Heigher Education Reforms NEP2020 @SRU 2024..pdf

Higher Education reforms - NEP2020

1. Reforms in Higher Education - NEP 2020
Prof. V. K. Singh
Shri Rawatpura Sarkar University, Raipur

2. Instils among the learners a deep- rooted pride in being
Indian, not only in thought, but also in spirit, intellect, and
deeds, as well as to develop knowledge, skills, values, and
dispositions that support responsible commitment to human
rights, sustainable development and living, and global well-
being, thereby reflecting a truly global citizen.
Transform India into an equitable and vibrant knowledge
society, by providing high-quality education to all, and
thereby making India a global knowledge superpower.
Curriculum and pedagogy of our institutions must develop
among the students a deep sense of respect towards the
Fundamental Duties and Constitutional values, bonding with
one’s country, and a conscious awareness of one’s roles and
responsibilities in a changing world.
Vision of NEP 2020

4. Fundamentals of National Education Policy
Access Equity Quality Accountability
Four Pillars of NEP
•Opportunity for admission
•Perquisite knowledge and
aptitude

•Opportunities in higher
education
•Economic and social
backwardness
•Relates to process
•Intended achievements
or outcomes
•Global knowledge
superpower
•Providing high-quality
education to all

5. Higher Education: Vision of NEP- 2020
Discontinuation of fragmentation of higher education; Increase GER by 50% in 2030.
Accreditation & Autonomy to all colleges by 2035.
Transformation by 2040: Multi disciplinary HEIs and Graded Autonomy.
Multidisciplinary Education and Research Universities “MERU” as standard holistic HEIs.
Internationalization: Satellite Campuses over Geographies, Student & Faculty exchange
programme.
The future work place demand critical thinking, problem solving, creativity, communications and
multidisciplinary capability.

6. TYPES OF INSTITUTIONS
A
B
C
Colleges
affiliatedto
university
afterbench
marking and
accreditation
Autonomous
degree-
granting
Colleges
Multidisciplinary
institution of
higher learning
Research-
intensive or
Teaching-
intensive
Universities
D
E
Public
HEI
SupportingotherHEIsintheirdevelopment,communityengagementand
service,contributiontovariousfieldsofpractice,facultydevelopmentfor
thehighereducationsystem.
Creationofvibrantmultidisciplinarycommunities

7. Paradigm shift from Teacher-Centered approach to a more “learner-centric” approach.
NEP: Curriculum Framework

8. Flexible Curricular: Empowers students through flexibility in course choices
The seven principles of the NEP
•Students with the flexibility to choose their
programs based on personalized learning
paths.
•According to their talents and interest.
•Ensure the integrity and unity of
Knowledge.
•Eliminate harmful hierarchies and remove
barriers between different areas of learning.

9. Multipoint Entry and Multipoint Exit
4 years UG Degree
2
nd
Year
1
st
Year
3
rd
Year
Entry / Exist
Entry / Exist
Certificate /
Diploma
Advanced
Diploma
4
th
Year
Entry / Exist Diploma
Proper Degree
Advanced
Diploma
2
nd
Year
1
st
Year
3
rd
Year
Entry / Exist
Entry / Exist
Certificate /
Diploma
3 years UG Degree
Proper Degree
Credit- Based
*1 Credit = 1 hour of Teaching (Theory and Tutorial)
2 hours of Practical / Field Work

10. Choice Based Credit System(CBCS)

11. Holistic and Multidisciplinary Education
Multidisciplinary and Holistic Education
•Experiential Learning in Classrooms
•Integration of subject knowledge across streams
•Emphasis on concept clarity over rote learning

12. Outcome based Education
Core Features of Outcome-Based Education
•Outcome-based education is a strategic pedagogical
approach that utilizes various methods to improve
student's capabilities.
•Focuses on the overall development of students and
enhances their skills, knowledge, and capabilities.
•Helps to address varied student learning needs and
helps to attain learning outcomes.

13. Credit Framework and Academic Bank of Credits
•An Academic Bank of Credits has been
established and launched in 2021 as part
of the NEP.
•Digital store of earned credit (Credits
awarded to a students for one program)
from an Institute may be transfer to
another Institute upon student’s consent.
•Key of student’s mobility.

14. Inclusion of Liberal Art
•To develop all aspects of learners brain.
•make education more well rounded, useful and fulfilling to the learner.

15. Indian Knowledge System
•NEP 2020 recognizes Indian knowledge and thought as a
guiding principle to integrate India's rich cultural,
philosophical, and scientific traditions into the modern
education system.
•Mandated inclusion of (IKS) in HEl’s to promotes
interdisciplinary learning, ensuring students from all fields
of study can connect with the vast heritage of knowledge
that India has developedovermillennia.
•To provide a unique perspective (Bhartiya Drishti) to
solve the current and emerging challenges of India and the
world.
•The NEP encourages the incorporation of traditional
knowledge from ancient texts like the Vedas, Upanishads,
Ayurveda, and other classical texts into various subjects.
This includes integrating fields like mathematics,
astronomy, metallurgy, agriculture, and medicine from
ancientIndiansources.

16. Education in Regional Languages
Breaking Language Barriers:
UGC’s Push for Regional Language
Education to Enhance Learning

17. Critical and Creative Thinking
•NEP aims to develop good,
well-rounded and creative
individuals.
•Its enable an individual to study
one or more specialized areas of
interest at a deeper level.
•Build intellectual curiosity,
scientific temperament, creativity.
•21
st
centuries capabilities across
the range of disciplines.

18. Human Values and Ethics
Value
Based
Education
Truth
(Satya)
Righteous
conduct
(Dharma)
Peace
(Shanti)
Love
(Prem)
Nonviolence
(Ahimsa)
Scientific
Temper
Citizenship
Values
Life-
skills
Seva/
service
9 Core Human Values
To build character, ethics and constitutional values i.e. respect to others, cleanliness,
etiquette, equality responsibility, justice and life skills (cooperation, teamwork,
communication and resilience).

19. Digital Education and Use of Technology
•Technology play an important role in the
improvement of educational processes and outcomes.
•New technologies involving artificial intelligence,
machine learning, block chains, smart boards, and
other forms of educational software and hardware.
•National Educational Technology Forum (NETF), is
created to provide a platform for the free exchange of
ideas on the use of technology to enhance learning,
assessment, planning, administration.
•Integrate e-contents into teaching-learning practices.
Technology-based education platforms, such as
SWAYAM.
•SWAYAMPRABHA is leveraged for creating virtual
labs so that all students have equal access to quality
practical and hands-on experiment-based learning
experiences.

20. Vocational Education in Higher Education

21. Ensure equity to access resources and opportunities

22. Assessment reforms
•To support students who are slow learner in comparison to
their peers.
•Developing a passion for learning rather than just pursuing
good scores.
•Promotes the use of a more detailed evaluation framework
that includes a range of assessment techniques, including
group discussions, portfolios, project work, presentations,
and practical demonstrations.
•This multifaceted method enables students to demonstrate
their abilities, originality, and range of capabilities outside
the bounds of a written exam.

23. Lifelong Learning

24. Challenges Ahead
Standardized, consistent, nationally acceptable outcomes of different programmes across the country through
national curricular framework.
Global Mobility, Flexibility for lifelong learning and recognition of prior learning (RPL).
Need for different meticulous sub-systems of (teaching, learning, curriculum, pedagogy and assessment).
Establishing pathways for horizontal and vertical mobility amongst the NHEQF and NSQF. Finetuning the
structure and framework of the Higher Education Commission of India (HECI).
Fragmented higher educational ecosystem.
Limited access particularly in socio- economically disadvantaged areas, with few HEIs that teach in local
languages.
Limited teachers and institutional autonomy.
Inadequate mechanisms for merit-based career management and progression of faculty and institutional leaders.
Lesser emphasis on research at most universities and colleges, and lack of competitive peer reviewed research
funding across disciplines.
Large affiliating universities resulting in low standards of undergraduate education.

25. Thanks & Acknowledgement