• British epoch: (1700 A.D. to 1947 A.D.)
1.2 Teacher Education During the Post-independence Era, from (AD 1947
to the present)
1.3 Educating Teachers in India before Independence (2500 BC-AD 1947)
Medieval and ancient times: (2500 B.C. to 500 B.C.)
•• Vedic and Upanishad Era: The Vedas were the source of ancient Indian
knowledge. Religion was extremely influential in Vedic-era education. At that
time, obtaining salvation was the primary purpose of schooling (Moksha).
The word “Vedas” literally means “knowledge.
The following are the main tenets of Vedic education:

ԂԂ “Gurukul-centric;
ԂԂ The ideal of the guru;
ԂԂ The responsibilities of the shishas (students);
ԂԂ The relationship between the guru and the shishas;
ԂԂ The education of women;
ԂԂ The physical fitness education.”
The Rig Vedic Era came to an end with the advent of Buddhism and Jainism,
and the Upanishad Period (between 1400 BC and 600 BC) began. In the
Upanishad era, teachers used three kinds of teaching methods:
ԂԂ Sharvan (learning)
ԂԂ Manan (Meditation)
ԂԂ The Nidisdhyasan (realization and experience)
TEACHER EDUCATION
Teachers occupied a central position and enjoyed a special status in the Vedic
system of education. Gurus maintained a high reputation in the society. Before
being permitted to work as a teacher, the candidate had to complete the required
coursework and fulfil all of the duties of a Brahmachari. Rig Vedic times, as well
as the Sutra Age, lacked institutionalized teacher training organizations. The Rig
Veda states that a competent teacher is first chosen, and then they are educated or
trained. Teachers behave as parents to their students and students are treated as
members of the teachers’ families.
The Buddhist Era: (500 B.C. to 1200 A.D.)

In the Buddhist era, there were no formal educational institutions; instead,
education was delivered in religiously oriented institutions like monasteries and
viharas. The Sangh system took the place of the Gurukul system in the Vedic era.
Upon entering a Sangh, pupils engaged in “Pravrjya,” similar to the Upanayan
rite. It was essential for the Sangh’s teacher to have at least ten years of monastic
experience and to be kind and generous.
•• Role and responsibilities of the teacher: Both the teacher and students were
accountable to the monastery or the Buddhist order. The teacher used to offer
all fondness, love, and affection to his pupils and used to civilize them through
lectures, discussion and question-answer methods. There were classifications
of teachers like Acharyas and Upadhayas. The teachers and students maintain
a mutual relationship and understand each other’s. The students’ physical,
social, psychological, spiritual, and moral development was the responsibility
of the teachers. The pupils looked up to the teacher as their intellectual or
spiritual father.
Muslim Period/ Medieval Period: (1200 A.D. to 1700 A.D.)
The Muslim attack opened the door for Muslim education in India. Despite the
introduction of Muslim education, the Brahminical educational system was still
in place in various parts of the nation. The Muslim sultans of this era were more
concerned with expanding politics than education.
The Muslim rulers established educational facilities known as Maktabas (schools)
and Madrasahs (colleges). Maktabas were created to teach religious instruction as
well as knowledge of fundamental ideas including the alphabet, reading, writing,
and easy mathematics. The necessity for higher education led to the creation
of madrasahs. While scholarly individuals were engaged at the Madrasahs, the
majority of the teachers in the Maktabas were Moulavis. In this period there
was no official record of training of teachers. The society and the students held
instructors in high regard and revered them. The majority of the teacher training
process involved starting where the previous teachers left off. Excellent pupils
were given the responsibility of tutoring younger learners. Thus the monitorial
system was in usage during the Muslim period. The methods of teaching were
oral, lecture, cramming and memorizing.
British Period/Modern Period: (1700 A.D. to 1947 A.D.)

Before the British arrived, Christian European missionaries and Danish
missionaries started the crucial duty of providing teacher training programmes in
the country. The Danish missionaries established a normal school at Tranquebar
in Tamil Nadu in 1716 to educate teachers. They established a second normal
school in West Bengal’s Serampur in 1793. As time went on, educational societies
were founded in important cities like Bombay, Madras, and Calcutta. In 1849, the
Kolkata School Society was founded. This Calcutta school group pioneered the
training of teachers for native schools in Bengal.
In his Minute of December 13, 1823, Sir Munro emphasised the value of bettering
the training of instructors and trainers.
•• Teacher’s Training schools: At Madras, the first normal school was
established in June 1826 with funding and management provided by the
British government. It initially does offer teacher training for the district
schools. Subsequently, this regular institution was acknowledged as a college
for the presidency.
•• Wood’s Despatch (1854): The Wood’s Despatch, commonly known as the
“Magna Carta of British education in India,” is a significant turning point
in India’s history. It was published on July 19, 185, and included some
recommendations for improving both the nation’s educational system and
the regulations governing teacher preparation programmes.
Wood’s Despatch highlights the need for teacher training programmes for
the first time and why they are essential for raising academic standards.
Also, it gave careful thought to the facilities offered to teachers, including
their compensation and training facilities. Each presidency should establish
teacher training facilities, according to Wood’s Despatch. Also, it voted to
enhance salaries for individuals who participate in the training programme
and proposed grants in the form of scholarships. It stressed the need for the
training monitorial system to be modified.
•• Lord Stanly’s Despatch, (1859): This communication followed and bolstered
the advice of Wood’s Despatch in 1859. This Despatch made a compelling
case for why the administration should stop hiring teachers from England
and instead place them in local schools that utilise their native tongue. In
the years 1881 to 1882, the number of institutions that provided teacher
training increased. Only elementary/primary level instructors were eligible
for the teacher training course in its early stages. Subsequently, middle and
secondary levels were added.
•• Indian Education Commission (1882): This commission sometimes known
as the Hunter Commission was established by Lord Rippon and Sir William
Hunter to investigate the country’s educational process. The commission’s
findings were published in 1882. The necessity for additional normal schools
to open to train teachers was stressed by this commission. It proposed
the establishment of a minimum of one regular school run by a divisional
inspector. The Hunter Commission’s recommendations to broaden the scope
of teacher training institutions in modern India led to the establishment of
several teacher training colleges in Allahabad, Madras, Lahore, Kurseong,
and Rajahmundry.
•• Government of India Resolution on Education Policy (1904): It was the
most outstanding educational publication that established the guidelines
for the future of education. Viceroy Lord Curzon of that era recognised the
importance of teacher preparation. It offers some crucial recommendations
for enhancing the professional teacher training programme. Which were:
(a) Training college: According to the resolution, teachers need to receive
training in the art of instruction if secondary education is to be enhanced.
Five teacher training institutions have been established, one each in
Madras, Lahore, Kurseong, Allahabad, and Jubbulpur. Graduates or
Intermediates may apply for admission into these colleges.
(b) Training schools: The resolution advocated for the opening of additional
training facilities, particularly in Bengal. The majority of the time, the
normal schools were boarding schools where students with a vernacular
education background could attend for training and get stipends. The
resolution recommends a two-year minimum for the course duration.
It indicated specific training programmes designed with instructors of
rural background schools in mind.
•• The Government of India Resolution on Education policy (1913): No
instructor will be permitted to teach without a teaching certificate, according
to a major suggestion made in the second resolution the Indian government
released in 1913. The resolution recommended that they complete a year of
training and have passed the middle vernacular examination.
•• Calcutta University Commission, (1917): The Calcutta University
Commission was founded in 1917, shortly after the war’s end, to assess the
standard of instruction at Calcutta University under Sir Michael Sadler’s
direction. The Sadler Commission is the name of this body. Although this
committee was formed to examine how universities operate, it made clear
suggestions and principles on teacher education.
•• The Hartog Committee, (1929): The Jallianwaala Bag Massacre and the
Khilafat movement were two events that occurred during that period that
affected the independent struggle movement. As a result, the educational
system is ignored. Using this political situation and social atmosphere as an
instrument, the Hartog committee came into existence in 1929 under the
chairman of Sir Philip Hartog. The panel expressed its great worry over the
country’s weak basic education system and the poor quality of its primary
teacher training programmes.
After being influenced by the Hartog Committee, 13 out of 18 already-

existing institutions were able to establish teacher education programmes in
1932. Andhra University was the first to introduce the B.ED. Degree, while
Bombay University introduced the M.Ed. degree in 1936.
•• The 1937 Abbott-Wood Report: the Abbott-Wood Report was released
during the Second World War, a time when the nation was dealing with
numerous political issues. The entire teacher education system in India was
indirectly impacted by this report. In this report, it was suggested that training
institutions and working instructors improve the calibre and standard of
their instruction, refresher courses, and conferences. Also, it advised opening
vocational teachers’ training colleges. The proportion of instructors with
training increased from 56.8% in 1937 to 61.3% in 1942. There were 376 boys’
schools and 236 girls’ schools out of a total of 612 normal schools in 1941.
•• The Sargent Report (1944): Under Sir John Sargent’s direction, the CABE
dedicated a new educational programme in 1944 that was dubbed the
Sergent Report and presented to the Government of India. The Post-War
Development Plan is another name for this document. This scheme was a
broad-based educational plan from pre-kindergarten to higher education.
By making the following recommendations, the plan also established a
substantial contribution to the field of teacher education:
ԂԂ It suggested two types of teacher training institutions. Pre-primary
and junior basic schools have a two-year programme, and senior basic
schools have a three-year course.
ԂԂ Teacher candidates would receive training in extracurricular activities,
school visits, talks, and other experiences in addition to professional
skills training.
ԂԂ The student teacher should get a stipend and the teacher training
programme should be free of charge.
ԂԂ It is important to construct experimental and working schools so that
pedagogy-related research can be done on a variety of subjects.
ԂԂ Programs for teacher training ought to be considered residential-based
programmes.
Table. 1: Teacher training in the period British era

Year Training Schools Training Colleges
Figure Engagement Number Engagement
1881-82 113 4,080 * *
1891-92 152 5,150 * *
1901-02 179 5,700 * *
1911-12 575 12,880 * *
1921-22 1,072 26,930 * *
1931-32 * * * *
1941-42 612 32,120 31 2,500
1946-47 650 38,770 42 3,100
Source: Chauhan, C.P.S. (2004). Modern Indian Education Policies, Progress and Problems.
*Unavailable
INDIAN TEACHER EDUCATION SINCE INDEPENDENCE

(AFTER AD 1947)
Following its declaration of independence, India’s government put a lot of effort
into promoting education, giving everyone in society access to it regardless of caste,
creed, religion, language, or area. Education also got better during that period, both
in terms of quantity and quality. The Indian government gave teacher education
significant attention because it directly contributed to the development of the country.
Several committees and commissions were established by the Indian government at
this time for special areas of education, including teacher preparation.
•• University Education Commission (1948-49): Led by renowned educator
Dr. S. Radhakrishnan, the University Education Commission—popularly
known as the committee that reviewed the existing educational system—was
established shortly after India gained independence in 1948. The commission
turned in its report in 1949. For the ensuing few decades, this paper had a
considerable impact on raising the standard of education, particularly in the
area of teacher preparation. The group proposed that two-year programmes be
changed to three-year programmes and that working conditions for teachers
be improved in all K–12 institutions as well as in colleges and universities.
The commission studied teacher education procedures in detail and made
some important recommendations as follows:
✓✓ There should be a balance between the theoretical and practical
components of teacher training programmes.
✓✓ The teacher preparation scheme should be changed so that more time is
allotted for evaluating student performance.
✓✓ The training programmes and curricula for teachers should be adaptable,

flexible, and appropriate to the region.
✓✓ Staff members of training colleges should be chosen among individuals
with some teaching experience.
•• Secondary Education Commission (1952-53): After the University
Education Commission, a new committee was established in 1952 to provide
recommendations for the comprehensive reform of the Indian educational
system, under the leadership of Dr. A. Lakshmanaswami Mudaliar, Vice-
Chancellor of the University of Madras. This commission was established
to analyze the secondary education system, but it also thoroughly examined
the teacher preparation programme and made creative suggestions to raise
the standard of teacher preparation. The commission proposed that training
programmes be extended to two years and voiced its great worry for the
nation’s poor teacher preparation programmes. The commission stressed
the importance of including practice teaching in teacher training programs.
The idea of demonstration schools and model schools was first used to train
aspiring teachers.
The commission recommended two different kinds of training facilities for
the teacher preparation programme. These are?
✓✓ Two-year programme for teacher preparation: It was for candidates
who have a diploma from their higher education or a school leaving
certificate.
✓✓ Program for one year of teacher preparation: It was for graduate-level
applicants. It must be linked with one of the nation’s universities.
•• Ford Foundation term (1954): With the Ford Foundation’s cooperation,
the Indian government assembled a group of foreign specialists in 1954
to thoroughly examine the country’s educational system. The following
recommendations were made by the term to enhance the standard of graduate
programmes in teacher education:
✓✓ The teacher education programme should use realistic teaching
techniques.
✓✓ Establishing demonstration or laboratory schools will allow for the
testing of novel teaching techniques and curriculum design.
✓✓ Co-curricular activities ought to be planned and included in the practice
teaching process.
•• Pires Committee (1956): The Indian government hired an expert team, led
by Dr. E. A. Pires, in 1956 to create a new syllabus for the secondary teacher
training course. Here are the committee’s recommendations:
✓✓ Practical work should be weighted equally with theoretical, or both
should be equally weighted.
✓✓ The teacher education theory paper or examination should be condensed
into the following four papers:
1. Organization of the school and the principles of education
2. Health education and educational psychology
3. Teaching strategies for two academic subjects
4. Present issues with Indian education
Ajmer, Bhopal, Bhubaneswar, Mysore, and Ajmer Regional Colleges of
Education were established as NCERT’s constituent units throughout the
1960s, marking yet another significant development. NCERT’s headquarters
are located in New Delhi.
•• The Kothari Commission, (1964-66): In 1964, under the leadership of Dr.
D.S. Kothari, in the history of Indian education, another notable commission
was created to analyze and advise the educational system. A sound
professional education programme for aspiring teachers at all levels of teacher
training, from primary to higher secondary, was advised by the commission,
which voiced its serious concern about the low quality of teacher training. It
made the following key recommendations to enhance the teacher training
programmes in India:
ԂԂ Eliminating the inadequacy of teacher preparation programmes with
the realities of classroom life.
ԂԂ Implement practices that enhance the standard of instruction and
educational institutions.
ԂԂ Fetching teacher education closer to university education.
ԂԂ Increase the accessibility and range of training facilities.
The Kothari Commission made the separation of teacher education one of
its key recommendations. The commission made the following significant
recommendations to raise the professionalism and standard of teacher
preparation:
ԂԂ Universities may create and implement integrated courses.

ԂԂ Connect theoretic knowledge and topic knowledge to the school’s actual
actions.
ԂԂ The recommended increases in 180 to 190 to 230 days are considered to
be working days.
ԂԂ The curriculum needs to be adjusted to help students develop their
professional skills to the maximum level feasible.
ԂԂ All levels of teacher education should do research in pertinent
educational subjects.
The nation’s level and quality of teacher preparation increased as a result of
the Kothari Commission’s recommendations.
ԂԂ According to the National Policy (1968) proclamation a teacher is
without a doubt the most significant factor in determining the quality
of education and its contribution to national development, Therefore
teacher, be consented to and honoured in society.
ԂԂ Inaugural Asia-Pacific Conference on Teacher Education- The
International Council on Education for Teaching (ICET) and the
Association of Teacher Educators jointly sponsored this conference
(IATE), which took place in Bangalore from June 14 to June 19. The
conference proposed that each nation’s school and teacher education
systems be altered to address the new problems.
ԂԂ National Committee on Teachers-I, First Report (1983–1985)- To
improve teacher education, the group led by Prof. D.P. Chattopadhyay
proposed the following standards:
ԂԂ Upon completion of secondary school, a four-year or, preferably, five-
year Programme leading to graduation and a certificate in teacher
preparation will be offered.
ԂԂ For class X graduates, a four-year integrated teacher education
programme may be offered.
ԂԂ Two years should be added to the teacher preparation programme. 220
days each year will be considered working days.
ԂԂ A postgraduate degree in any topic and a required B.Ed. or preferred
M.Ed. degree course should be the basic requirements for a teacher
educator.
•• National Policy on Education (1986): In 1986, NPE indicated grave concern

about teacher preparation. The community and the government should work
to foster an environment that supports, inspires, and motivates teachers
in positive and innovative ways. The country’s teacher education plan was
advised to be completely restructured by the policy.
District Institutes of Education were founded (DIET) around the nation was
one of the notable accomplishments. The policy suggested that secondary-
level teacher training colleges be upgraded into institutes of advanced studies
in education (IASE) and colleges of teacher education (CTEs).
•• Programme of Action (1992): A committee headed by Acharya Ramamurthy
was established by the Indian government to assess the implementation of
the NPE (1986). It is referred to as the National Education Policy (1992).
The working conditions of teacher education schools were prioritized by
NPE in 1992. Significant financial resources are being used on infrastructure
development and the organization of different in-service teacher education
as a result of NPE and POA. There were 76 CTEs, 34 IASEs, and 45 DIETs in
1998-1999. The impact of all these efforts, however, did not significantly raise
the standard of teacher preparation.
The following were the Plan of Action’s main recommendations and
suggestions:
✓✓ During the period of the eight five-year plan, it was important for
all districts to have DIET coverage, and 250 IASE/CTEs will be
established nationwide.
✓✓ The necessity of integrating theory and practice in teacher
education programmes was emphasised.
✓✓ Start of special orientation programme for the professional
development of school teachers.
✓✓ Proposed to grant SCERT, NCTE, and the establishment of State
Boards of Teacher Education independent status.
•• Yashpal Committee (1993): noted that poor teacher preparation programmes
result in poor learning conditions in schools. Hence, the B.Ed. programme
should provide an option for secondary, elementary school or nursery school
concentration. Either 1 year after graduation or 4 years following higher
secondary school should be the length of the training programme. Between
1998 and 1999, there were 76 colleges for teacher preparation, 45 (DIETS),
and 34 (IASES). The statutory organization NCTE also released a curricular
framework (1998) to offer guidance about the subject matter and delivery
style of teacher training preparation.
•• The National Curriculum Framework (NCF) 2005: Both initial and
ongoing teacher education must address the demands and expectations that
these curriculum frameworks for school education place on the teacher. The
standing of the teacher, their pay and working conditions, as well as their
academic and professional training, all affect the quality of their instruction.
•• The National Knowledge Commission (2007): notes that there have been
significant improvements in infrastructure, enrolment in schools, and general
literacy Since independence.
•• According to the National Curriculum Framework for Teacher Education
(NCFTE) 2010 document: Throughout the past ten years, (NCTE) has
undertaken several initiatives to improve the standard of teacher training
programmes. The Right of Children to Free and Compulsory Education
(RTE) Act, 2009, which became effective on April 1, 2010, has important
ramifications for the nation’s teacher training programmes. To improve the
standard of instruction in schools Both the Principal Eligibility Test (PET)
and the Teacher Eligibility Test (TET) are administered at the central and
federal levels. The National Eligibility Test (NET) and State Eligibility Test
(SET/SLET) are administered at the national and state levels, respectively, by
the University Grant Commission (UGC).
•• Teacher Education in Five-Year Plans: The percentage of total education
allocated to teacher education in five-year plans was 10%, which boosted
the number of students graduating from training institutions and schools.
Between 1951 and 1961, training school outputs doubled. It increased three
times in 1966. There were 29 institutions offering an M.Ed. degree course in
1966 and PhD programmes. From 1969 through 1979, increasing primary
education received top priority, with a focus on underserved groups and
women. Also, it was noted that programmes for in-service teacher training
and correspondence were prioritised. 17,600 secondary teachers and roughly
1,40,000 elementary teachers were given access to correspondence courses
through the Fourth and Fifth Five Year Plans, respectively.
Significant Landmark in Indian Teacher Education
•• NCERT: The creation of NCERT (National Council of Educational Research
and Training) in the 1960s was another significant event. It began operating
in 1961. NCERT’s headquarters are in New Delhi, and its regional college of
education (RCE), letter it’s known as the Regional Institutes of Education (RIE)
opened in 1963 in Bhopal, Bhubaneswar, Mysore, Ajmer and now Shillong.
By setting up the core content 4-year pedagogical professional courses, these
regional colleges were created to integrate general and professional degree
programmes.
•• SCERT: There is a state Council of Educational Research and Training in
every state in India. SCERT’s primary objective is to oversee and manage
elementary teacher preparation programmes throughout all states.
•• NCTE: The Ministry of Education of the Government of India founded
the National Council for Teacher Education in 1973 (NCTE). As a national
advisory board for teacher education, it was work. The principal tasks include
controlling and upholding the nation’s standards for teacher education,
coordinating state council operations, coordinating research in the area of
education, enhancing the calibre and standard of teacher and training courses,
etc. A historic decision by NCTE was to make ICT literacy a requirement for
B.Ed. courses, primarily to raise awareness of ICT and its use in teaching-
learning among teacher trainees.
•• DIET: For the country’s initial preparation of elementary teachers, the DIET
was established.
CONCLUSION
To prepare teachers with the knowledge, competence, behaviours,
attitudes, approaches, methodologies, and skills they need to perform their
teaching tasks effectively in the classroom, school, and larger community,
professional programmes, procedures, policies, and provisions are referred
to as teacher education or teacher training. In the teaching profession,
professional competence is the most important component. A good
teacher should perform better for the benefit of the students and the wider
community. The field of teacher education has advanced tremendously
in the years after independence. Important proposals and ideas have been
made ever since independence. The domains of teacher education have
been developed and improved on both a qualitative and quantitative level
by the University Education Commission (1948) through the first decade of
the twenty-first century. Teachers today must act as facilitators in students’
quest for knowledge because they are no longer the only ones who transfer
information. The nation’s teacher training institutions currently have a lot
of work to do to attach innovations in terms of technique, approach, and
pedagogy for qualitative improvement of whole school education.
REFERENCE
1. Agrawal, J.C. (1996). Teachers and Education in a Developing Society. New Delhi: Vikas
Publications House Pvt.
2. Bhattacharjee, J. (2015). Progress of Teacher Education in India Discussion from past
to present. International Journal of Humanities & Social Science Studies (IJHSSS) A Peer-
Reviewed Bi-monthly Bi-Lingual Research Journal, 2(1), 213-222.
3. Dr. Sachdeva, M.S. (1996). A New Approach to Teacher and Education in Indian Society.
Ludhiana: Vinod Publications.
4. Government of India. (1966). The Education Commission (1964-66). New Delhi: Govt.
of India.
5. Government of India. (1986). National Policy on Education -1986. New Delhi: MHRD.
6. Hazra, M. 92018). Historical Development of Teacher Education in India- A Brief
Discussion from Past to Present. International Journal of Creative Research Thoughts
(IJCRT), ISSN: 2320-2882, 6(1), 1999-2003.
7. Mohan, R. (2013). Teacher Education. Delhi: PHI Learning Private Limited.
8. Mohanty, J. (2003). Teacher Education. New Delhi: Deep and Deep Publications Pvt. Ltd.
9. Ranjan, R., Pandey, A., & Ranjan, V. (2014). Education in Pre-Independence Period
review.
10. Roy, P.S. (2020). Teacher Education In India: A study on recent developments. The
International journal of analytical and experimental model analysis, ISSN: 0886-9367,
12(9), 1125-1132.
11. Singh. , L.C. (1990). Teacher Education in India: A Resource Book. Delhi: NCERT
NEP (2020): A Way Towards an Equitable and Inclusive Education in Higher Education 131
NEP (2020): A Way Towards

an Equitable and Inclusive
15 Education in Higher Education
Runumi Sharma* and Deepesh Sharma

*E-mail: runumi.pande@gmail.com
ABSTRACT
Education is a means for the promotion of equitable and inclusive education. India is
stressing on achieving sustainable development goals. These goals can be achieved by
providing equitable and inclusive education. This helps in fighting with inequality in
education faced by girls, marginalized students and other disadvantages. Education helps
achieve social justice. National Education Policy, 2020 was launched to reform the Indian
education system. It emphasized making education equitable and inclusive. The present
study is a descriptive study in which the researcher discusses NEP, 2020 for equitable and
inclusive education in higher education. It also discusses equitable and inclusive education
at a higher level of education at present.
Keywords: National Education Policy 2020, Inclusive education, equitable
Indian Education System has improved a lot in infrastructural and enrollment. Right
to Education Act, 2009 contributed to improving enrolment at the primary level.
NEP, 2020 accepted that some groups are underrepresented in the present Indian
education system. It discussed that inclusiveness is necessary for socio-economically
disadvantaged groups (SEDGS) which include geographical identities, and socio-
economic conditions. The policy emphasized incorporating children with special
needs into mainstream education. NEP, 2020 respects diversity and stresses equity
and inclusivity. It is the education which helps to achieve equality and social justice.
It is important to provide the same quality education to all children. It also ensures
that no child will be left behind in terms of getting educational opportunities
because of their socio-cultural background and differences. Inclusive education
shows the socio-economic growth of the country (Kumari, 2013).
EQUITABLE AND INCLUSIVE EDUCATION AT THE LEVEL OF

HIGHER EDUCATION
Inclusion and equity in higher education are important for achieving social justice
and the comprehensive development of children. It is helpful for the achievement
of the sustainable development goal (SDG4) aims to “ensure an equitable quality
education and promote lifelong learning opportunities for all” (UN, 2015).
In recent years there has been an expansion of education in higher education.
We all know that human capital is the most significant factor in contributing to
economic growth (Engelbrecht, 2003). At the primary level, Sarvasiksha Abhiyaan
(SSA) helped in the universalization of education and Rashtriya Madyamik Siksha
Abhiyan of the Central Government improved access to secondary education
(Tilak and Biswal, 2015). Equity and inclusive education in higher education helps
to get education for all irrespective of their background in higher level. NEP, 2020
focused on emphasizing equitable and inclusive education for higher education
so that there will be social justice in the country. It guarantees that access to
higher education and achievement is not influenced by factors such as disability,
socioeconomic position and gender. We see the fairness in education when the
student studying higher education reflects social diversity. It is important to provide
equal opportunities at primary and secondary levels to ensure equal opportunities
in higher education. It is important to make secondary education universal so that
equity in accessing higher education can be achieved. The participants in higher
education including teachers, administrators, principals, students, social workers
and counsellors should be sensitized to the needs of all students so that inclusion
and equity will be achieved (MHRD, 2019).
Equity is one of the important concerns for the expansion of India’s higher
education (Varghese, Sabharwal and Malish, 2018). Various steps have been
taken to reduce regional inequalities. Regional inequalities are common in higher
education. The draft of the National Education Policy recommends the expansion
of the education system to double the Gross Enrolment Ratio by 2035. It can
become a reality when we favour equity and inclusive education.
CONCLUSION
NEP, 2020 is a way towards equitable and inclusive education in higher education.
Though India has progressed in reducing poverty and improving the standard of
life, more steps are required to make it more equitable and inclusive. The policy
should be formulated and implemented to reduce the regional inequalities to
make education at higher levels more equitable and inclusive.
NEP (2020): A Way Towards an Equitable and Inclusive Education in Higher Education 133
REFERENCES
1. Engelbrecht, H. (2003). Human capital and economic growth: Cross-section evidence for
OECD countries. Economic record, 79 Special Issue.
2. Kumari, D. (2013). Social inclusion Indian higher education: Equity In Access, researching
reality summer internship 2014. Working Paper 313.
3. MHRD, (2019). All India Survey of Higher Education 2018-19. Department of Higher
Education, New Delhi, Government of India.
4. Tilak, J.V.G. and Biswal, K. (2015). “The transition to higher education in India”.
5. United Nations (2015). Sustainable Development Goals. Retrieved from https://www.
un.org/sustainabledevelopment/sustainable-development-goals/.
6. Varghese, N.V., Sabharwal, N.S. and Malish, C.M. (2018). India higher education report
2016: Equity. New Delhi: SAGE.
NEP-2020: Panacea for Quality Teacher Education 135
NEP-2020: Panacea for Quality

Teacher Education
16
P. C. Jena*
*E-mail: drpcjena@gmail.com
ABSTRACT
Quality education is the need of the hour and it is a way to curb India of its stereotypical
evils, absurd traditions and poverty considering the lacklustre efforts to improve the
working conditions and remunerations for teachers in the past. To boost the growth of the
Indian education sector, the government of India decided to revamp it by introducing a
comprehensive National Education Policy 2020.
Keywords: National Education Policy, Teacher Education, Teachers Empowerment
Education is an integral part of human development and gender-inclusive

development has been the main focus of development across the globe for
decades. For the sustainability of the development of any nation, the process of
development should be gender-neutral. India witnessed three education policies
in 74 years of her independence, NPE 1968, NPE 1986 and NEP 2020. NEP 2020 is
a clear departure from the structured form of education in India as formulated by
its predecessors. The Policy has committed to providing opportunities to students
with an aptitude for teaching through a nationwide test to enter the teaching
profession and also provide scholarships, especially to women who want to enter
the teaching profession. On the 11th of June 2014, Narendra Modi made his first
speech in the Parliament as the Prime Minister. He spoke for more than an hour
and during his speech, he spoke for nearly seven minutes on education and made
it clear that education will have the less privileged children as its priority the
teachers would be centre-stage and technology would be honed to reach out to the
hitherto unreached. The NEP 2020 fulfils his vision of 21st-century education in
India. The government of India, as part of the adoption of the fourth Sustainable
Development Goal-SDG4-Education-out of the seventeen Goals adopted by
all UN Member States in 2015, about the 2030 Agenda, prepared the National
Education Policy (NEP) 2020 and approved by the Union Cabinet on July 29th,
2020. It is time to bring out an Education Policy because a major development
since the last Policy of 1986/92 which we have followed for around 34 years has
been the Right of Children to Free and Compulsory Education Act 2009 which
laid down legal underpinnings for achieving universal elementary education.
Section 5.2. of NEP says “To ensure that outstanding students enter the teaching
profession, especially from rural areas large number of merit-based scholarships
shall be instituted across the country for studying quality 4-year integrated B.Ed.
programmes.” The teacher education program may be long, of four year duration
but all would be supported to pursue the training. Conjoined with the pre-service
training will be continuous professional development. Ours is the only profession
where individual excellence counts. NEP-2020 provides the opportunity to
continuously grow and become better teachers. Coordination between Boards
has been poor. To fill that gap a central agency will be established to coordinate
between Boards. The Central Cabinet has approved the formation of a body by the
name of PARAKH on the 14th of October 2020.
TEACHER EDUCATION
➢➢ Scholarships for teacher training
➢➢ Incentives for teaching jobs in rural areas
➢➢ Schools can hire local eminent persons or experts as ‘specialized instructors’
in areas such as traditional local arts, vocational crafts, entrepreneurship,
agriculture
➢➢ Merit-based promotions for teachers through National Professional Standards
for Teachers (NPST). Promotions will not occur based on the length of tenure
or seniority but based on such appraisals
➢➢ 4-year integrated B.Ed. program will be the minimum degree qualification
for teaching by 2030
➢➢ 2-year and 1-year B.Ed. programs will be intended only for those who have
already obtained Bachelor’s Degrees in other specialized subjects
The NEP 2020 states that from 2030 onwards, teacher recruitment will be
purely based on ITEP. Admissions for this course will be based on scores in the
National Common Entrance Test or NCET. The course is offered by forty-five
multidisciplinary institutions across India.
Here are some of the crucial reforms brought about by NEP for teacher education;
•• Pre-Service Teacher Education: The NEP 2020 recommends a National
Curriculum Framework for Teacher Education to guide pre-service teacher
education and training. The NCFTE will prescribe the best pre-service and
in-service education/training practices for teachers working in academic,
vocational, and other unique education streams.
•• Teacher Recruitment & Employment: For recruitment in a private or
government school, the teacher must qualify through Teacher Eligibility Tests
(TETs) conducted by the National Testing Agency. NEP 2020 encourages
schools to deal with a shortage of teachers by sharing teachers across
campuses, especially for disciplines such as art, craft, music, and dance. The
policy also recommends reaching out to local eminent persons or experts as
‘master instructors’ in traditional arts.
•• Teaching Career & Professionalism: The NEP aims to set the National
Professional Standards for Teachers (NPST) to determine all aspects of
teacher career management, efforts for professional development, salary
hikes, etc. Teacher audits and professional appraisals are also an essential part
of NEP for teachers. NCERT will undertake an in-depth study of international
pedagogical approaches and integrate their findings into the CPD programs
for NEP teacher training. Teacher education in NEP 2020 entails a prescribed
number of hours for continuous professional development or CPD each year.
•• Enculturation of Teacher Empowerment: The policy defines the essential
role of teachers in NEP 2020. Teachers are to be given the right to participate
in setting school goals and policies in the long run. Involving teachers in the
reform process by giving them the freedom to decide what and how to teach
will provide them with space and ownership over their work. The critical
aspect of teacher autonomy is deemed to empower teachers and motivate
them to perform better. The policy also aims to recognize, document,
and share innovative pedagogies and teaching methods devised by Indian
teachers. And finally, under the enculturation of teacher empowerment, NEP
will also work to build vibrant teacher communities for better networking
and reducing isolation among teachers.
Considering the lacklustre efforts to improve the working conditions and
remunerations for teachers in the past, the NEP 2020 for teachers has come as
a welcome change. Steps for pre-service teacher education and in-service NEP
teacher training programs can help build a better learning experience for students
everywhere. Continuous support and essential nurturing activities will help
the implementation and impact of teacher training reach the root level in most
remote places. The training schedule includes preparation, recruitment, classroom
activities and professional development programs.
Preparation
The planning, preparation and execution procedure for NEP 2020 starts from
the grassroots levels and works effectively in providing empowerment to the
professional staff in the division. They will have to learn a whole lot of concerns
and challenges and come up with ideal solution proposals as part of the teacher
training programs.
Recruitment
According to the NEP guidelines, teacher recruitment would require a minimum
educational qualification of four years under the integrated B.Ed. scheme.
Teaching Eligibility Tests’ will matter greatly for realising maximum potential and
increasing the hiring chances.
Classroom Arrangement
During training and while teaching, teachers will play a significant role in the
classroom segments. As per NEP guidelines, teachers will have to follow numerous
factors and active elements to create space for becoming role model teachers and
support persons.
Professional Development
The NEP system is responsible for improving the personal and professional quality
of teachers with supporting development potential. Factors that create an effective
value in empowering the teaching profession are quality control, accountability
and the level of quality, respect, dignity and autonomy that a teacher could muster
in their career span.
Continuous Professional Development and Improving Standards

CPD (Continous Professional Development) is an active part of the NEP system.
It helps teachers train more professionally and play an engaging role in improving
the speciality services associated with the overall development process.
Initiatives for Capacity Building of Teachers

Various initiatives are detailed in the NEP system to support the capacity building
of teachers. The idea of capacity building is to develop a culture that is strictly
rooted in the value of shared learning. Under the NEP system, capacity-building
methods are participatory. It helps identify the potential skillset and possible
building blocks that exist in an individual teaching professional and works

analytically in completing those identified blocks. Initiatives include training
sessions, assessment and observation, assessment of needs and assets, capacity
development response, evaluation and engagement and stakeholder development.
Ensure Capacity Building at All Levels

The peak ways of ensuring capacity building at all levels are the provision of a
minimum of 50 hours of CPD for teachers annually, mentoring support and
systemic collaboration, NISHTHA principles and customized training modules.
Minimum 50 Hours of CPD per Year for Heads and Teachers

As part of professional development techniques, a minimum of 50 hours of CPD
for heads and teachers is needed yearly. This would continue as a life-long process
during their teaching careers and applies to drive their self-interests too.
Mentoring of Teachers
Capable mentor support should be given to the teachers to help them develop
their skills and hone them to match the academic environment in that they are
supposed to play a thriving role. Experienced experts with a whole host of skills
should join in creating value for the teacher training programs.
NISHTHA needs to be Compulsorily Completed by All Teachers

National Initiative for School Heads’ and Teachers’ Holistic Advancement is an
initiative by the NCERT entity to aid in capacity building for both teachers and
principals/school heads. The program can be implemented from the elementary
stage itself with full support given to improving the quality of school education
and curriculum development. NISHTHA training includes four program levels,
including elementary and secondary levels. At the elementary level, 18 online courses
are available. For the elementary level, twelve generic courses are available along with
one pedagogy-level course. The NEP 2020 pedagogical structure for school education
follows a 5+3+3+4 curricular format, replacing the earlier 10+2 curricula. There will
be a foundational stage in the pre-schooling section (Anganwadi). This is followed
by the preparatory stage, middle stage and secondary stage. The corresponding age
groups in this pedagogical structure are 3-8, 8-11, 11-14 and 14-18.
Training for Teachers

Many tutorial training programs and research and report activities are available
in the teacher training domain. These modules can be implemented wholly or
according to the specific skill that the candidate is supposed to learn to aid in their
personal and professional development.
Outcomes:
➢➢ Excessive teacher transfers will be halted
➢➢ The sharing of teachers can be considered across schools
➢➢ Teachers will not be involved in electioneering, cooking midday meals, and
other strenuous administrative tasks
➢➢ Each stage of school (foundation, preparatory etc) will have opportunities for
promotion rather than going from one stage to the other
➢➢ Teacher education will move to multidisciplinary colleges and universities
rather than standalone B.Ed colleges
➢➢ Thousands of substandard standalone Teacher Education Institutions (TEIs)
across the country will be shut down as soon as possible.
CONCLUSION
NEP-2019 has recommended quality education for all by creating an education
system which is deeply rooted in Indian ethos and rebuilds India as a Global
Knowledge Power. Building Cross-disciplinary collaboration in Education through
“Liberal Arts Education” is a welcome intention. Higher education is an important
aspect in deciding the economy, social status, technology adoption, and healthy
human behaviour in every country. Improving GER to include every citizen of
the country in higher education offerings is the responsibility of the education
department of the country’s government. National Education Policy of India 2020
is marching towards achieving such objective by making innovative policies to
improve the quality, attractiveness, and affordability, and increasing the supply by
opening up higher education for the private sector and at the same time with strict
controls to maintain quality in every higher education institution. By encouraging
merit-based admissions with free ships & scholarships, merit and research-based
continuous performers as faculty members, and merit-based proven leaders in
regulating bodies, and strict monitoring of quality through biennial accreditation
based on self-declaration of progress through technology-based monitoring, NEP-
2020 is expected to fulfil its objectives by 2030.
WEBLINKS
1. National Education Policy 2020. https://www.mhrd.gov.in/sites/upload_files/mhrd/files/
nep/ NEP_Final_English.pdf referred on 10/08/2020.
nep/
3. https://mhrd.gov.in/sites/upload_files/mhrd/files/Draft_NEP_2019_EN_Revised.pdf
4. https://mhrd.gov.in/sites/upload_files/mhrd/files/upload_doc ument/npe.pdf
Digital Financial Literacy: Critical Life Skills in Adult Education and Lifelong Learning 141
Digital Financial Literacy:

Critical Life Skills in Adult
17 Education and Lifelong Learning
Vijaya Kittu Manda*

*E-mail: vijaykittu@hotmail.com
ABSTRACT
The attention of academicians and researchers has been drawn to the need for Digital
Literacy and Financial Literacy, amongst others, as a part of adult education and lifelong
learning by the National Education Policy of India 2020 (NEP 2020). A diverse country
such as India needs financial literacy to bring financial inclusion. Digital tools help speed
up the penetration of financial products and services. Together with policy interventions,
technology and financial services foster individuals to do better financial plans and thereby
achieve financial well-being. However, frauds and crimes often act as deterrents, and
hence adults, especially the digitally vulnerable sections, will have to improve their digital
knowledge and skills to protect themselves constantly. With appropriate government
policies and strategies, digital financial literacy can be imparted to its citizens.
Keywords: technology interventions, digitally vulnerable, financial behaviour, financial
well-being
The National Education Policy of India 2020 (NEP 2020) has identified Adult
Education and Lifelong learning as a key focus area. It has entrusted NCERT to
form a new and well-supported constituent body to work on the framework and
curriculum of the adult education aspects to bring about synergies and build upon
the existing expertise of NCERT. As a part, five types of programs with specific
outcomes are identified. The second program among the five selected is related
to critical life skills. Specifically, they regard financial literacy, digital literacy,
commercial skills, health care and awareness, child care and education, and family
welfare.
FINANCIAL & DIGITAL LITERACY

Financial literacy is a precursor to wealth generation. No wonder it is one of the
most thoroughly researched and discussed topics among academicians. A highly
populous country like India requires its adult population to be financially literate
to lead a smooth life. Financial literacy leads to better financial planning and
improved financial behaviour (Lahiri & Biswas, 2022). Research also confirmed
this to be true even in the case of millennials and that spending habits positively
influence savings habits (Mullappallykayamkulath, 2022)a computer, plastic
money, and the cyberspace, thanks to the growing digitisation of financial products
and services. The COVID pandemic has inadvertently encouraged the use of
DFS. More customers have been drawn to DFS due to its easy usage, quickness,
dependability, safety, and low cost. However, to use DFS successfully, one must
possess digital financial literacy (DFL. While the Governments are taking several
initiatives and launching various schemes, the general masses would not benefit
ultimately without proper awareness and understanding of the products. India is
making rapid strides in using technology to become a cashless economy. It recently
began a pilot test of the Digital Rupee in select cities and selected banks, which will
become made available pan-India in phases. The success of such a magnificent
tool depends on the increased usage –in terms of the number of people using it,
the number of transactions, and the overall volume. Hence, imparting financial
awareness and literacy should be a part of the Government’s campaigns to ensure
that the facilities reach the maximum. Academic literature and statistics are both
unanimous that the Indian financial literacy rate among adults is poor.
The education of adult Indians is vital since they are most likely to be working and
earning the country’s population. Since this population can invest their surplus,
their monies can be channelised into the country’s capital markets for its economic
strength and development. This can be possible when the investments are made
in active forms – such as direct investments in equity stock markets or bonds of
companies, or passive or indirect forms, such as common pool investment products
like mutual funds. Efforts are to be made to make the adult population literature
about stock markets because the current literacy levels about stock markets are
negligible (Renuka & Raju, 2020).
DIGITAL FINANCIAL LITERACY (DFL)

Considering the convergence of financial instruments and digital technology
(such as smartphones and internet access), a new form of skill is necessitated -
Digital Financial Education or Digital Financial Literacy (DFL). Digital financial
education aims to equip individuals with the necessary financial knowledge to
manage their finances effectively, navigate through various digital financial

platforms, plans, and services, and make informed decisions related to their
finances. The DLF of an individual will be determined by three digital financial
aspects – awareness, skill and knowledge, and behaviour and attitude (Azeez &
Akhtar, 2021)a significant proportion of the people cannot transact financially
especially in rural areas. Effective financial transactions could be made possible
through skills, awareness, and attitudes to use digital tools and digital transactions
tools. Therefore, digital financial literacy became more critical nowadays and
is considered prerequisites and preliminary steps for people’s inclusion in the
financial system. The determinants of digital financial literacy focus on the
socio-economic demographic factors and used ordinary least square, multiple
regression model. This model determines how various independent variables,
namely age, gender, income, religion, social groups, family size, marital status,
educational level, occupation, etc., significantly influence the respondents’ digital
financial literacy. The analysis is based on the primary data with five hundred
samples collected from the rural areas of Aligarh district.”,”container-title”:”South
Asian Journal of Social Studies and Economics”,”DOI”:”10.9734/sajsse/2021/
v11i230279”,”ISSN”:”2581-821X”,”journalAbbreviation”:”SAJSSE”,”language”:”en”,”
page”:”8-22”,”source”:”DOI.org (Crossref. Skills directly affect financial decision-
making and perceived financial well-being, and digital financial literacy emerges
as a direct and mediating predictor of financial decision-making (Kumar, Pillai,
et al., 2023). In addition, various psychological, behavioural, and demographic
factors influence financial decision-making, favouring the design of a feasible and
lucrative financial portfolio to ensure households’ financial well-being in the long
run (Kumar, Islam, et al., 2023).
DFL affects individuals’ current savings and spending behaviour, determining
future savings and spending foresight (Setiawan et al., 2022)current saving
behavior, current spending behavior, and foresight of future spending and saving
behavior among Indonesian millennials. This research uses structural equation
modeling to estimate the relationship among the variables. The research surveyed
millennials in the 25–40 age group in several urban areas of Java island. The
survey collected information of the indicators constructing the latent variables.
The results indicate that DFL is influenced by social-economic standing. DFL
also positively affects the current saving and spending behavior. Moreover,
the current saving and spending behavior contribute to the future saving and
spending foresight. This research suggests policymaker to provide knowledge
about DFL to the millennials.”,”container-title”:”Economics of Innovation and
New Technology”,”DOI”:”10.1080/10438599.2020.1799142”,”ISSN”:”1043-8599,
1476-8364”,”issue”:”4”,”journalAbbreviation”:”Economics of Innovation and

New Technology”,”language”:”en”,”page”:”320-338”,”source”:”DOI.org (Crossref.
Financial, Social, and entrepreneurial literacy play an essential role in mediating
the connection between social capital and the economic welfare of households,
as evident from a survey done on a sample of 400 Indonesians and analysing it
with SEM-PLS (Prayitno et al., 2022)as well as understand the mediating role of
entrepreneurial, digital, and financial literacy. To address this objective, a structural
equation modeling partial least square was adopted to acquire comprehend
findings. The survey data were gathered from households in East Java of Indonesia
using a simple random sampling approach. The findings from this study highlight
that social capital significantly influences several literacies of households in
Indonesia, including digital literacy, financial literacy, and entrepreneurial
literacy. However, this study failed to confirm the nexus between social capital and
household economic welfare. In addition, financial literacy, digital literacy, and
entrepreneurial literacy all play an important role in mediating the connection
between social capital and the economic welfare of households.”,”container-title”
:”Sustainability”,”DOI”:”10.3390/su142416970”,”ISSN”:”2071-1050”,”issue”:”24”,”jo
urnalAbbreviation”:”Sustainability”,”language”:”en”,”page”:”16970”,”source”:”DOI.
org (Crossref. The study finds that digital literacy is instrumental in alleviating
poverty. Thus, Governmental policies should include these literacy interventions.
A three-financial year panel data study from 2017-2020 showed that Kisan Credit
Cards (KCCs) and Automated Teller Machines (ATMs) positively impact literacy
when interacting with poverty scores. The research finds that ordinary people from
urban and rural areas should use financial technologies to get motivated towards
digital literacy (Gautam et al., 2022). Failure to use DFL will result in hardships
– such as inability to complete the transaction, financial loss and privacy breach,
amongst others (Ravikumar et al., 2022).
Research showed that demographic factors such as age, gender, marital status, level
of education, social groups, religion, profession, size of the family, APL/BPL, and
landholding size have a significant relation with DFL. Therefore, financial trainers
should consider these variables when building learning modules (Azeez N.P et al.,
2022).
DFL & PRODUCT/SERVICE DEVELOPERS

Financial planners need to be trained in effective communication before they are
allowed to design online and offline resources to educate their clients. Hands-
on training on the usage of apps is required for people to make financial plans.
While COVID-19 accelerated digital financial tool usage, it exacerbated financial
and digital disparities at increasing rates. Adult education should go beyond

awareness levels on saving and investing, including taxation, insurance, pension,
and other such products and services. Those already aware at basic levels can be
upgraded with knowledge about advanced tools such as alternative finance, asset
management, payments services, robo-advisory services, and cryptocurrencies,
amongst others (Lyons & Kass‐Hanna, 2021; Morgan et al., 2019).
Application developers should use behaviour science-led technology aspects such
as in product design that fosters financial wellness. This is possible by using an
engaging user interface at the front end, customer insights/behavioural analytics,
and an intervention recommendation system at the back end that suggests
appropriate hyper-personalised actionable steps to the user (Raveendran et al.,
2021).
DFL & FRAUDS

Digital literacy leads to digital competence and confidence. It is not just about
knowing or having the ability to operate programs, tools, content and equipment
(such as a computer or a smartphone) but also protecting oneself in the context of
personal digital and financial safety. Citizens must be made aware of how to protect
themselves from sexting, piracy, cyberbullying, phishing, pharming, spyware, SIM
card swap, and from such vulnerability to scams or becoming prone to taking
unwanted or unsuitable financial products (Kofman & Payne, 2021; Tomczyk
& Eger, 2020)”ISBN”:”978-3-030-29370-3”,”language”:”en”,”note”:”collection-
title: International Handbooks in Business Ethics\nDOI:
10.1007/978-3-030-29371-0_34”,”page”:”133-157”,”publisher”:”Springer
International Publishing”,”publisher-place”:”Cham”,”source”:”DOI.org (Crossref.
Being educated does not always mean being financially literate. Evidence from
the India Assessment of Financial Capability 2018 survey shows that it is educated
men between 40 to 59 are the ones who scored poorly on financial literacy.
Unfortunately, such people are the most falling prey to financial fraud. Research
finds that financial literacy can reduce the odds of falling prey to investment fraud
by as much as 39% (Singh & Misra, 2022). Once sufficient knowledge is earned in
combating and protecting oneself from fraud, the next challenge for the individual
is to stay updated on newer forms of fraud that keep constantly coming in.
DFL & WOMEN

The gender gap regarding financial literacy is enormous, requiring special
initiatives and campaigns for women’s financial empowerment – both in urban
and rural areas. Matured women are found to be having less exposure to digital
platforms (Prasad et al., 2018)analyze, manage, and communicate personal finance

matters. More specifically, it refers to the set of skills and knowledge that allows an
individual to make informed and effective decisions through their understanding
of finances. It is the ability to make informed judgments and take effective decision
regarding the use and management of money. Now the trend is change financial
literacy become old wine people are moving towards digital financial literacy.
The interesting side of digital financial literacy is more people are going of digital
payments, the value of internet banking, debit card & credit card, mobile banking
are going high. Indian Government is also promoting Digital India recently they
have launched many schemes like are Pradhan Mantri Jan Dhan Yojna, Jeevan
Jyoti Bima Yojna, Suraksha Bima, MUDRA Bank Yojna, BHIM. The Vittiya
Saksharta Abhiyan (VISAKA and digital financial services, not just in India but in
South Asia itself (Arora, 2020). Women face challenges related to trust in digital
services, security, privacy issues, poor literacy, inadequate infrastructure and
profound social and cultural attitudes in South Asia. One approach could be to
give a mandate to bank branches in the locality. By rotation, bank branches in
the region should be asked to take a one-year mandate to undertake awareness
campaigns for women on the available financial products and practical sessions
on mobile banking applications.
GOVERNMENT STRATEGIES & POLICIES

Countries have to focus on improving financial literacy and popularising Internet
usage, which helps promote the usage of digital financial products and furthers
financial inclusion (Shen et al., 2018).
Financial literacy policies of countries should include (and give special focus)
groups of citizens of retirement, pre-retirement age, and persons with disabilities
in the scope of the target population (Kuznetsov et al., 2020).
Past financial allocations done for the cause of adult education itself are found to
be not consistent and progressive. The scope of adult education should not also
include digital financial literacy; thus, financial allocation towards the projects
working in this domain must be increased. Timely utilisation of allocated funds
is also crucial since some states have reported underutilisation of funds while few
others reported overutilisation (Venkateswarlu, 2007).
The OECD/INFE formed a high-level membership from 279 public institutions
- including central banks, ministries of finance and ministries of education - in
131 countries. The scope of work ranges from digitalisation and financial literacy,
national strategies for financial education, financial education and women, students,
and youth, Measuring financial literacy, and evaluating financial education (OECD,
2002). India is a member of OECD/INFE and has national strategies focused on
financial education and financial inclusion, and their key measurable targets are
related to increasing the percentage of the population covered by the financial, or
rather, by the banking system. It has a National Strategy for Financial Education
(2020-2025). It wishes to do periodic monitoring of the implementation and mid-
term evaluation after the first three years and then go for a comprehensive survey
at the end of the strategy period (OECD, 2022).
Digital India (Patankar et al., 2017) & Pradhan Mantri Jan Dhan Yojana (PMJDY)
programs were two critical tools in improving financial inclusion. While the
former aspired to transform India into a digitally empowered society, the latter
helped the unbanked join the banking and, thereby, the finance economy. While
most studies typically find that Government schemes are more beneficial in
unbanked areas, some pockets of research showed that states or regions that
already had good financial literacy tend to be beneficiaries of schemes such as
PMJDY. This highlights the importance of state-wide planning and implementing
plans to optimise overall impact (Ambarkhane et al., 2022)2017 and 2018; and
tries to develop a state-wise plan for geographical expansion of outlets optimizing
the overall impact of the scheme.\n \n \n Design/methodology/
approach\n The state-wise impact factor is calculated using demographic
penetration of the scheme in rural areas, demographic penetration of the scheme
in urban areas, percentage of accounts with Rupay cards and average balance in
these accounts. The impact factor is postulated to be a linear function of literacy,
per capita GDP, demographic and geographic penetration of banks and the
number of poor people. The weights for the sub-parameters are derived through
principal component analysis. A generalized linear model with heteroscedasticity
and autocorrelation consistency method for estimation of the equation with
robust standard errors is used.\n \n \n Findings\n It
is found that the scheme has been more effective in the states with higher levels
of illiteracy which is contrary to the findings of existing studies where illiteracy
is identified as a barrier to financial inclusion. A state-wise plan for geographical
expansion of outlets is proposed with a view to optimizing the overall impact of
the scheme, along with suggestions for improvement.\n \n \n
Research limitations/implications\n The data for ATMs and bank mitras
are available for some of the years, for some states and hence missing data were
estimated using extrapolation or on an average basis. Furthermore, the panel data
are available for three years making the period of panel small. These aspects might
have affected the efficacy of our estimates.\n \n \n Originality/
value\n The paper evaluates the newly launched ambitious program PMJDY
by the Government of India (GoI. Technology and connectivity have been pivotal
tools to scale up financial solutions and bring the existing gaps in the overall
system. Tools like the Unified Payment Interface (UPI) support financial literacy
and indirectly contribute to the financial inclusion and economic development of
people experiencing poverty. However, policy attention has to be drawn to ensure
stability and trust in the usage of the technology platforms (Rastogi et al., 2021)
financial literacy, financial inclusion and the economic development of the poor
in India. Structured equation modelling is applied in the paper to explore the
path analysis of the relevant construct to establish the relationship. A structured
questionnaire of interval scale was administered to gather the data for the study. It
is found that UPI is impacting the financial literacy. In addition to that, it is found
that financial literacy is significantly impacting financial inclusion which in turn is
significantly causing economic development. Moreover, the significant association
of financial literacy to financial inclusion is partially mediated by financial stability
and the significant association of financial inclusion to economic development
is also partially mediated by trust. The main implication of the study is that UPI
is helping people in more than one way. It is not only supporting the financial
literacy but also contributing to financial inclusion and economic development
of the poor, indirectly. Therefore, policy makers can use the findings of this study
to frame policies for UPI more effectively in the future. This study is unique as
no other study is observed on the linkage of UPI with financial literacy, financial
inclusion and economic development of the poor.”,”container-title”:”Universal
Journal of Accounting and Finance”,”DOI”:”10.13189/ujaf.2021.090326”,”IS
SN”:”2331-9712, 2331-9720”,”issue”:”3”,”journalAbbreviation”:”ujaf ”,”language”:
”en”,”page”:”518-530”,”source”:”DOI.org (Crossref. Of course, such missions have
challenges and opportunities. A key to addressing this is to foster collaboration
and transparency between all the key stakeholders (Malladi et al., 2021).
SCOPE FOR FUTURE RESEARCH

DFL is critical knowledge for adults and, more importantly, needed by millennials.
However, unfortunately, the quantum of research in this direction is currently
limited, particularly in long-term savings and investment products (Setiawan et al.,
2022)current saving behavior, current spending behavior, and foresight of future
spending and saving behavior among Indonesian millennials. This research uses
structural equation modeling to estimate the relationship among the variables.
The research surveyed millennials in the 25–40 age group in several urban areas
of Java island. The survey collected information of the indicators constructing the
latent variables. The results indicate that DFL is influenced by social-economic

standing. DFL also positively affects the current saving and spending behavior.
Moreover, the current saving and spending behavior contribute to the future saving
and spending foresight. This research suggests policymaker to provide knowledge
about DFL to the millennials.”,”container-title”:”Economics of Innovation and
New Technology”,”DOI”:”10.1080/10438599.2020.1799142”,”ISSN”:”1043-8599,
1476-8364”,”issue”:”4”,”journalAbbreviation”:”Economics of Innovation and New
Technology”,”language”:”en”,”page”:”320-338”,”source”:”DOI.org (Crossref.
CONCLUSIONS
An examination of select dimensions of personal Digital Financial Literacy (DFL)
is undertaken in this work. Financial Literacy and Digital Literacy, which were
earlier studied separately by the research community, appear to have converged,
leading to a situation where Digital Financial Literacy (DLF) has to be imparted,
particularly amongst vulnerable sections of society. These include citizens living
in rural India, post-retired adults, and women. Attention is drawn to product and
service developers whose work can influence the fostering of financial well-being.
Similarly, DLF is found to be individuals better equipped to protect themselves
and fight fraud. Finally, attention is drawn to better strategy and policy measures.
REFERENCES
1. Ambarkhane, D., Singh, A. S., Venkataramani, B., & Marak, Z. (2022). Overcoming
barriers to financial inclusion: Empirical evidence from India. International Journal of
Social Economics, 49(9), 1302–1323. https://doi.org/10.1108/IJSE-04-2020-0254
2. Arora, R. U. (2020). Digital Financial Services to Women: Access and Constraints. In R.
U. Arora, Gender Bias and Digital Financial Services in South Asia (pp. 51–72). Emerald
Publishing Limited. https://doi.org/10.1108/978-1-83867-855-520201004
3. Azeez, N. P. A., & Akhtar, S. M. J. (2021). Digital Financial Literacy and Its Determinants:
An Empirical Evidences from Rural India. South Asian Journal of Social Studies and
Economics, 8–22. https://doi.org/10.9734/sajsse/2021/v11i230279
4. Azeez N.P, A., Akhtar S.M., J., & Banu M., N. (2022). Relationship between Demographic
Factors and DigitalFinancial Literacy. The Romanian Economic Journal, 84. https://doi.
org/10.24818/REJ/2022/84/04
5. Gautam, R. S., Rastogi, S., Rawal, A., Bhimavarapu, V. M., Kanoujiya, J., & Rastogi, S.
(2022). Financial Technology and Its Impact on Digital Literacy in India: Using Poverty
as a Moderating Variable. Journal of Risk and Financial Management, 15(7), 311. https://
doi.org/10.3390/jrfm15070311
6. Kofman, P., & Payne, C. (2021). Digital Financial Inclusion of Women: An Ethical
Appraisal. In L. San-Jose, J. L. Retolaza, & L. van Liedekerke (Eds.), Handbook on Ethics
in Finance (pp. 133–157). Springer International Publishing. https://doi.org/10.1007/978-
3-030-29371-0_34
7. Kumar, P., Islam, M. A., Pillai, R., & Sharif, T. (2023). Analysing the behavioural,
psychological, and demographic determinants of financial decision making of household
investors. Heliyon, 9(2), e13085. https://doi.org/10.1016/j.heliyon.2023.e13085
8. Kumar, P., Pillai, R., Kumar, N., & Tabash, M. I. (2023). The interplay of skills, digital
financial literacy, capability, and autonomy in financial decision making and well-being.
Borsa Istanbul Review, 23(1), 169–183. https://doi.org/10.1016/j.bir.2022.09.012
9. Kuznetsov, O. V., Ivanov, A. V., Vorovskii, N. V., & Shevalkin, I. S. (2020). Institutionalisation
оf Financial literacy оf the Adult Population оf Russia. Finance: Theory and Practice,
24(1), 34–45. https://doi.org/10.26794/2587-5671-2020-24-1-34-45
10. Lahiri, S., & Biswas, S. (2022). Does financial literacy improve financial behavior in
emerging economies? Evidence from India. Managerial Finance, 48(9/10), 1430–1452.
https://doi.org/10.1108/MF-09-2021-0440
11. Lyons, A. C., & Kass‐Hanna, J. (2021). A methodological overview to defining and
measuring “digital” financial literacy. FINANCIAL PLANNING REVIEW, 4(2). https://
doi.org/10.1002/cfp2.1113
12. Malladi, C. M., Soni, R. K., & Srinivasan, S. (2021). Digital financial inclusion: Next
frontiers—challenges and opportunities. CSI Transactions on ICT, 9(2), 127–134. https://
doi.org/10.1007/s40012-021-00328-5
13. Morgan, P. J., Huang, B., & Trinh, L. Q. (2019). The Need to Promote Digital Financial
Literacy for the Digital Age. Think 20. https://www.researchgate.net/profile/Long-
Trinh-6/publication/343682203_The_Need_to_Promote_Digital_Financial_Literacy_
for_the_Digital_Age/links/5f38b060299bf13404c85548/The-Need-to-Promote-Digital-
Financial-Literacy-for-the-Digital-Age.pdf
14. Mullappallykayamkulath, M. A. (2022). Digital Financial Literacy and its Impact on the
Financial Behaviour of Millennials: An Empirical Investigation. International Journal of
Financial Management, 12(3). http://publishingindia.com/downloads/7078.pdf
15. OECD. (2002). OECD International Network on Financial Education—OECD/INFE.
https://www.oecd.org/financial/education/oecd-international-network-on-financial-
education.htm
16. OECD. (2022). Evaluation of National Strategies for Financial Literacy. https://www.oecd.
org/financial/education/evaluation-of-national-strategies-for-financial-literacy.htm
17. Patankar, R., Vyas, S. K., & Tyagi, D. (2017). Achieving Universal Digital Literacy for
Rural India. Proceedings of the 10th International Conference on Theory and Practice of
Electronic Governance, 528–529. https://doi.org/10.1145/3047273.3047325
18. Prasad, H., Meghwal, D., & Dayama, V. (2018). Digital Financial Literacy: A Study of
Households of Udaipur. Journal of Business and Management, 5, 23–32. https://doi.
org/10.3126/jbm.v5i0.27385
19. Prayitno, P. H., Sahid, S., & Hussin, M. (2022). Social Capital and Household Economic
Welfare: Do Entrepreneurship, Financial and Digital Literacy Matter? Sustainability,
14(24), 16970. https://doi.org/10.3390/su142416970
20. Rastogi, S., Panse, C., Sharma, A., & Bhimavarapu, V. M. (2021). Unified Payment
Interface (UPI): A Digital Innovation and Its Impact on Financial Inclusion and Economic
Development. Universal Journal of Accounting and Finance, 9(3), 518–530. https://doi.
org/10.13189/ujaf.2021.090326
21. Raveendran, J., Soren, J., Ramanathan, V., Sudharshan, R., Mahalanabis, S., Suresh, A.
K., & Balaraman, V. (2021). Behavior science led technology for financial wellness. CSI
Transactions on ICT, 9(2), 115–125. https://doi.org/10.1007/s40012-021-00331-w
22. Ravikumar, T., Suresha, B., Prakash, N., Vazirani, K., & Krishna, T. A. (2022). Digital
financial literacy among adults in India: Measurement and validation. Cogent Economics
& Finance, 10(1), 2132631. https://doi.org/10.1080/23322039.2022.2132631
23. Renuka, S., & Raju, K. V. (2020). Financial Literacy and Stock Market Participation in
India: An Overview. Journal of Economic Policy & Research, 16(1), 18–30.
24. Setiawan, M., Effendi, N., Santoso, T., Dewi, V. I., & Sapulette, M. S. (2022). Digital
financial literacy, current behavior of saving and spending and its future foresight.
Economics of Innovation and New Technology, 31(4), 320–338. https://doi.org/10.1080/10
438599.2020.1799142
25. Shen, Y., Hu, W., & Hueng, C. J. (2018). The Effects of Financial Literacy, Digital Financial
Product Usage and Internet Usage on Financial Inclusion in China. MATEC Web of
Conferences, 228, 05012. https://doi.org/10.1051/matecconf/201822805012
26. Singh, K. N., & Misra, G. (2022). Victimisation of investors from fraudulent investment
schemes and their protection through financial education. Journal of Financial Crime.
https://doi.org/10.1108/JFC-07-2022-0167
27. Tomczyk, Ł., & Eger, L. (2020). Online Safety as a New Component of Digital Literacy for
Young People. Integration of Education, 24(2), 172–184. https://doi.org/10.15507/1991-
9468.099.024.202002.172-184
28. Venkateswarlu, N. (2007). Financing adult education in India An analysis of Adult
Education Programmes [Ph.D. Thesis, Acharya Nagarjuna University]. http://hdl.handle.
net/10603/12670
The Role of Innovative Teaching Methods in Higher Education 153
The Role of Innovative Teaching

Methods in Higher Education
18
Shikha Kothari Raturi*

*E-mail: shikhakothari98@gmail.com
ABSTRACT
Education is the only medium through which we can think about the change of an
individual, society, nation, and the world. So it is very important to make education
productive and sustainable. If we want to make it possible, we should work on the teaching-
learning process, because it is the heart of the education system. As we can see, it is a time
of science and technology, so everybody is attracted to technology. Youth are also behind
the technological equipment, so it is very important to use innovative teaching methods
in education to make the teaching-learning process effective at the higher education level
it is only possible through innovative teaching methods because They offer students real
learning experiences of the outer world. So, in the 21st century, the teacher must connect
the classroom experience with the real world. Now, We can understand the importance of
innovation from the National Education Policy 2020 because it also promotes creativity
and critical thinking to encourage logical decision-making and innovation. It is only to
improve the quality of education. Hence, we can say that the quality of higher education
can only be enhanced by the adoption of innovative teaching methods. Technology and
knowledge would play an important role in value addition to our core competence of
natural and human resources a must for achieving our vision of 2020 that is of sustained
development. The present article throws light on the role of innovative teaching methods
in higher education.
Keywords: Innovations, teaching-learning process, Methods, teaching-learning methods.
Education is transforming from the ancient period to the modern period

according to the needs of the society and nation. As we can see in the Vedic
period, the Gurukuls used to be studied in the lap of nature. Gurus used mostly
rote methods and storytelling methods in their teaching-learning process. In
the Buddhist period, monks used question-answer, debate, self-study, and tour
methods in their teaching-learning process. In the Muslim period, Ustad used the
memorization technique, logic method, and monitorial system in their teaching-
learning process. In the British period, higher education was divided into general
education and vocational education and all Indian & foreign methods of teaching
started to be used in the field of education. This description simply shows how
education transformed from the Vedic period to the British period or we can see
that education is evolving from ancient times to modern times. Now education is
transforming from a traditional way of teaching to an innovative way of teaching.
It is only because of science and technology. The 21st century is the age of change
and creativity so, it is necessary to make the teaching-learning process effective
and productive. It is only possible through the use of innovative teaching methods
in higher education. When we talk about innovations, innovation simply means a
unique idea. It is the introduction of something unique. Combination of creativity
which means imagination and commercialization and when we talk about the
teaching-learning process, it is simply a synthesis of teaching and learning. It
plays a very significant role in the characteristics of the students always as well as
teachers. When the teaching-learning process is combined with techniques it goes
to the next level. It increases the possibilities of learning outcomes.
TEACHING LEARNING PROCESS

In the 21st century, the teaching-learning process is not only based on teaching
and learning or student and teacher. This is based on teaching, learning, and
teaching-learning material. It has taken Central place in the teaching-learning
process. It is a very challenging job for teachers to make the teaching-learning
process interesting and effective. So, it is very important to give some knowledge
about new techniques, new trends, and new teaching methods to student teachers
in their teacher education program.
Method
The word ‘method’ has been derived from the Latin word, means, “mode” or “way”
which means the Method of delivering knowledge and transmitting subject skills
by a teacher to his students and their comprehension and application by them in
the process of learning. The main objective of teaching methods is the impressive
presentation of content or subject matter. In the teaching method, the task and its
presentation are considered important.
According to Brondy (1963), “Method refers to the formal structure of the
sequence of acts commonly denoted by instruction. The word/term method
covers both strategies and techniques of teaching and involves the choice of what
is be to taught”.
According to Herbert Spencer, Methods of teaching should be based on some
principle. These principles are;
From Simple To
Methods Should Complex From Concrete
Be Interesting To Abstract
Emphasis On From Known To

Principles
Self -Learning Unknown
From Empiricle From Direct To

To Rational From Definite Indirect
To Indefinite
There are some innovative teaching methods which make higher education
effective and productive;
Learning By
Doing
Embodied Blended
Learning Learning
Innovative
Teaching
Methods
Gamification Crossover
Of Learning Learning
Learning
Through
Argumentation
In this paper, we only discuss Cross Over Learning.
CROSSOVER LEARNING IS A COMBINATION OF FORMAL

AND INFORMAL LEARNING.
Merits of Formal Learning + Merits of Informal Learning=Crossover Learning.
This method is very beneficial for higher education. When a student learns only
in the classroom it is not too effective but when the teacher connects the student’s
classroom learning to an outer environment or world it becomes more effective.
So crossover learning is a good option for making teaching effective because
in this method teacher presents a problem in front of the student and then the
student searches for a solution outside the classroom. For example, we can say
that teacher gives some questions to students and students try to find out the
answers to those questions or solutions from the field visit. Here, students solve
all their queries with the help of observation and experiences because they see
actual things, So, through direct observation, students can collect photographs,
they can make videos make notes, and many observations they can do. They can
also interact with people in the visiting area and try to learn many things from
their experiences and observations. when a teacher presents some problem in
front of the students. firstly, students read about the theoretical background of the
problem in the classroom and then visit the field outside the classroom. so we can
say that it is an interesting combination of theoretical and practical knowledge or
experience. For example,
➢➢ If a teacher teaches about Historical monuments to students in the classroom,
so, the teacher can organize an educational trip with students to some
historical places. It gives real experience to students.
➢➢ If a teacher teaches different cultures in the classroom (formal teaching),
then the teacher can take students to show different cultures in society and
students can also attend some social functions on their own and learn many
things about culture (informal teaching).
➢➢ If a teacher teaches about tribal communities, the teacher can plan a visit with
students in tribal society.
➢➢ If a teacher teaches about animals, birds, and other creatures so, the teacher
can plan a zoo visit with students. So, students can relate their theoretical
knowledge with reality.
➢➢ The teacher can take their students to national and international libraries and
museums also for better experiences.
Benefits of Crossover Learning

1. It creates creativity among students: Students try to solve their problems
during crossover learning or all questions which are given by the teacher. In
this method, creativity emerges when students write their views after visiting
the field. Creativity is also enhanced when students present their reports
by pasting colourful photographs. So we can say that this method is most
appropriate in higher studies.
2. It gives permanent learning to the students: In crossover learning, students
learn with their experiences and observation so, they take permanent
knowledge from their learning experiences.
3. This method affects all levels of teaching objectives:
1. Cognitive 2. Affective 3. Psychomotor
Knowledge: When the teacher Receiving: Students got Imitation: Students can
presents some problem in front first-hand knowledge observe things directly.
of the class firstly, students try to and experience through They learn through
understand the problem. They crossover learning. So participation. So they can
read the theoretical background, students easily receive and easily give examples and
concept, and definition of the accept the things which express their views.
problem. It develops knowledge they observe.
among students.
Understanding: After the Responding: Students Manipulation: Students
theoretical aspect, students can give answers to all can share their knowledge
visited the field and then tried to questions, which are with others and
understand the concepts lively. emerged in the student’s demonstrate things very
minds when the problem is easily.
introduced by the teacher.
Application: When the student Valuing: Students Precision: Students can
explores their ideas in their participated in the whole respond to every question
report they can use their learning process. Hence from the teacher. They can
knowledge. they can understand the also arrange, construct and
value of knowledge and organize their knowledge
observation. in the form of a report.
Analysis: Students can conclude Organization: Students can Articulation: Students can
their observation in a very organize their knowledge in conduct some activities
significant form. a sequential form. related to the visited place.
Synthesis: Students can Characterization: Naturalization: students
summarize their report. Students can preserve their can initiate the discussion
knowledge in the form of in the classroom related to
photographs and reports. the visited area.
Evaluation: Students can think
critically about the problem after
achieving all the level objectives.
4. It develops problem-solving abilities among students.

5. It also increases the confidence of the students because they get permanent
knowledge from this method.
6. Crossover learning utilizes the competencies of the students.
7. It provides an opportunity for visiting the field. it is also helpful to develop
social relations inside and outside the classroom.
8. It is also helpful to correlate and blend school life with the outside world,
providing direct touch with the person the and with community’s situations.
Role of Innovative Teaching Methods in Higher Education

Teaching methods play a significant role in higher education such as:
1. Innovative teaching method affects different parts of the brain of the students
so, students observe more sensory information.
2. It will increase problem-solving attitude among the students.
3. It also tends to be much more fun for learners than gathering information
through a wordy textbook.
4. Using innovative teaching methods is an interesting mode of learning because
students and teachers both are active in the classroom.
5. Innovative teaching methods make teaching interesting because it is based on
democratic principles of teaching.
6. All innovative teaching methods are based on scientific and psychological
principles, so, they enhance the learning experience of college-going students.
7. Innovative teaching methods improve the concentration skills of the students
and it also plays a powerful role in generating numerous creative ideas among
students.
8. The use of innovative teaching methods in higher education increases the
enrollment of students and also reduces the need for physical space.
9. During the Pandemic duration, new innovative teaching methods play a
remarkable role in the educational process. It makes education possible
during a hard time of COVID-19.
CONCLUSION
The present article concludes that all innovative teaching methods play an
outstanding role in higher education. It is an effective way to upgrade the quality
of higher education because it is a student-centric technique of teaching. It is time
to use these types of innovative methods in higher studies to make education

productive and sustainable. These methods are also beneficial for both students
as well as teachers because they enhance the creativity of both. Hence, the present
article is a small contribution to encouraging teachers to adopt innovative teaching-
learning techniques in higher education. According to this paper, crossover
learning is an effective and innovative teaching method in higher studies. This
method helps transform traditional teaching into innovative teaching. It also gives
a platform to students to explore their ideas in a very interesting and creative
manner which is very beneficial for permanent learning.
Suggestions
1. Motivate teachers to use such type of innovative teaching methods
in higher education and arrange some refresher courses related to
innovations should be arranged in colleges to create awareness among
teachers about these methods.
2. It is time to change the teaching process from traditional teaching to
innovative teaching.
Implications
1. The present article draws every reader’s attention toward innovative
teaching methods in higher education and it laid its impact on teachers,
Assistant professors, instructors, resource persons, student-teachers,
and researchers.
REFERENCES
1. Neeru Snehi (2009). ICT in Indian Universities and Colleges: Opportunities and Challenge.
2. Banerjee, J. & Bose, I. (2011). Higher education through mobile learning: An Analysis of
students from Kolkata. Indian Journal of Commerce &Management Studies.
3. Imran Hussain, M. Afshar Alam, Niloufer A. Kazmi (2011). Promotion of eLearning
through ICT: Role of Indian government and higher educational Institutions.
4. Kalpana Kumari (2012). Modern and innovative practices and impact on teacher
education. International Journal of Multidisciplinary Educational Research,1(2).
5. Bansal, T. & Joshi, D. (2014). A study of students’ experiences of mobile learning. Global
Journal of HUMAN SOCIAL SCIENCE: H Interdisciplinary, 14 (4).
6. Chinmoy Goswami (2014). Role of Technology in Indian Education.
7. C. M. Khairnar (2015). Advance Pedagogy: Innovative Methods of Teaching and Learning.
International Journal of Information and Education Technology, 5 (11).
8. F F Tusubira and N Mulira. Integration of ICT in Higher Education Institutions: Challenges
and best practice recommendations based on the experience of Makerere University and
other organizations, Directorate for ICT Support Makerere University.
9. Kavett, H. (1976). Archaeological Techniques for the Classroom and Museum. The Social
Studies, LXVII,(3), 111-113.
10. Kim, K., Sharma, P., Land, S. M., & Furlong, K. P. (2013). Effects of Active Learning on
Enhancing Student Critical Thinking in an Undergraduate General Science Course.
11. MIAO Fengchun. Constructive Approach to ICT in Education. APEID UNESCO Bangkok.
12. Ogunsanya, M. (1982). Introduction to Methodologies of Social Studies, Ibadan: Evans
Brother Nigerian Publishers Ltd.
13. Ron Oliver. The role of ICT in higher education for the 21st century: ICT as a change agent
for education, Edith Cowan University, Perth, Western Australia.
14. Ruggiero, V. R. (2012). The art of thinking: A guide to critical and creative thought (10th.).
New York, NY: Longman.
15. Seeja, K. (2012). A study of the influence of active learning strategies on critical thinking
styles and achievement in physics among secondary school students. Ph.D. Dissertation.
[Regional Institute of Education], Mysore.
16. Wismath, S., Orr, D., & Good, B. (2014). Metacognition: Student Reflections on Problem-
Solvi
Adult Education and Life Long Learning: NEP 2020 161
Adult Education and Life Long

Learning: NEP 2020
19
Sonali N. Channawar*
*E-mail: sonali.channawar@gmail.com
ABSTRACT
This study explained the wide-area discussion on adult education and its implementation
in NEP 2020. When we are talking about adult education, NEP reform reflects equal
opportunities and rights for all individuals who are willing to learn things. NEP designs
adult education as an open ground where the need to join the individual and influence
them to put forward one step who left or broke their education during some circumstances
or issues. It is a smart and innovative idea from the government to increase the involvement
of the adult and this will be helpful for the integration of technology and its use in society.
This scheme enhances the economic structure of the country along with reducing
unemployment in society. Every individual learns personal and professional development
skills from curriculum or co-curriculum education. In this digital India adults are smart
leaders of the technology-based education system. The objective of this scheme is to
inculcate smart leaders in the professional world and impart foundational literacy and
numeracy in the country which covers financial literacy, digital literacy, commercial
skill, health care and awareness, child care and education, family welfare, vocational skill
development (for local employment according to choice) basic education which involves
dance, Drama, Arts, Play, Music, Sciences, Sports, Cultural activities, Social Participation,
Technology -oriented activities. Apart from this, the strong mode of learning facilities
provided to learners who can learn anytime, anywhere, in any mode (online or offline) is
called LLL (Lifelong Learning) for adult education. Life gives a chance to every individual
to learn and earn.
Keywords: Adult Education, Lifelong Learning, Literacy, NEP 2020
NEP 2020 aims to extend various options in education for adults. NEP wants to
improve the education policy for adults and how it continues for lifelong learning.
NEP wants to give opportunities in various areas because several students lost
their chances and opportunities due to various problems and during this situation,
they crossed many years to continue their education. When breaks occur in their
education, they are mentally disturbed not to continue their studies. But NEP
Provide a chance for everyone with multiple entries and multiple exits. No age
bar for education and its lifelong learning process. Adult education is nothing
but a practice of developing skill attitude, interest, knowledge curiosity and
sustainability of self-directed activities’ wants to engage adults beyond the old
teaching pattern and encourage them to be involved in such type of literacy where
they fulfil personal values for lifelong learning and their creativity.
Adult education plays an important role in the right to education and lifelong
learning activity. They should participate in any type of societal work freely. When
we look at the current scenario of the world the speed of today’s life is changing
day by day and this change is influencing the education system more challenging.
Self-directed learning and living it is one of the most important factors in boosting
adult education in the country. Because education is the only way to save the
cultural heritage, economy, spirituality, morality and social cohesion.
OBJECTIVES
➢➢ To understand the policy aim.
➢➢ To exchange the ideas of NEP 2020 of adult education in society.
➢➢ To know the importance of adult education and their employability.
➢➢ To enhance the theme of multiple entry and multiple exit schemes.
➢➢ To understand the policy framework for literacy rate.
➢➢ To explain lifelong learning as a predictor of a successful journey of education.
WHY ADULT EDUCATION

When an adult is self-oriented and directs their values as a learner then it is
good for every youth of a nation to enlarge the ratio of literacy and economy
because a country’s development and growth depend on the literacy rate within
its economy. Adult education is the parameter to enhancing the level of the social
economy and life prosperity. It raises the high configuration in the employment
sector and self-agency work in various sectors. This allows us to make ourselves
“AATMANIRBHAR”. Atmanirbharata makes them self-confident, and skilful and
gives them lessons to live with their dignity. It is only through the process and
involvement of adult in a Lifelong learning journey that they can find their life
perspective with self-way.
WHAT ADULT EDUCATION

According to (Lindeman, 1961) adult education, more accurately defined, begins
where vocational education leaves off. Adult education offers some, who were
not privileged, a last chance to learn. Some feel a need for training in basic skills
of learning so they enrol for learning, reading, writing and arithmetic. Adult
education who need to empower themselves for personal identity and educational
policy want to process and motivate who those belong to rural areas, vulnerable
sectors, migrants, people with disability, dropouts, and older people. All these
are continuing or starting their education in any mode (online or offline) there
is no end to education it’s a lifelong learning where adults can live together, learn
together, and earn together. Lifelong learning is the journey where adults can
earn certificates, diplomas, and degree courses along with their jobs in distance
mode. This flexibility enriches the personal growth of all individuals without any
pressure because in the particular age bar adults are desperately thinking about
their earnings and managing their household work.
WHEN ADULT EDUCATION

When adult education is needed this type of question creates a framework
for everyone. At any age of adulthood, individuals can participate and enter
the education hub because age is only the number. Learning keeps your mind
stimulated and busy to do more interesting things. “Nowadays, adult education
and lifelong learning constitute one of the most significant factors influencing
economic growth and social development. Definitions such as ‘Knowledge society’
and knowledge-based society ‘exist in a great number of Polish and EU papers and
documents and they are not only the reality but also the challenge and program of
the future (BŁASZCZAK, 2013).”
AIMS TO COVER
The national education policy aims to cover “Adult Education and Lifelong
Learning” This policy covers the national scheme under the guidance of the
Government, stated that to provides the opportunities to attain foundational
literacy, obtain an education and pursue a livelihood. Professionally and personal
development opens up a new world of personal, civic, and economic lifelong
learning opportunities for every individual through their literacy and basic
education concepts. The growth of a nation is always equally proportional to the
literacy rate of a nation. This policy gives a new direction to every individual to
continue their studies while gaps occur during any circumstances.
Benefits
Literate individuals easy to survive their lives in a very easy manner, In the digital
world adult educators also learn and are familiar with technology, Everywhere
people use technology like g-pay, email, and online transactions, and conduct online
meetings anytime, anywhere course facilities through various free government
portal. Communication through various digital platforms makes them smart
learners and achievers of the nation to convey self-massage and opinion. Large no.
of use of the internet to improve their skill and professions. Due to these benefits
pursue employment with high level productivity in the field of any technical and
technical sector that requires literacy. Adult education is the platform where every
individual takes participates to gain more valuable learning through a diploma,
certificate, degree or any course that will helpfully stand on their feet and make
them independent without breaking their education. NEP2020 covers some
innovative measures for adult education. NEP 2020 Stated that after extensive
field studies and analyses, both India and of India, explain that volunteerism,
community involvement and mobilization are the important factors for adult
literacy programs. In conjunction with political will, organizational structure,
proper planning, adequate financial support, and high-quality capacity building
of educators and volunteers. The growth of the country depends on literacy and
for that government takes initiatives to strengthen adults through adult education.
Lifelong Learning
Lifelong learning is the process of overall development, enrichment of behaviour
of the individual, stimulating the mind activity, the continuous growth of journey,
engaging the individual in critical thinking task, fulltime enthusiastic learning
mode. Lifelong learning is the continued process of a self-directed, self-motivated,
self-reliant period of knowledge that fulfils personal goals. The main purpose of
this learning is to increase the level of self-development and employability. The
study of the problem of creating and developing a continuous education system
shows that the idea of “lifelong learning “originated from the philosophical works
of Confucius, Socrates, Aristotle, Solon, Plato, and Seneca (Zinchenko, 1998).
“There is an obvious tendency to change the structure of educational institutions,
educational courses, models and forms of obtaining an education, which allows
creating the conditions for the actualization of students’ skills and capabilities
(SHUBENKOVA, BADMAEVA, & PIROZHENKO, 2017). The acquisition
of lifelong education by adults becomes a basic condition for developing and
realizing the social and employment path of a modern person (SHUBENKOVA,
BADMAEVA, & PIROZHENKO, 2017). Lifelong learning (LLL) covers the whole
range of learning that includes: formal, informal and non-formal learning. It also
includes the skills, knowledge, attitudes and behaviours that people acquire in
their day-to-day experiences (Dunn, 2011). It is the continuous building of skills
and knowledge throughout the life of an individual. It not only enhances social
inclusion, active citizenship and personal development but also competitiveness
and employability (Wikipedia, 2011) .The term lifelong, as applied to education to
education or learning, has been in circulation for more than a quarter of a century
(Friesen, 2004). It motivates the learner (adult) to enhance the intrinsic ability to do
smart work in any field and it focuses on learning by doing, learning by observation,
learning by collaboration, learning by cooperative and engaged learning. It means
a holistic development of the learner and this gives a smart learner to society. It is
an integration of traditional and experiential learning that encourages the learner
to how much learn, how to understand, how to use, and how to apply it. It gives
quantity (for enrollment) and quality (gives self-identity) to the education system.
Literacy
Literacy is the sign of educated people who can read, write and speak and it is a
symbol of the successful individual in this country where literacy is for living,
literacy for earning, literacy for communicating with others, literacy is the tower of
the nation where the confidence level is very high of each individual. Literacy makes
an immense difference in the way life is led and the National Literacy Mission was
initiated for this core thought that emphasized adult education. “It was launched
in 1988 and was done voluntarily, with main issues like alcoholism. To facilitate
community with the education and betterment of all National Education Policy
2020 has come up with a defined structure for adult education” (Meenalsonal, 2020).
Adult Education and Lifelong Learning: Salient features
➢➢ The school will be the unit for the implementation of the scheme given by
NEP 2020.
➢➢ Schools to be used for surveying needy and voluntary Teachers who collect
the information.
➢➢ Different strategies and techniques are to be adopted for different age groups.
➢➢ Apply the rule of Foundational Literacy and Numeracy will be imparted through
Critical Life Skills to all non-literates in the age group of 15 years and above.
➢➢ Mission mode activities involving to increasing the ratio of use of technology
to get into the gateway of the employment sector.
➢➢ Thought for literacy mission is the educate an individual, educate the
environment, Educate in every home, education to everyone.
CONCLUSION
Sustainability in thought, opinion and observation and this approach for lifelong
learning of adults. When a country gets more options in education it elaborates the
framework of NEP 2020 and in many possible feet steps in multiple entries and
multiple exits. It gives No. of opportunities for every individual to get a chance in
any sector, for that NEP 2020 design Vocational education is the most powerful
part of education to learn and earn from the various resources increase productivity
and save the country’s future through smart work by smart leaders. This scheme
wants to make adult smart with their smart work policy. The policy also focuses
on technology-based education that will help the students get employment in
industries, the corporate sector, the education sector, companies and also for
personal work. Adult education is an integral part of the nation to uphold the
country’s gross rate enrollment of education. This influences the individual self-
concept, self-development and self-regulation in working life. The whole process
teacher is the only person who can increase the ratio of enrollment of individuals
through transforming knowledge and generating learning stations for getting
large no. of information in a single place.
REFERENCE
1. BŁASZCZAK, I. (2013). Contemporary Perspectives In Adult Education And Lifelong
Learning – Andragogical Model Of Learning. U.S. Department of Education. Part 4:
Higher Education, Lifelong Learning and Social Inclusion. https://files.eric.ed.gov/
fulltext/ED567158.pdf
2. Dunn, E. (2011, September 30). Life Through Learning; Learning Through Life, The
Lifelong Learning Strategy for Scotland: Summary. The Scottish Government. http://
www.scotland.gov.uk/Resource/Doc/47032/0028820.pdf
3. Friesen, N. A. (2004). Interaction for Lifelong Learning. British Journal of Educational
Technology, 35(6), 679-687.
4. Lindeman, E. (1961). “The Meaning of Adult Education”. In J. O. Quoted in Aggarwal.
5. Meenalsonal. (2020, October 29). Importance of Adult Education in NEP 2020:
#EducationForAll. Aura of Thoughts. Retrieved from https://www.auraofthoughts.
com/2020/10/importance-of-adult-education-in-nep.html
6. SHUBENKOVA, E. V., BADMAEVA, S. V., & PIROZHENKO, N. N. (2017). Adult
education and lifelong learning as the basis of the social and employment path of the
modern man. Revista Espacios, 38(25).
7. Wikipedia. (2011, Sep 21). Lifelong Learning. http://en.wikipedia.org/wiki/lifelong_
learning
8. Zinchenko, G. (1998). Continuing education is imperative in our time. Moscow: Nauk
Research Problems in Higher Education Faced by Research Scholars in Indian Universities 167
Research Problems in Higher

Education Faced by Research
20 Scholars in Indian Universities
Arti Choudhary*
*E-mail: artichoudharyphd@gmial.com
ABSTRACT
The Study Investigated PhD Scholar research problems in Indian universities. This analytic
study aims to investigate the research problem at the university level, for the investigation
of research problems of PhD students were discussed and analyzed for development
and a better future in higher education. The mostly research students agree with more
complicated research problems, I have recently completed also my PhD program in
psychology from kumaun University Nainital. It’s a good area for research programs in
India. The teacher has been one of the most respected professions in the world. Today’s role
of teachers and responsibilities have undergone comprehensive changes, but the essential
need of teachers has been seen in all time. The teacher-Education- Research refers to many
policies, procedures and methodologies. They have the knowledge, behaviour and skills
management required to perform their main objectives in the classroom. The main purpose
of the chapters is to analyse the education of teachers, research foundation and problem
identification with higher education. This chapter concludes with the complexity of both
education and research students, research scholars and teachers’ educational interactional
process. The data were collected from 15 PhD students from different areas. The topic
also needs more research problems and strengthened, quality of higher education the
self-constructed open-ended questions were asked from PhD students the findings of this
research enhance the critical, systematic, scientific understanding of new research areas.
Some research scholar has contradictions with their thoughts in their observations, but as
well as some problems are the same in their academic areas.
Keywords: Research Scholar, Research, Supervisor problems, Higher Education
The Indian Universities provide higher education in many areas, The Kumaun
University is a state university of Uttar It awards all degrees and is affiliated with
more institutions and colleges, and the department is supervised by the vice
chancellor registrar and director of higher education. The art, humanities, science
and management etc. departments are teaching in universities. Many colleges like
MBPG College Haldwani, SB PG College Rudrapur, and SV PG College Lohaghat.
The PhD scholars are admitted in many departments, they study in various fields,
but sometimes they face problematic situations. Research is a comprehensive
scope and never-ending field, which can’t stop.
Research meaning Re + search (Again search)
Teaching and teacher’s education, research can refer to methodology, policies and
procedures to emphasize the teacher’s knowledge skills and behaviour. They are
making for the nation’s future through their studies. This chapter tried to explain
the education and research problems among students and teachers.
The 21st century is a multimedia and social media time. All students want to
comprehensive academic level which gives them a golden opportunity in the
future, but some problems can make it very difficult to achieve this task. Nowadays
all research scholars suffer from many academic problems
Kirsi, Pyhalto, Auli Toom, Jenni. Stubb & Kirsti Lonka (2012) found that 669
respondents’ data shows 30% general research process,29% specific expertise, 21%
supervision and community and 19%resource Stress was found in short affect
research scholar exhaustion in some more effect and anxiety, lack of interest shows
in large effect.
OBJECTIVES OF THE STUDY

1. To analyze the research problem of the research scholar.
2. To find out the solutions to investigated research problems in research time
related academically or administratively.
METHODOLOGY
The open-ended questions were asked from 15 research scholars, but the names
and departments were kept fully confidential.
QUESTION FORMAT
1. What do you face problem in their research procedure?
2. How is your supervisor dealing with you as a scholar?
3. Are you satisfied with the teaching method provided to you?
4. Have you had any administration problems in your research program?
5. How you should solve your problems?
FACTORS AFFECTING RESEARCH AREAS AMONG STUDENTS

AND SUPERVISORS
Interaction Problem
Some interaction problems have been faced among students and teachers such as
improved conversation, hesitation, and doubtful situations, in understanding the
conceptual background of education and research the scholar and supervisor don’t
centre on the problematic situations, if they lead and keep a better interaction with
each other, than the problems can remove from both side. Education can convert
into a new form of actualization in human life through an educational viewpoint.
Lack of Knowledge of the Subject

Now this problem is very hard and fast because the education and research
knowledge is a strong and comprehensive awareness capacity in a particular
subject for their research scholar.
Higher education and research need deep knowledge which can create and resolve
doubtful situations and problems in many areas. Knowledge is a part of observation
and creation, and awareness can create a different and separate mindset for any
concept.
So teachers and research supervisors should maintain their knowledge with
psychological perspectives and scholars gain the motive to learn more things with
knowledge for academic areas.
Poor Basic Background of Student and Teacher’s Knowledge

Some students and research scholars have poor basic backgrounds in the context
of academic achievement. This is a very problematic situation because whose is
present student will become a teacher in the future, if they have poor academic
progress then a teacher can’t make a bright future for students. He /she can’t give
deep and proper adequate knowledge to them.
Lack of Practical Knowledge

Today‘s the time of practical activity for learning... It gives a clear concept through
practice. it’s said also that ‘’Practice makes a man perfect, So in the academic field
is also required practical knowledge, When a student and research scholar will do
practice then he /she assesses with cognition level of all conceptual background of
research concept and educational task.
Teacher’s Research Supervisor’s Behavioral Related Problem

In research and similar academic areas, the teacher’s supervision creates a big
problem. They want to work as dominant and don’t want to cooperate with their
scholar. Some research professional creates student cast version issues among
students and do not work honestly. so research scholars face many problems in
their research journey. But author says that in my own experience, my research
supervisor Prof. Dr. Ritu Mittal is very honest and the best guide for PhD programs.
Lack of Excellent Faculty Management

Inadequate faculty members create many problems in research scholars’ lives, they
do many activities but the absence of faculty can’t give an opportunity them to
show their depth of talent and hobbies. So intelligent faculty is essential for the
best academic research power.
Lack of Facilities
The facilities create a broader area to reach the best flour of academic background.
When the institution can’t manage proper equipment and essential qualitative,
requirements, then scholars fail many times result, and they can’t properly face
more problems in these situations.
Bad Time Management

Teacher‘s time management shows down with research scholars, so they face more
challenges. It should be attention on the time.
Identified the Problems in Research Time

Respondent Approach Satisfied Non-satisfied
1. Problem Faced scholar 6 (40%) 9 (60%)
2. Supervisor Relationship 5 (33%) 10 (66%)
with research scholar
3. Satisfied with teaching 4 (26%) 11 (73%)

technique
4. Problem related to 3 (20%) 12 (80%)

administration
Result
Students answered the above fourth criteria of questions problem faced scholars
were satisfied 6(40%) and non-satisfied 9(60%). Supervisor Relationships with
research scholars are satisfied 5(33%) or non-satisfied 10 (66%). Satisfied with
teaching technique are satisfied 4 (26%) and non-satisfied 11(73%). Problem
related to administration satisfied 3 (20%) and non-satisfied 12(80%).
Discussion
All problems should be solved based on a good scientific approach and method.
First of all the new faculties should be appointed. If the supervisor gives proper
time to their scholar some problems can automatically be reduced. The mostly
technological system in laboratories should be on a higher level and the comfortable
classroom, the internet should be provided properly. The fallow ship should be
started by the administration department of the university to enhance research.
The journal publication should be free of cost or low rate and the book; journal
should be available in both soft and hard mode in the library. The supervisor
should provide super dedication to their research scholar for research.
Suggestion
1. Students should be aware of all systems of research for administration
problem solutions like online application systems.
2. Students should trained in understanding Word Excel, Power PowerPoint.
3. Student should increase their understanding and cognitive power for research
at the university level.
4. Students should attend the RDC meetings and research conferences for
research proposals and thesis evaluations.
5. The government must provide financial support to research scholars.
CONCLUSION
The Indian universities need to best scientific, systematic system for the best
research proposal (synopsis) thesis, and assignments, which can be submitted
directly and save the time of supervisor and scholar. it can be found that the
research-related problem needs more hard work and activities in each department
of the university, and all research-based problems can be reduced by knowledge as
well as interaction with the supervisor.
Author’s Views
It’s my own academic experience based on research scholars. But as well as some of
my friends also suffering from those problems.
The education and research professionals of different universities’ should create well-
being for their research scholars, not harassment.
REFERENCES
1. Chobe, S.P. & Chobe, A. (2006) School origination Noida, Mayur paperback
2. Choudhary, D. (2020)Teacher Education in 21st Century in the Light Indian Scenario:
Dehradun for future proposition; International Journal of multi-disciplinary Educational
Research 10, 2(1).
3. Desai, J.A. (2012). The problem of Teachers Education in India. International Journal for
Research in Education (IJRE)1(1).
4. Kirsi, Pyhalto, Auli Toom, Jenni. Stubb & Kirsti Lonka (2012) Challenges of Becoming
a Scholar: A Study of Doctoral ‘Programs and Well-Being. ISRNEducation (International
Scholarly Research Network),12.
5. Mashhood, M, 2019 Research problem in higher Education faced by research scholars
on university level 2nd international conference Quality Assurance Revolution Lahore
Pakistan
6. Usha, M.D. (2010). Challenges before the Indian, government (convocation address).
Governance Reforms for More Autonomy and Accountability in Universities: NEP 2020 173
Governance Reforms for More

Autonomy and Accountability in
21 Universities: NEP 2020
Tarandeep Kour and Asit Mantry*

*E-mail: asitmantry@gmail.com
ABSTRACT
The present paper presents in brief the reforms taken place at the University level to bring
more autonomy and accountability to ensure educational quality. Universities are complex
organizations attempting to respond to forces such as globalization, technological change,
changing student and public expectations, competition for global ranking and prestige,
the need for increased financial resources, and so on. A culture of quality and innovation
can only be fostered in universities with strong governance and leadership. Governance in
universities is divided into 2 subcategories i.e., internal and external governance. Both these
types are run by the different stakeholders functioning in these institutions. Regarding
the external regulation of higher education institutions, the most important change that
NEP 2020 will bring about is the establishment of a single regulator for these institutions.
The NEP places a strong emphasis on institutional leadership and self-governance as a
means of addressing this facet. The National Education Policy (NEP) 2020 envisioned a
significant paradigm shift in India’s education system. The change in paradigm focuses
on reform, innovation, and transformation. According to the National Education Policy
(NEP) 2020, all higher education institutions (HEIs) in India will move towards faculty
and institutional autonomy to provide multidisciplinary education.
Keywords: Governance, BOG, Educational quality, University system, educational
policies.
Higher education plays an essential part in the country’s industrial, social, and
economic development. The Indian system of higher education is the third
largest in the world. Higher education institutions in India, such as colleges and
universities, play an important role in empowering youth for self-sufficiency
by providing quality-based education in the fields of education, research, etc.
Universities are concerned with life possibilities. They prepare young people for
the challenges of tomorrow. Universities are complex organizations attempting to
respond to forces such as globalization, technological change, changing student
and public expectations, competition for global ranking and prestige, the need
for increased financial resources, and so on. In 1857, new universities i.e., the
universities of Calcutta, Bombay and Madras were established, and later on, in
1887, the University of Allahabad was established. These universities succeeded the
ancient universities in India, such as Nalanda and Takshila, as well as the Islamic
learning centres that existed during the medieval period. In the beginning, these
universities were nothing more than examining bodies, and they remained that
way until the year 1904, even though the Universities Commission was established
in the year 1902 and the Indian Universities Act was passed in the year 1904.
In 1913, a resolution was passed by the government of India to establish more
universities and it also placed more emphasis on establishing separate universities
in each of the provinces in India and to set up a residential university within
each of the provinces. As a direct consequence of this, the following universities
were founded: Banaras Hindu University in 1916, Mysore University in 1916,
Osmania University in 1918, Aligarh Muslim University in 1920, and Lucknow
University in 1920. India had control over education after 1921 which resulted
in the establishment of more universities. Central universities, State universities,
deemed-to-be universities, private universities, and so on are the most common
types of universities prevalent in India nowadays.
When India achieved independence in 1947, there were 241,369 students enrolled
in 20 universities and 496 colleges. The University Education Commission
was founded by the Indian government in 1948 to monitor the expansion and
advancement of higher education. The government strengthened its efforts to
support higher education in the 1960s and 1970s, not only by establishing state-
funded universities and colleges but also by offering financial assistance to private
institutions, culminating in the establishment of private aided/grant-in-aid
institutions.
GOVERNANCE
Governance is the process of structuring, sustaining, regulating, and holding
rules, norms, and acts accountable. The process through which decisions are made
within educational systems is referred to as governance. It is a term that refers to
the institutions and dynamics that are responsible for the distribution of duties
and responsibilities within the education system, as well as the determination
of priorities and designs, and the implementation of education policies and
programmes. An academic institution’s governance system consists of the

governance structure (i.e., the sponsoring agency and their intermediaries, the
governing bodies, the executive, the faculty, staff, and students), the policies, rules,
and processes that govern the institutions, including conflict resolution; the inter-
relationships between various groups that comprise the governance structure;
processes for reconciling short-term and long-term objectives; and the policies,
rules, and processes that govern the institutions.
G Gravity
O Onus
V Vision
E Effectiveness, efficiency and excellence
R Responsiveness
N Nearness to the stakeholders and beneficiaries
A Accountability
N No favours
C Consensus orientation
E Ethics
A culture of quality and innovation can only be fostered in universities with
strong governance and leadership. In the modern day, an organization can only
be successful in the eyes of its constituents if it exhibits both good governance and
strong leadership. In the 21st century, good governance and effective leadership
are considered an indispensable necessity to run an organization successfully.
Strong leadership and economic growth and development are closely related to
each other. Any organization’s administration includes both external regulation
and internal governance.
Good Effective Leadership Effective functioning of institutions

Governance
CHARACTERISTICS OF GOOD GOVERNANCE IN HIGHER

EDUCATION INSTITUTES
Governance encompasses all governing processes, including the institutions,
methods, and practices used to discuss and resolve issues of common concern.
A normative or evaluative component is added to the governing process by good

governance. It is a process with the help of which public institutions conduct public
affairs, accomplish public resources, and guarantee the fulfilment of human rights.
In conclusion, effective governance refers to the institutional and political actions
and outcomes required to accomplish development objectives. The degree to
which it upholds the promise of human rights—civil, cultural, economic, political,
and social rights—is the fundamental test of “good” governance.
•• Good governance helps to structure performance
•• It assures the quality of decision-making
•• It addresses the needs of all stakeholders
•• It strengthens participation and exercise individual rights
•• Institutional integrity
•• Transparency
•• Effectiveness and efficacy
•• Functional autonomy
•• Innovation and excellence
•• Democratic and effective leadership
•• Adherence to rules and regulations
•• Concern for stakeholders and beneficiaries
•• Equitability and inclusiveness
•• Sound administrative system
Governance in the University System
Governance is the way that an organization is run. Four principles of governance
are accountability, transparency, fairness and responsibility.
Governance in the higher education sector is the process through which institutions
of higher education (tertiary or postsecondary education) are formally organized
and managed (however there is frequently a distinction between management and
governance definitions). In its simplest form, university governance refers to how
institutions are run. Governing arrangements for higher education vary greatly
around the world, yet the various approaches share a common heritage. Internal
governance and external governance are the two subcategories that make up the
governance structure of a university.
Internal Governance: The university’s internal governance included the Vice

Chancellor, Pro-Vice Chancellor, Deans, Registrar, DSW, Proctor, Chief Warden,
Training and Placement Officer, Public Relations Officer, Heads of Departments,
Finance Officer, Security officer etc.
Administrative Sections
• Finance • Administration
• Academic • Examinations
• Stores • Engineering
• Development
Administrative Bodies
• Executive council • Academic council
• Standing committees of the academic
• Research degree committee
and executive council
• Central purchase committee • Finance committee
• Building Committee • Student Council
• Proctorial board • Examination discipline committee
• Student grievance handling committee
Cells
• SC/ST Cell • Gender sensitivity cell
• Legal cell • Meeting cell
• International student cell • RTI cell
• Security cell • University website cell
• Students’ advisory cell
External Governance: The central government and state governments, as well
as their respective offices, Organizations, and bodies, as well as accreditation
authorities like as the NAAC and the NBA, are the agencies that are accountable
for extrinsic governance. Statutory bodies such as UGC, AICTE, NCTE, BCI, MCI,
and DCI prescribe norms and standards for the effective functioning of HEIs in
general and a university in particular. There are bodies such as CSIR, ICSSR, CSIR,
ICAR, ICHR, ICPR and DST which provide required directions to institutes of
higher learning to perform in the right manner.
GOVERNANCE REFORMS FOR MORE AUTONOMY AND

ACCOUNTABILITY: NEP 2020
The Indian government declared the National Education Policy in 2020. Its aim
for the higher education system is to build high-quality universities and colleges.
The strategy states that quality higher education must aspire to generate good,
thoughtful, well-rounded, and creative people. To overcome the obstacles and
deliver high-quality higher education with equity and inclusion; NEP 2020
envisions a total reform and re-energizing of the higher education system. It
suggests establishing independent institutions, higher education clusters, and
multidisciplinary universities. It states that faculty and institutional autonomy
would be increased. It requires that higher education institutions be controlled
by highly qualified and independent boards with academic and administrative
autonomy. Autonomy is used to deliver quality education and meet the demands
and requirements of stakeholders, and it is the ability to make choices on our
own to accomplish the institute’s goals, missions, and visions by utilizing the full
potential of both internal and external stakeholders for action implementation.
In practical terms, autonomy refers to the power to make decisions in areas such
as academia, management, finance, governance, and institute administration. In
a nutshell, accountability is directly related to autonomy (Kumar and Choubey,
2021). Raza (2009) argued that autonomy and accountability are complementary
to each other and both are equally important for the quality of tertiary education
institutions. To establish a successful university, we need a supportive governance
structure in which colleges and universities should have autonomy to achieve pre-
determined objectives with an appropriate level of accountability. Gandhi (2013)
stated that autonomy and accountability are two sides of the same coin. Nowadays,
many institutions are facing the problem of political pressure and financial
constraints which makes the notion of autonomy of institutions a faraway dream.
Financial aid is the most important weapon in the hands of the state to curtail the
autonomy of universities and colleges. Nobel prize laureate Amartya Sen (2015)
wrote an article by the name of ‘India the stormy revival of world-class Universities’
and highlighted the issue of political and ideological intervention in the interior
matters of university governance.
The NEP 2020 aims to nearly double the Gross Enrollment Ratio (GER) in higher
education to 50% by 2035, from the current GER of 26.3%. It also provides for more
autonomy for educational organizations that provide high-quality higher education
(Jha, 2022). Regarding the external regulation of higher education institutions, the
most important change that NEP 2020 will bring about is the establishment of a
single regulator for these institutions. Before the implementation of the NEP, there
were multiple agencies responsible for regulating higher education, including the
UGC, which was in charge of universities, the AICTE for engineering education,
and the NCTE, which was in charge of regulating teacher education. The National
Education Policy (NEP) makes an effort to strengthen governance by instituting a
single regulatory body called the Higher Education Commission of India (HECI),
which will regulate all schools in India except medical and law colleges.
According to the National Education Policy (NEP) 2020, Higher Education in
India would be governed by a single regulatory agency. The Higher Education
Commission of India (HECI) would be a regulatory organization with four
verticals to deal with various aspects of higher education.
S. No. HECI Verticals Functions
1. National Higher Education Regulatory Creating and Implementing Higher
Council (NHERC) Education Regulation
2. General Education Council (GEC) The standard setting for academia
3. Higher Education Grants Council For funding academic and research
(HEGC) activities
4. National Accreditation Council (NAC) Accreditation to academic institutions
1. National Higher Education Regulatory Council (NHERC): The functions

of NHERC include the following:
• NHERC will serve as a lending institution for HECI. It will oversee
audits, financial probity, and financial self-disclosure.
• It is also going to manage the education sector’s infrastructure,
governance, and personnel.
• It will assure information transparency and also manage the public
website and ensure that all input reaches the appropriate authorities.
2. General Education Council (GEC): The functions of GEC include the
following:
• GEC will ensure that the individual higher education programmes
learning outcomes are met.
• The GEC will create a framework called the National Higher Education
Qualification Framework (NHEQF) to supervise learning outcomes.
• The NHEFQ will also make it easier to integrate vocational educational
courses into higher education.
• GEC will also ensure that learners acquire the precise skills that their
programmes seek to instil in them.
3. Higher Education Grants Council (HEGC): Functions of HEGC include

the following:
• The Higher Education Grant Council will facilitate funds to higher
education institutions.
• It will ensure that new research topics are started and given adequate
funding to grow and thrive.
• The Higher Education Grant Council will also be in charge of awarding
scholarships to students and research faculties.
4. National Accreditation Council (NAC): The functions of NAC include the
following:
• NAC will serve as a Higher Education Council of India
(HECI) accreditation institute.
• It will ensure that an accreditation system runs smoothly and that all
higher education institutions attain a certain level of good governance,
quality, and autonomy.
Concerning the second aspect of governance, that is, the internal governance
structure of an institution, the NEP brings in a new approach. The NEP places
a strong emphasis on institutional leadership and self-governance as a means of
addressing this facet. A Board of Governors, abbreviated as BOG, will be constituted
for those educational institutions that have been awarded the suitable graded
accreditations that indicate the institution is prepared to make such a transition.
It will be made up of highly skilled, competent, and motivated individuals who
have a demonstrated track record of success and a deep feeling of dedication to the
institution. The Board of Governors of an institution shall be empowered to run
the institution without intervention from outside sources. During this process, all
HEIs will be motivated, supported, and mentored, to become autonomous and
have such an empowered BOG by 2035.
CONCLUSION
Who is responsible and accountable for raising the educational standard? From
the above, we can conclude, that BOG of which the the principal is the secretary
is the answer. The Bog chair should not remain inert. It ought to be ambitious
in its pursuit of elevating the institution to higher levels. If he/ she does not
have ambition, despite potential, the institution will not grow. BOG should have
complete accountability and responsibility. The transformation of education to a
world-class level will only occur if BOG performs effectively.
REFERENCES
1. Raza, R. (2009). Examining Autonomy and Accountability in Public and Private Tertiary
Institutions. Human Development Network, The World Bank.
2. Naik, B.M. (2012). Role and Responsibility of Board of Governors (BOG) in Enduring
Educational Quality in Colleges and Universities. I- Manager’s Journal of Educational
Technology, 8 (4).
3. Gandhi, M.M. (2013). Autonomy and Accountability in Higher Education: An Indian
Perspective. IOSR Journal of Research and Method in Education, 3 (5), 33-37.
4. Ashokan, A. (2014). Education, values and Governance: Some Reflections. University
News, 52 (6).
5. Kumar, H. (2014). Governance in Higher Education Institutions (HEIs) with special
reference to a University System. University News, 52 (6).
6. Sen, A. (2015). The Stormy Revival of an International University. The New York
Review of Books. Retrieved from https://architexturez.net/pst/az-cf-171208-
1436556829#:~:text=in%2DEnaction%20Outreach-,India%3A%20The%20Stormy%20
Revival%20of%20an%20International%20University%20by%20Amartya,New%20
York%20Review%20of%20Books&text=Classes%20began%20in%20early%20
September,backward%20parts%20of%20the%20country.
7. Hossain, A. and Mondal, G.C. (2019). History and Milestones of Higher Education in
India. International Journal of Research and Analytical Reviews, 6 (1), 2348-1269.
8. Gupta, B. and Choubey, A. K. (2021). Higher Education Institutions – Some Guidelines for
Obtaining and Sustaining Autonomy in the Context of NEP 2020. International Journal
of All Research Education and Scientific Methods. 9 (1), 2455-6211. Retrieved from https://
www.researchgate.net/publication/348408191_Higher_Education_Institutions_-Some_
Guidelines_for_Obtaining_and_Sustaining_Autonomy_in_the_Context_of_Nep_2020
9. Jha, A. (2022). National Education Policy – Higher Education Reforms. Retrieved
from https://www.buddy4study.com/article/national-education-policy#:~:text=The%20
NEP%202020%20has%20aimed,institutions%20offering%20quality%20higher%20
education.
10. https://www.boardeffect.com/en-gb/blog/the-importance-of-good-governance-in-higher-
education/
11. https://www.linkedin.com/pulse/neps-focus-governance-leadership-higher-education-ias-
ph-d-iimb-#:~:text=Leaders%20of%20an%20HEI%20will,people%2C%20and%20a%20
positive%20outlook
12. https://www.linkedin.com/pulse/qualities-effective-leadership-its-impact-good-
sichilima#:~:text=A%20leader%20without%20having%20competency,key%20
principle%20of%20Good%20Governance
13. https://jalote.wordpress.com/2021/09/10/autonomy-of-higher-education-institutions-
and-nep/
14. https://en.wikipedia.org/wiki/Governance_in_higher_education
15. https://exam.buddy4study.com/heci#:~:text=National%20Higher%20Education%20
Regulatory%20Council%20(NHERC),-NHERC%20will%20act&text=It%20will%20
manage%20the%20audits,will%20ensure%20transparency%20of%20information.
ImportanceofMultidisciplinaryandIntegratedTeacherEducationProgrammes:NationalEducationPolicy2020 183
Importance of Multidisciplinary
and Integrated Teacher
22 Education Programmes: National
Education Policy 2020
Hanin Badsah* and Abdul Awal

*E-mail: haninbadsah28@gmail.com
ABSTRACT
The present Indian government has taken the initiative to revamp the education sector
based on the Prime Minister’s recent proposal to make use of the Fourth Industrial
Revolution. This new National Education Policy 2020 (NEP2020) provides a vision of an
India-centred education system which will lead to a sustainable and equitable knowledge
society while ensuring high-quality education for all. NEP2020 recommends various
changes in Teacher Education, with Chapter 15, Part II giving further details on policy
changes related to Higher Education. It contains 11 sub-points. The primary objective is to
have teachers trained in topics such as content, pedagogy and practice by 2030 at least via
multidisciplinary colleges that offer 4-year integrated B.Ed programs. A more thorough
scrutiny of NEP2020 reveals both opportunities and challenges for Teacher Education.
This paper tries to explore how this new policy aims to revolutionize teacher training and
produce highly skilled educators who are capable of tackling modern-day challenges in
our ever-evolving educational landscape.
Keywords: NEP 2020, Teacher Education, Multidisciplinary Approach, Integrated TE
Programmes.
The government of India has taken significant steps towards achieving the fourth
Sustainable Development Goal (SDG4) - Education, which is one of the seventeen
goals adopted by all UN member states in 2015 as part of the 2030 Agenda. To this
end, they have prepared and approved The National Education Policy (NEP) 2020
on July 29th, 2020. This new policy was long overdue since it takes into account
major developments that have occurred since the last policy in 1986/92. One such
development is the Right of Children to Free and Compulsory Education Act 2009
which established legal foundations for universal elementary education. Every

sector is experiencing rapid technological advancements. To make India a Super
Global Knowledge Power, we must implement modern and fruitful educational
programs. Our country can only become developed through rapid movements
and knowledge navigation. Since multiple factors influence the curriculum and
education system, it is essential to review the policies promptly to improve the
existing system.
Implementing the National Education Policy (NEP) 2020, there will be significant
modifications in the landscape of Teacher Education. Making teacher education
more comprehensive and engaging, creates a new breed of teachers who possess
the necessary skills and knowledge to effectively educate students. These changes
are outlined in Chapter 15 of Part II of NEP-2020, which focuses on policy
modifications in Higher Education. This section is divided into eleven sub-points
and aims to transform the current teacher education system by integrating it
with multidisciplinary colleges and universities, as well as establishing a 4-year
integrated B.Ed program that will provide top-quality training in content,
pedagogy, and practice. The ultimate goal is to produce highly skilled educators
who can deliver quality education that meets the needs of today’s learners.
What is the Importance of Multidisciplinary and Integrated Teacher

Education Programmes?
The teacher is the backbone of the education system and they must be properly
trained to cater to the needs of the students. The multidisciplinary and integrated
approach to teacher education ensures that teachers are well-versed in all aspects
of their subject matter and can apply this knowledge to real-world situations. This
type of education also allows for a more holistic view of the educational process,
which can ultimately lead to better student outcomes.
THE NEW EDUCATION POLICY 2020

The new education policy of 2020 has been designed to promote multidisciplinary
and integrated programmes in teacher education. This will ensure that teachers
are better equipped to deal with the challenges of the 21st-century classroom. The
new policy emphasises the need for collaboration between different disciplines to
prepare students for the real world. It also recognises the importance of technology
in education and encourages the use of innovative teaching methods. The policy is
a welcome step towards improving the quality of education in India.
NPE 2020’s Objectives for Teacher Education

➢➢ The teacher education system must be moved to multidisciplinary colleges
and universities so that teachers can receive the highest quality training in
content, pedagogy, and practice. All school teachers must obtain a four-year
integrated Bachelor’s Degree as a minimum qualification.
➢➢ To revitalise the teacher education sector and its regulatory system and take
radical action to enhance standards and restore integrity, credibility, efficacy,
and high quality to the teacher education system.
➢➢ restoring the teacher education system’s credibility and morality,
➢➢ By strong education departments at multidisciplinary colleges and universities,
the teacher education system may be improved to be more effective and high-
quality.
➢➢ In the higher education sector, integrated teacher preparation programmes
must be introduced, and single-stream programmes must be closed out, for
all educational levels and curricular areas.
A Short Overview of NPE 2020’s Recommendation for Teacher Education
➢➢ Focus on multidisciplinary perspectives.
➢➢ The quality of teacher education has been improved and measures have been
taken to stop commercialization.
➢➢ The introduction of Integrated Teacher Training has received special attention.
➢➢ As part of the new national education policy, steps have been taken to
improve the infrastructure of educational institutions to maintain the quality
of teacher education.
➢➢ The introduction of an entrance examination for pre-service teacher
education has been proposed to maintain the quality of teacher education.
➢➢ Faculty profiles in the department of education must be diverse and research
experience is highly valued.
➢➢ In the field of teacher education research has received special attention.
➢➢ Technology platforms such as SWAYAM/DIKSHA are used to anchor in-
service teacher education.
Analysis of the new National Education Policy on Teacher Education reveals
that it is likely to improve the quality of such education. It proposes introducing
multidisciplinary courses, alongside traditional Indian values and culture,

while emphasizing research. Adequate faculty with diverse talents, appropriate
experience and expertise should be employed in teacher-training establishments.
The uses of online learning systems are also part of the policy recommendations.
All these measures are expected to take teacher education to a global standard.
NPE 2020 AND THE ROLE OF TEACHER

Multidisciplinary Colleges and Universities that Provide Teacher Education
Creating departments of education in multidisciplinary higher education
institutions and establishing links between these institutions and schools or school
complexes, as well as transferring all teacher preparation programs there. “Teacher
education for all levels will take place within the university / higher education
system as a stage-specific, 4-year integrated Bachelor of Education (B.Ed.) A
programme that combines high-quality content, pedagogy, and practical training”
(NEP 2019 Revised draft, chapter- 5.5.1). By 2030, a four-year integrated B.Ed.
degree will be the minimum degree required for school teachers. To meet the
modern requirements of the teaching profession, and to provide teachers with
the multidisciplinary exposure and education necessary to become outstanding
teachers, all pre-service teacher education programmes will be offered only in
multidisciplinary higher education institutions.
To create high-quality education systems and teacher training programmes,
multidisciplinary universities should be supported by governments. Such
establishments must be staffed with experts in diverse disciplines, including
specialized subjects, and maintain a network of nearby public or private schools
and school complexes that are used to foster collaborative interactions between
the university and schools, such as student-teaching opportunities, community
service projects, adult education initiatives and vocational training programmes.
Furthermore, pedagogical approaches must be integrated into the curriculum
alongside studies on sociology, history, science, philosophy, psychology, and early
childhood learning methods as well as understanding India’s ethos/art/values/
traditions etc. By 2030, every higher education institution offering a teacher
education programme will be multidisciplinary and offer the four-year integrated
B.Ed. program. As part of the four-year integrated B.Ed., students will major
in both education and a specialised subject (such as language, history, music,
mathematics, computer science, chemistry, economics, etc.).
All higher education institutions (HEIs) that now provide two-year programmes,
including diploma programmes, will have the option to change to multidisciplinary
institutions that offer the four-year integrated B.Ed. degree. In addition to the
four-year integrated B.Ed., higher education institutions may also offer a two-year
B.Ed., for outstanding students who already hold a bachelor’s degree and wish to
become teachers. Such an initiative may result in the development of other more
tailored B.Ed. programmes for exceptionally highly qualified individuals, with
demonstrated experience and disposition towards teaching, to become teachers.
“Good teachers are prepared and developed by good teacher educators - faculty of
teacher education must be experts in diverse fields, both theoretical and practical”
(NEP 2019 Revised draft, chapter- 15.2.1).
NPE 2020 AND APPROACH TO TEACHER EDUCATION

Teacher preparation at all levels must be conducted in multidisciplinary colleges
or universities for it to be optimally beneficial. This is due to the need for high-
quality content and pedagogy, which cannot be found in any other type of
institution. In such a setting, students will be exposed to an array of academic
resources, from libraries to the Internet and extracurricular activities. They are
also able to converse with peers from other disciplines and learn from experts
on relevant topics like psychology, child development and social sciences. Upon
graduation, teacher-trainees would have developed into strong educators due to
their multifaceted preparation.
When it comes to reforming the educational component of the B.Ed. programme,
there is an emphasis on multilevel and discussion-based learning as well as a
constructivist approach. Foundation literacy/numeracy, inclusive pedagogy and
evaluation, familiarity with Indian culture and customs, along imparting 21st
century skills such as problem-solving, critical thinking, creative brainstorming,
moral reasoning, communication and discussion are all key areas of focus for
preparing teachers.
Assuring that university B.Ed. programs are affiliated with a variety of nearby
schools at various levels where potential teachers may student teach to hone the
above skills and gain practical teaching experience will complete the well-rounded
education and training of B.Ed. Candidates who want to become outstanding
teachers must be trained well.
The development of four-year integrated B.Ed programmes by multidisciplinary
universities is a move to eradicate the practice of dubious teacher education
establishments, selling degrees without any learning. It is an essential step in
prompting integrity and quality within the pedagogical field. By 2030, the aim is
for all B.Ed courses to be moved into multidisciplinary colleges and universities.
➢➢ Moving teacher education into the university system; the four-year

integrated B.Ed. programme: Teacher education will be offered by
universities as a four-year integrated B.Ed. programme, consisting of a
dual-degree undergraduate course which integrates content, pedagogy, and
practical training. This solution covers all levels - Foundational, Preparatory,
Middle, and Secondary - to provide comprehensive pre-service teacher
preparation. The dual degree includes both educational and specialised
subject courses.
There will be 10-15 local schools affiliated with every B.Ed. programme where
student-teacher internships will be held. As part of their B.Ed. programme,
students will be placed in one of these schools for a period of student
teaching. After observing the mentor’s class, students will be taught in the
mentor’s classroom with feedback from the mentor, and remedial work or
other teaching-related tasks will be carried out under the mentor’s guidance.
In a B.Ed. programme, teachers will be prepared for the following tracks:
a) Teachers in foundational and preparatory schools;
b) Middle and secondary school subject teachers;
c) Teachers of special education;
d) Teachers of art (including visual and performing arts;
e) Teachers of vocational education; and
f) Students with a four-year integrated B.Ed. will be eligible to move onto a
Master’s degree programme in either a disciplinary or pedagogic stream.
➢➢ The two-year B.Ed. programme for lateral entry into teaching: Those
with a Bachelor’s degree in various disciplines can opt for the two-year B.Ed.
programme to become qualified teachers. This will enable those starting at
a later stage in their careers to enter the profession of teaching and bring
diverse talent into the fold. The two-year degree will continue being offered
by certain institutions like Colleges of Teacher Education, Regional Institutes
of Education, and other institutes till such time when the four-year degree
is available from universities and starts producing an adequate number of
teachers. Moreover, multidisciplinary institutions which provide both the
four-year integrated B.Ed. and two-year programmes may still offer the latter
after this point. Alternatively, those who hold a liberal Bachelor’s or possess
other specialised qualifications (e.g., Master’s degree in a particular subject)
may choose to take a specifically designed B.Ed. a programme that is shorter
in duration but approved by these multidisciplinary institutions offering both

programmes mentioned earlier.
➢➢ Specialised instructors for specialised subjects: When it comes to specialised
topics or skills specific to a local area, such as traditional art, music, vocational
crafts, language, poetry, literature and business for instance, then schools or
school complexes may hire a highly-regarded local expert to teach. They can
provide this person with a short 10-day orientation programme before they
begin teaching so that they can quickly bring the local arts and languages into
the curriculum. It is also a great way of promoting the local culture as well as
encouraging prominent members of the community to come in and pass on
their wisdom to students.
➢➢ Closing down substandard standalone teacher education institutions:
The Rashtriya Shiksha Aayog (RSA) and the National Higher Education
Regulatory Authority (NHERA) will put into action a sound legal plan for
eliminating programmes of inadequate quality, and shutting down deficient
teacher education institutions in the next 3-5 years, by making mandatory
accreditation of all TEIs as multidisciplinary HEIs. In addition, promoters
of such establishments will have the flexibility to deploy their facilities for
vocational training or other productive purposes.
➢➢ Pedagogical aspects of the four-year integrated B.Ed. programme: The four-
year integrated B.Ed. programme does not only encompass multidisciplinary
knowledge as well as specialised subject content selected by the student but
also explores the pedagogical aspects of teaching. Learning-centred and
collaborative strategies are highlighted, and practitioners are trained in
techniques to handle a mixed-ability group at once. Diversity training is also
implemented, to explain how those from diverse backgrounds – including
those facing economic disadvantages or disabilities – can be successful
learners. Projects, rubrics, portfolios, concept maps and mock classroom
observations constitute part of continuous assessment instead of written tests
and provide trainees with beneficial practice teaching experiences.
➢➢ Specialist teachers: There is an immediate requirement for more specialist
educators to support certain areas of schooling. This includes subject teaching
for children with special needs (CWSN) at the middle and secondary school
level, individuals with unique gifts and talents, and those with specific learning
difficulties. It is not only important for such teachers to be knowledgeable
in their subjects and understand the aims of education, but also to have the
relevant skills to cater to the specific needs of these children.
A generalist special educator is proficient in teaching primary school subjects,

as well as providing assistance and contributing to the lessons of middle or
high school teachers. On the other hand, it may not be possible for a special
educator to teach subject lessons at a more advanced level without having
sufficient knowledge. Furthermore, teaching students with specific talents
and hobbies requires some work experience. For this reason, these areas
should be specialized by either subject teachers or generalist instructors after
their initial or pre-service training is completed. This can be done through
certificate courses that are full-time or in a blended form and offered at
multidisciplinary universities and colleges.
Types of B.ed and Eligibility Criteria
Types of B.ed Eligibility Criteria
Four-year integrated B.ed Candidates must have passed class-XII.
Two year B.ed Candidates must have their bachelor’s degrees in their
specialized subject.
One year B.ed Candidates must have a 4-year UG degree in a
specialized subject or a Master’s degree in a speciality
and wish to become a subject teacher.
In-service Teacher Education Programme
Continuous professional development for college and university faculty must be
maintained through institutional arrangements and existing initiatives to reinforce
teaching and learning for top-notch education. Utilization of technologies like
SWAYAM/DIKSHA, which facilitate online training at a large scale, will be
pushed to have standardized sessions administered within a limited timeframe. To
provide short and long-term mentoring/professional support to university/college
teachers, a National Mission for Mentoring should be established, which would
include outstanding senior/retired faculty including those with the ability to teach
Indian languages.
CONCLUSION
In conclusion, multidisciplinary and integrated teacher education programmes are
important for the New Education Policy 2020 to be successful. These programmes
provide an adaptive and holistic approach to learning that is beneficial for all
stakeholders, including teachers, students, parents, schools and communities in
general. As such, these programmes should be encouraged by both governments
and educational institutions to ensure that the goals of the New Education Policy
2020 are met. The National Education Policy is pivotal in raising the standard
of education across India. It can put the Indian educational system on par with
other world-class systems and bring forth numerous improvements. To do so,
however, it is essential to tackle any existing issues quickly and efficiently before
implementing the policy.
REFERENCE
1. Kumar, A. (2021). Teacher Education in the Light of National Education Policy 2020:
Challenges and Opportunities, Journal of Emerging Technologies and Innovative
Research, 8(3), 2137-2142.
2. https://www.education.gov.in/sites/upload_files/mhrd/files/Draft_NEP_2019_EN_
Revised.pdf referred on 05/03/2023.
nep/ NEP_Final_English.pdf referred on 05/03/2023.
4. Smitha S, National Education Policy (NEP) 2020 - Opportunities and Challenges in
Teacher Education, International Journal of Management, 11(11), 2020, 1881-1886.
5. Sakhare, J.S. (2020). NEP 2019: Features of NEP and Role of Teacher, Educational
Resurgence Journal, 2(3), 36-42.
Academic Bank of Credit (ABC) 193
23 Academic Bank of Credit (ABC)
Kanhaiya Kumar Pandey*

*E-mail: kanha94157000772@gmail.com
ABSTRACT
In NEP 2020, the second part deal with Higher Education: Towards a More Holistic
and Multidisciplinary Education. It deals with several steps in the betterment of Higher
Education. In NEP 2020, the length and structure of degree programs are proposed to be
adjusted accordingly. The Academic Bank of Credit (ABC) concept is proposed in NEP
2020. The meaning of manual process and merits-demerits of Academic Bank of Credit
(ABC) is discussed. Academic Bank of Credits (ABC) shall deposit credits awarded by
registered higher education institutions (HEls), for courses learned and studied there.
Academic Bank of Credit (ABC) of the student will allow students of UG and PG. Steps
to follow for Academic Bank of Credit (ABC) working are ABC account opening, courses
with credit information, evaluation and verification of credits, online-offline courses for
Academic Bank of Credit (ABC), and credits validity. Student-centric, student-interest,
student-friendly teaching approaches, interdisciplinary approaches uniform national
policy are the aims, objectives as well as merits of the Academic Bank of Credit (ABC). The
ABC allows for credit redemption through the process of commuting the accrued credits in
the Academic Bank Account maintained in the ABC to fulfill the credits requirements for
the award of certificate/diploma/degree by the authorized Higher Education Institutions
(HEls). Higher Education Institutions (HEls) offering programs with the multiple entry
and exit system need to register in the ABC to enable acceptance of multidisciplinary
courses, credit transfer, and credit acceptance. Further, University/College students aware
of the ABC facility and encourage them for opening Academic Bank Accounts With kind
regards.
Keywords: NEP, ABC, UGC, HEls, Academic process, Student oriented, Interdisciplinary,
Credit transfer.
NATIONAL EDUCATION POLICY OF INDIA (NEP 2020)

India reform the national education in 2020 and develop National Education
Policy 2020. It is for Quality education, Social justice, Social equality, scientific
advancement, Economic growth, National integration, Cultural preservation,
and Universal access to quality education. It is the best way to march forward
for our country’s rich talents and resources. It is good for the individual, society,
and country. The Sustainable Development Goal (SDG-4) of the 2030 Agenda
for Sustainable Development is the Global education development agenda. It
is adopted by India in 2015. Sustainable Development Goal (SDG-4) seeks to
“ensure inclusive and equitable quality education and to promote lifelong learning
opportunities for all” by 2030. To cope with Sustainable Development Goal (SDG-
4), India implemented National Education Policy - 2020. National Education
Policy (NEP)-2020 is based on principles of flexibility: no hard separations
between disciplines, multi-disciplinary and holistic education, conceptual
understanding of creativity and critical thinking, ethics, human & constitutional
values, and life skills respect for diversity and the local context, with a focus on
equity and inclusion. As per recommendations of NEP-2020, the Commission
with the concurrence of the Ministry of Education has notified their university
grants commission (Establishment and Operation of Academic Bank of Credits
in Higher Education) regulations. ABC is based on the principle of Distributed
& Flexible Teaching-Leaming that allows a student to learn at her or his
convenience, drop education mid-way, and pick it up again as per their choice and
convenience. This also addresses lower dropout rates while improving GER. The
Academic Bank of Credits (ABC) platform has been developed by the National
e-Govemance Division (NeGD) of the Ministry of Electronics and Information
Technology under Digilocker Frame, with the facility/functionality of opening
of Academic Bank Account by the student and onboarding of eligible Higher
Education Institutions (HEls). ABC will digitally store the academic credits earned
by students from HEls registered for awarding degrees/diplomas, PG diplomas/
certificates taking into account credits earned by students. ABC will ensure the
opening, closure, and validation of Academic Bank Accounts. credit verification,
credit accumulation, and credit transfer or redemption credits for students.
Higher Education Institutions (HEls) that meet the eligibility requirements can
- register with the Academic Bank of credits on the ABC website (www.abc.
gov.in). Furthermore, students can also easily register by visiting the Academic
Bank of Credits (ABC) website. A comprehensive User Manual for both, HEIs
and Students with instructions and screenshots is available on the ABC portal’s
Resources section under the General Resources category. All eligible Higher
Education Institutions (HEIs) are requested to kindly take appropriate steps for
joining the Academic Bank of Credits (ABC) Platform at the earliest. Further,
University/College students aware of the Academic Bank of Credits (ABC) facility
and encourage them for opening Academic Bank Accounts With kind regards.
FUNDAMENTAL PRINCIPLES OF NEP-2020

1. Recognize and identify the unique abilities of each student. Acquisition of the
Highest priority is to get fundamental Foundational Literacy and the highest
foundational Numeracy. Flexibility for learners to choose their career path as
an interest.
2. No hard separations between arts and science curriculum, co-curricular
activities, and streams of vocational and academic studies. Multidisciplinary
and holistic education to ensure the unity and integrity of all knowledge.
3. Focus on conceptual understanding, creativity, and critical thinking.
4. Promoting multilingualism and maximum use of technology in education.
5. Focus on value education (Ethics, human and constitutional values) and life
skills.
6. Focus on formative assessment for learning and regular assessment for
educational progress. Promoting quality of teachers and faculties in the
education system.
7. Encouraging innovation and original ideas for Promoting excellence in
research.
8. Curriculum synergy from early childhood care education to School education
to higher education.
NEP IMPLEMENTATION IN CENTRAL UNIVERSITIES

The university also reported the number of students with Academic Bank of Credit
accounts in presenting progress in implementing NEP 2020. For example, Maulana
Azad National University was able to enroll 2,440 students on the platform, while
the English and Foreign Languages University (EFLU) enrolled 3,787 students.
Meanwhile, the University of Delhi has enrolled 61,000 of its students and
Jawaharlal Nehru University will start its ABC registration process in March 2023.
Hemvanti Nandan Bahuguna Garhwal University has a total of 5,077 students
with a unique ABC ID, while at Banaras Hindu University he has nearly 32,000
students enrolled. His 5,000 students are enrolled on the campus of Visva-Bharati
University. Apart from registering for ABC, the university also reported aligning
the program with the Learning Outcome Curriculum Framework (LOCF) as
mandated by UGC guidelines. Most universities also redesign their undergraduate

programs to offer a four-year undergraduate program with a research component
in the final semester. A total of 45 central Universities attending the UGC
conference also made multiple entries and multiple exit arrangements according
to the UGC guidelines. Several universities also reported challenges in introducing
interdisciplinary systems onto campuses due to a lack of resources.
THE UNIVERSITY GRANTS COMMISSION (UGC)

UGC is one of the statutory organizations of the government of India, it is a key
player in maintaining a good quality of education across all Indian institutions.
Right from evaluating teaching-learning processes to bringing various
innovations in the field of education, UGC introduces various plans from time to
time for quality assurance and continuing the chain of building a transformative
educational setup, UGC has introduced the “Academic Bank of Credits” (ABC).
It helps faculty to manage & check the credits earned by students. Vide Gazette
notification date on July 28, 2021, UGC published regulations (draft) for the
Academic Bank of Credits (ABC) wherein it has been envisaged that the ABC
shall be a national-level facility to promote flexibility of curriculum framework
and interdisciplinary or multidisciplinary academic mobility of students across
Higher Education Institutions (HEls) in the country with appropriate credit
transfer mechanism and shall facilitate students to choose their learning path
to attain a Degree/Diploma/Post Graduate Diploma or academic qualification,
working on the principle of multiple entry-multiple exits as well as any-time,
anywhere, and any level. Further, the Academic Bank of Credits shall enable
the integration of multiple disciplines of higher learning, leading to the desired
learning outcomes including enhanced creativity, innovation, higher-order
thinking, and critical analysis. Also, the Academic Bank of Credits shall provide
significant autonomy to students by providing an extensive choice of courses
for a program of study, flexibility in curriculum, and novel and engaging
course options across several higher education disciplines or institutions.
The “Academic Bank of Credits” was initiated by UGC as part of a series of
developments aimed at transforming Educational Infrastructure (ABC). One of
the statutory bodies, the University Grants Commission (UGC), is important in
maintaining the standard of instruction in all Indian educational institutions.
ABOUT ACADEMIC BANK OF CREDIT

The National Education Policy 2020 of the Indian government aims to provide
academic flexibility to students across the country so they can choose and modify
their educational paths, link various disciplines, and acquire the necessary
building blocks for their aspirations. This system is known as the “Academic Bank
of Credits” (ABC). A formal system of credit recognition, credit accumulation,
credit transfers, and credit redemption, known as the “Academic Bank of Credits”
(ABC), was developed to enable students’ seamless mobility between or within
degree-granting Higher Education Institutions (HEIs) to support distributed and
flexible teaching and learning. The ABC platform will provide students with the
opportunity to register for a unique ABC ID, an interactive dashboard to see their
credit accumulation, and options to begin a choice-based credit transfer mechanism.
Additionally, a student self-registration module allows you to accurately identify
candidates who wish to have their credits verified and transferred if required.
The Academic Bank of Credits (ABC), a national-level facility will promote the
flexibility of the curriculum framework and interdisciplinary/ multidisciplinary
academic mobility of students across the Higher Education Institutions (HEIs) in
the country with an appropriate “credit transfer” mechanism. It will be a system
that enables students to select their course of study to achieve a degree, diploma, or
certificate, working under the tenet of multiple entry and exit as well as anytime,
anywhere, and at any learning level. ABC shall enable the integration of multiple
disciplines of higher learning leading to the desired learning outcomes including
increased creativity, innovation, higher-order thinking skills, and critical
analysis. ABC shall provide significant autonomy to the students by providing an
extensive choice of courses for a program of study, flexibility in curriculum, and
novel and engaging course options across several higher education disciplines/
institutions. The multiple entry and exit options for students are facilitated at the
undergraduate and Master’s levels. It would facilitate credit accumulation through
the facility created by the ABC scheme in the “Academic Bank Account” opened
for students across the country to transfer and consolidate the credits earned by
them by undergoing courses in any of the eligible Higher Education Institutions
(HEls). The Academic Bank Account is maintained in the ABC and provides for
credit redemption through the process of commuting accrued credits to satisfy
the credit criteria for the award of a certificate, diploma, or degree by accredited
Higher Education Institutions (HEls). Upon collecting a certificate, diploma, or
degree, all the credits earned till then, in respect of that certificate, diploma, or
degree, shall stand debited and deleted from the account concerned. To allow the
acceptance of multidisciplinary courses, credit transfer, and credit acceptance,
HEIs offering programs with the multiple entry and exit system must register in
the ABC.
The Academic Bank of Credit, or ABC for short, is a computer program that
manages credits earned by students in Indian higher education institutions
(HEls) that have been approved by the University Grants Commission (UGC).
The National Education Policy (NEP) 2020 of the Government of India originally
envisioned it as a credit facility. The scheme has the provisions of creating a
digital infrastructure that will store the academic credits earned by the students
of various higher education institutes within the country. The ABC will be
entrusted with the responsibilities such as opening, closing, and verifying the
individual academic accounts of students. It’ll also be responsible to gather the
academic credits earned by the students from their respective higher education
institutions, verify the credits, store the credits, transfer or redeem such credits,
and promote them as and when required among its stakeholders. Students will
have to manually open an account with the Academic Bank of Credit of India
and abide by the standard operating procedures as communicated to them by the
ABC along with a unique ID that identifies a student’s account with the ABC.
An Academic Bank of Credit (ABC) shall be established which would digitally
store the academic credits earned from various recognized Higher Education
Institutions (HEls). So that the degrees from Higher Education Institutions (HEls)
can be awarded taking into account credits earned. The 4-year program may also
lead to a degree ‘with Research’ if the student completes a rigorous research project
in their major area(s) of study as specified by the Higher Education Institutions
(HEls). (NEP_2020, PART II. Higher Education: Towards a More Holistic and
Multidisciplinary Education).
MEANING OF ACADEMIC BANK OF CREDIT (ABC)

A formal system of credit recognition, credit accumulation, credit transfer, and
credit redemption is used by the “Academic Bank of Credits,” a digital/virtual/online
entity created by the University Grants Commission, to enable students to become
its academic account holders. This facilitates students’ seamless mobility between
or within degree-granting HEIs and supports distributed and flexible teaching and
learning. Credits from one institution may be transferred to another institution’s
program, whether it is provided by the same institution or not. Once the credit is
used for the aforementioned reward, the student’s ABC “Academic Account” will
be permanently deducted. If appropriate and under each HEI’s regulations, it will
be possible to count credits earned at foreign universities towards the award of a
degree. Also, the credit-based Framework will ease transitions between “general”
and vocational education.
Students will be able to create an account and have a variety of alternatives for
enrolling and exiting colleges or universities. Throughout higher education, there
will be “many exits” and “multiple admissions,” and credits will be easily transferred
through the ABC. ABC is a reliable source to use when examining a student’s
credit history at any given time. Hence, the ABC idea serves as fuel to increase
faculty productivity and encourage students to embrace a multidisciplinary
educational approach. Making students “skilled professionals” and fostering their
overall development are the goals. In the end, the Academic Bank of Credits will
be a game-changer in significantly changing Indian education.
ABC shall deposit credits awarded by registered institutions into students’
accounts. The Academic bank credit(s) can only be shared from institutions, not
directly from the student. Only credits submitted by an authorized institution will
be accepted for storage and validation by the ABC.
HOW DOES THE ACADEMIC BANK CREDIT WORK?

A formal system of credit recognition, credit accumulation, credit transfers, and
credit redemption, known as the “Academic Bank of Credits” (ABC), was developed
to enable students’ seamless mobility between or within degree-granting Higher
Education Institutions (HEIs) to support distributed and flexible teaching and
learning.
All students must have an ABC ID as guided by UGC and the examination
department. Academic Bank of Credits (ABC) serves as a reference point for
faculty and administrative staff to check student credit records. Students must
follow established guidelines to participate in ABC.
I) Opening of an ABC account: First and foremost, students must open an
academic bank account. We may need details such as your name, address,
proof, and course details to create an ABC account. A unique ID and password
will be created and the student can log in to see the credits earned.
II) Guidance on Credits by Course: According to the course, the government
creates a credit structure. As students take courses and complete exams,
credits are automatically awarded. The institution must enter the details and
upload the deposit to the student’s Academic Credit Bank account on the
digital portal.
III) Credit evaluation and verification: Credit checks and investigations of all
kinds are regularly performed by academic credit banks. If a student wishes
to transfer credits, he should contact ABC for further procedures. Helps
regulate processes with ultimate reliability.
IV) Course-type Online and Offline: Both types of courses are included in the
program. The most important ones include national plans such as:
(A) NPTEL
(B) Swayam
(C) V-LAB
Therefore, ABC covers almost all types of courses, including distance learning
courses, to help students in all directions.
V) Credit validity: Credits earned by a student are valid for seven years. However,
credit duration may vary depending on the type of course or subject. In such
cases, ABC will provide the details of the exception to the student. Even if she
takes a leave of absence or finds it difficult to continue her studies, the earned
credits can be redeemed within her seven years.
Register with the Academic Bank of Credits (ABC) through the National
Academic Depository (NAD): Academic Bank of Credits is modeled after the
National Academic Depository (NAD), which is the backbone of ABC, where
students› academic records are stored and academic awards are stored (i.e., a
storehouse of academic awards). Although ABC permits the initiation of student
enrollment or credit transfer, the outcome of credit redemption and certificate
issuance, as well as a compilation of award records, is managed by the academic
institution through the NAD platform. Therefore, as an academic award holder, an
academic institution must register with ABC through her NAD
“Credits awarded to a student in a program at one institution may be transferred/
redeemed to another institution with the consent of the student. Credit transfer is
the key to success for study mobility.”
The registration of educational institutions and services will be an important
function of the academic bank of credit.
ABC ID and Aadhaar: The ABC platform requires the Aadhar required to
authenticate student identities. According to the UGC Chair, all students are
required to update their mobile phone number in their Aadhaar to generate an ABC
ID and log in to verify their information. Many struggling students have problems
receiving and entering their One Time Password (OTP) during ABC registration
as their parent’s phone number is linked to their Aadhar card. Additionally, an
international student who does not have a valid Aadhar ID number must also
register on her ABC platform. Such a student can apply for Aadhar after she has
stayed in India for 182 consecutive days. However, foreign passports are not linked
to the Aadhar UID. UGC’s chairman said the issue was being discussed internally.
ABC ID and Digilocker: Those students who have already an account on
Digilocker (Existing Users of Digi locker), should directly sign into the system,
after signing in ABC ID will be prompted on-screen automatically. Students can
note down it for future use. New User of Digi locker Student first needs to register
or open an account at the ABC portal. Secondly, Before the registration process,
the student must know his/her mobile number and Aadhaar card number. Other
details like name, date of birth, and gender is also there on the registration form.
after that, the mobile number used for registration must belong to the student.
The mobile number must be valid and functional. The ABC site may only send
communications to the registered mobile phone.
FEATURES, AND FUNCTIONS OF ACADEMIC BANK OF

CREDIT
•• The scheme will include all kinds of courses offered by Higher Education
Institutes and which are recognized by the University Grants Commission
(UGC), be it a graduation course, postgraduate course, Ph.D. courses,
diploma courses, certificate courses, etc. It covers courses offered through any
medium, be it regular classroom courses or open/distance learning courses,
or online courses.
•• SWAYAM, NPTEL, V-Lab, and other schemes offering their courses are also
eligible to avail of the facilities provided by the Academic Bank of Credit.
•• In general, the credits earned by students will carry a validity of 7 years unless
otherwise specified for that particular course; and upon the end of the validity
period, these credits will expire. The validity of these academic credits earned
by students will be up to seven years and students can redeem these credits.
The credits can be redeemed and students can seek admission directly in the
second year at any university.
•• The ABC will only accept documentation from the higher education
institution in which the student is enrolled; it will not accept any other type
of credit course documentation. These institutions are in charge of timely
deposits of these credits into the student’s ABC account.
•• Registration for a unique ABC ID (which can be shared between Academic
Institutions for any course). Viewing of total credit accumulated under
one window. Selection of multiple credits of convenience for transfer or
redemption. Viewing of the Transfer request status. Reinitiating credit
transfer at their conveyance.
•• Allows academic institutions to lodge and maintain the integrity of the
credits. Maintains the authenticity and confidentiality of student credits. Easy
credit transfer through digital mode & Faster credit recognition
•• The Academic Bank will be accountable for opening, closing, and validating
the academic accounts of students.
•• It will carry out tasks such as credit accumulation, credit verification, and
credit transfer/redemption of students. The courses include online and
distance mode courses offered by the government and institutes.
BENEFITS OF ACADEMIC BANK OF CREDIT (ABC)

➢➢ Increases the student’s freedom in choosing their courses and academics.
Enables the student to drop out in any year and then exchange the credits
earned so far with a certificate/diploma if they are eligible.
➢➢ They can redeem the credits and rejoin the same or any other institute in the
future and continue their education. The institutes cannot keep the students
in the courses against their will to earn money
➢➢ Students must provide this ABC ID to the corresponding academic institutions
where they are pursuing/completed their courses, to enable the academic
institutions to upload credits against the student’s ABC ID on DigiLocker -
National Academic Depository.
SIGNIFICANCE OF ACADEMIC BANK OF CREDIT

•• The credits stored in the individual accounts of the students will give them a
much larger scope of freedom in terms of their academic/career choices.
•• The students will be able to drop out of their institute from any year/semester
and exchange the credits earned so far with a certificate/diploma if eligible.
They will also be able to redeem the credits and rejoin the same institute or
some other institute of his/her choice at the same time or some other time in
the future and continue from the year/semester their education is pending
from.
•• It will not let the time a student has spent on his higher education go waste if
he/she decides to drop off the course/institute for any reason.
•• The scheme will do away with the coercive system adopted by some institutes
to keep the student enrolled in their courses against their will, with the motive
of earning money.
Expected impact of ABC on the education system: UGC expects ABC’s practice
to have a positive impact over the next few years. Universities that participate in
the program will benefit greatly from the ease of managing their credits.
Interdisciplinary and multi-disciplinary approaches are the norm. With Academic
bank credit, universities can help students study their chosen subjects and become
“skill-oriented” graduates.
REFERENCES
1. http://www.abc.gov.in/
2. https://www.education.gov.in/
3. https://www.education.gov.in/sites/upload_files/mhrd/files/NEP_Final_English
4. http://www.en.m.wikipedia.org.wiki
5. http://www.nad.gov.in/doc/circular_order_notification/Letter%20ABC_21-02-2023.pdf
6. http://www.services.india.gov.in/service/detail/academic-bank-of-credits
7. Phulari, S., Pawar, A., Desai, S., & Lokhande, S. (2022). National Education Policy -2020
Academic Bank of Credits- Meaning, Process, Merits-Demerits. 2(5), ISSN (Online) 2581-
9429. www.ijarsct.co.in. DOI: 10.48175/IJARSCT-3551
8. Raj, K. & Aithal P. S. (2019). National Academic Credit Bank – A Global Perspective:
Research in Higher Education, Learning and Administration. IQAC 2019, 1(1), 150-155.
ISBN No. 978-81-941751-0-0, DOI:10.5281/zenodo.351678

RL25-NEP 2020 Implementation in Higher Education (29!05!2024)

Uploaded by

Document Information

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

RL25-NEP 2020 Implementation in Higher Education (29!05!2024)

Uploaded by

Copyright:

Available Formats

﻿ i

NEP 2020: Implementation

This First Edition published in 2024

Title: NEP 2020: Implementation in Higher Education

Trademark Notice: Product or corporate names may be trademarks or registered

NEW DELHI PUBLISHERS

NEP 2020: Implementation in

NEW DELHI PUBLISHERS

Ashu Roulet Dr. Beena Singh

Dr. Prakriti James Ms. Radhika

Problems in Higher Education Faced by Research Scholars in Indian Universities.

Date: 20-05-2024  Anamika Yadav

2. Integration of Technology in Education

3. Effective Governance and Leadership for

4. National Education Policy 2020:

5. Transforming the Regulatory System of Higher Education 35

6. A Study on Teacher Preparation for The Foundational Stage 43

7. Technical & Vocational Education in India:

8. Optimal Learning Environment and Support for

9. Research Ethics-Academic Honesty & Integrity,

10. NEP 2020 as Quality Creator for Internationalization &

11. Relevance of Theatre Art Education in Enhancing

12. Student-Centric Approach: Multiple Entry and Exit 95

13. The Impact of National Education Policy on

14. An Overview of The History, Development, and Transformation of

15. NEP (2020): A Way Towards an Equitable and

16. NEP-2020: Panacea for Quality Teacher Education 135

17. Digital Financial Literacy: Critical Life Skills in

18. The Role of Innovative Teaching Methods in Higher Education 153

20. Research Problems in Higher Education Faced by

21. Governance Reforms for More Autonomy and

22. Importance of Multidisciplinary and Integrated Teacher Education

23. Academic Bank of Credit (ABC) 193

NEP 2020: Curbing

Bhupendra Kumar Soni and Denis Jangeed*

In conclusion, the NEP 2020 is a significant step towards curbing the

CHAPTER 2: COMMERCIALIZATION OF EDUCATION IN INDIA

CHAPTER 3: NEP 2020: CURBING COMMERCIALIZATION OF

a more equitable and inclusive education system, where education is viewed

NEP 2020: MEASURES TO CURB COMMERCIALIZATION

Public Investment in Education

Emphasis on Vocational Education

Challenges in Implementing the NEP

Regulating Fees in Private Schools

Establishment of Non-Profit Schools

The Need for Non-Profit Schools

Impact of Non-Profit Schools

CHALLENGES IN ESTABLISHING NON-PROFIT SCHOOLS

affordable and inclusive. However, the establishment of non-profit schools may

Promotion of Public-Private Partnerships

National Education Technology Forum

effective implementation. The government will need to address the challenges

Amit Gautam*, and Preeti Rajpoot

NATIONAL POLICY OF EDUCATION

ICT HERALDED A PARADIGM SHIFT IN EDUCATION

INTEGRATION OF TECHNOLOGY IN EDUCATION

National Educational Technology Forum (NETF)

Research and Innovation in Higher Education

Content Creation, Digital Repository, and Dissemination

Online Teaching, Assessment and Training

THREE MODES OF TEACHING-LEARNING IN HEIS

Addressing Digital Divide

Training and Incentives for Teachers

Adapting Artificial Intelligence

i

Date: 20-05-2024 Anamika Yadav

5. Transforming the Regulatory System of Higher Education 35

6. A Study on Teacher Preparation for The Foundational Stage 43

12. Student-Centric Approach: Multiple Entry and Exit 95

16. NEP-2020: Panacea for Quality Teacher Education 135

18. The Role of Innovative Teaching Methods in Higher Education 153

23. Academic Bank of Credit (ABC) 193