National Education Policy (NEP) 2020 Higher Education

National Education Policy (NEP) 2020 Higher Education - Dr. Bhanudas Kuchekar

1. Salient Features ofNational Education
Policy 2020
(Higher Education)
Prof. Bhanudas S Kuchekar
School of Pharmacy, MIT World Peace University, Pune. Maharashtra
BS Kuchekar, School of Pharmacy, MIT WPU, Pune

2. A good educational Institution is one
where every student feels welcomed and cared for,
Where a safe and stimulating learning environment exists,
Where a wide range of learning experiences are offered and
Where good physical infrastructure with appropriate resources are available
BS Kuchekar, School of Pharmacy, MIT WPU, Pune

3. History
•Sinceindependence1947
•TheIndiangovernmentsponsoredavarietyofprogrammestoaddressthe
problemsofilliteracyinbothruralandurbanIndia
•MaulanaAbulKalamAzad,India'sfirstMinisterofEducation,envisagedstrong
centralgovernmentcontrolovereducationthroughoutthecountry,witha
uniformeducationalsystem
.
•TheUniongovernmentestablished
•UniversityEducationCommission(1948–1949),
•SecondaryEducationCommission(1952–1953),
•UniversityGrantsCommissionandtheKothariCommission(1964–66)to
developproposalstomodernizeIndia'seducationsystem.
BS Kuchekar, School of Pharmacy, MIT WPU, Pune

4. •NehruGovt.adoptedtheScientificPolicyandsponsoredthedevelopmentof
high-qualityscientificeducationinstitutionssuchastheIndianInstitutesof
Technology.
•In1961,EstablishmentofNationalCouncilofEducationalResearchand
Training(NCERT),anautonomousorganization
toadviseboththeUnionandStateGovtsonformulatingandimplementing
educationpolicies.
BS Kuchekar, School of Pharmacy, MIT WPU, Pune

5. NPE 1968
•Based on the recommendations of the Kothari Commission (1964–1966), Indira
Gandhi Govt. announced the first NPE 1968
•Focus on
a.Equaleducationalopportunities
b.Compulsoryeducationforallchildrenuptotheageof14
c.“ThreeLanguageFormula"insecondaryeducation
d.TeachingSanskritLanguage,anessentialpartofIndia'scultureandheritage
e. Expenditure on education to increase to six percent of the national income
BS Kuchekar, School of Pharmacy, MIT WPU, Pune

6. NPE1986
Rajiv GandhiGovtintroduced a NPE 1986 with focus on
a.Removal of disparities and equalization of educational opportunity
b.Expanding scholarships, adult education, recruiting more teachers from the
SCs, incentives for poor families to send their children to school regularly
c.“Child-Centered Approach" in primary education, and launched "Operation
Blackboard" to improve primary schools nationwide.
d.Expanded theOpen UniversitySystem with theIndira Gandhi National Open
University, created in 1985.
BS Kuchekar, School of Pharmacy, MIT WPU, Pune

7. e) Creation of the “Rural University" model, based on the philosophy ofMahatma
Gandhi, to promote economical and social development in rural India.
f) NPE 1986 expected to spent 6% of GDP on education
1992
•The 1986 NPE modified in 1992 by theNarasimhaRao Govt.
•Program of Action (PoA) 1992: Common Entrance Examination on all India basis
for admission to professional and technical programs across the country.
BS Kuchekar, School of Pharmacy, MIT WPU, Pune

8. NEP 2020
•Previous policies were about the access and equality. Unfortunately failed to
achieve it.
•Implementation of these two policies with regards to quality remains largely
incomplete
•Unfinished agenda of NPE1986/92 is covered in NEP2020
•After a gap of 34 years, On 29 July 2020, Narendra Modi Govt. approved a new
National Education Policy
BS Kuchekar, School of Pharmacy, MIT WPU, Pune

9. •The NEP was released under the Ministry of Human Resource Development
(MHRD) on 30 July 2020. With the motto of Educate, Encourage, Enlighten
•Aim : To prepare the children of India with 21st century skills.
•Foundation on the three pillars: Research, Innovation, and Quality,
•Objective : Developing India into a knowledge super power.
BS Kuchekar, School of Pharmacy, MIT WPU, Pune

10. Major problems currently faced by the HE system
•Rigidseparationofdisciplines,withearlyspecializationandstreamingof
studentsintonarrowareasofstudy;
•LimitedaccesstoHigherEducationparticularlyinsocio-economically
disadvantagedareas
BS Kuchekar, School of Pharmacy, MIT WPU, Pune

11. •Limitedteacherandinstitutionalautonomytoinnovateandexcel
•Inadequatemechanismsformerit-basedcareermanagementandprogressionof
facultyandinstitutionalleaders;
•Lessemphasisonresearchatmostuniversitiesandcolleges,andlackof
transparentandcompetitivepeerreviewedresearchfundingacrossdisciplines
BS Kuchekar, School of Pharmacy, MIT WPU, Pune

12. •SuboptimalgovernanceandleadershipofHEIs;
•Ineffectiveregulatorysystem,notabletoclosedownfakecolleges
•Largeaffiliatinguniversitiesresultinginlowstandardsofundergraduate
education
BS Kuchekar, School of Pharmacy, MIT WPU, Pune

13. Principles
The Principles that will guide both the individual institutions and the education
system at large are:
•Flexibility
•No hard separations
•Multidisciplinary and a holistic education
•Emphasis on conceptual understanding
•Creativity and critical thinking
BS Kuchekar, School of Pharmacy, MIT WPU, Pune

14. •Life skills
•Focus on regular formative assessment for learning rather than summative
•Full equity and inclusion
•Synergy in curriculum across all levels of education
•Teachers and faculty as the heart of the learning process
BS Kuchekar, School of Pharmacy, MIT WPU, Pune

15. •“Lightbuttight”regulationbyasingleregulatorforhighereducationincluding
professionaleducation
•Outstanding research as a pre requisite for outstanding education and
development
•Continuous review of progress based on regular assessment by educational
experts
•Substantial investment in a strong, vibrant public education system
BS Kuchekar, School of Pharmacy, MIT WPU, Pune

16. Salient Features of NEP 2020:
Higher Education
BS Kuchekar, School of Pharmacy, MIT WPU, Pune

17. GER to reach at least 50% by 2035.
ToincreasetheGrossEnrolmentRatioinhighereducationincludingvocational
educationfrom26.3%(2018)to50%by2035.
Present Data (School Education) GER-
Grade 6-8: 90.7%Grade 9-10: 79.3% Grade 11-12: 51.3%
A commitment to achieve 100% GER across all levels by 2030
BS Kuchekar, School of Pharmacy, MIT WPU, Pune

18. Holistic Multidisciplinary Education
•Moreholisticandmultidisciplinaryeducationtodevelopallcapacitiesofhuman
beings-intellectual,aesthetic,social,physical,emotional,andmoralinan
integratedmanner.
•Suchaholisticeducationshallbetheapproachofallundergraduate
programs,includingthoseinprofessional,technical,andvocationaldisciplines.
BS Kuchekar, School of Pharmacy, MIT WPU, Pune

19. •Engineeringstudents(IITs)willlearnmoreartsandhumanities.
•Studentsofartsandhumanitieswilllearnmorescienceandallwilllearn
vocationalsubjectsandsoftskills.
•CurriculaofallHEIsshallincludecommunityengagementandservice,
environmentaleducation,andvalue-basededucation.
BS Kuchekar, School of Pharmacy, MIT WPU, Pune

20. •Multiple entry and exit options
•Undergraduate Degree Program: 3 or 4 years programs
Diploma in a discipline after completing 1 year
Advanced Diploma after completing 2 years
Bachelor Degree after completing 3 years ( B.A., B.Sc., B.Voc., and Professional)
BLA/BLE with the chosen Major and Minor after completing 4 years
•Boththeprogramsmayalsoleadtoadegree‘withResearch’ifthestudent
completesarigorousresearchprojectintheirmajorarea(s)ofstudy
BS Kuchekar, School of Pharmacy, MIT WPU, Pune

21. •Master Program-1 or 2 years
2 years with 3 years Bachelor degree
1 year with 4 years bachelor degree
•Ph. D. Program
Master’s degree or
4 years Bachelor’s degree with Research
•M. Phil program discontinued
BS Kuchekar, School of Pharmacy, MIT WPU, Pune

22. •EstablishmentofAcademicBankofCredit(ABC)whichwoulddigitallystorethe
academiccreditsearnedfromvariousrecognizedHEIs
•Availabilityofprofessional,academicandcareercounsellingaswellas
counsellorstoensurephysical,psychologicalandemotionalwell-being
•Modelpublicuniversitiesforholisticandmultidisciplinaryeducation,atparwith
IITs,IIMs,etc.MERUs(MultidisciplinaryEducationandResearchUniversities)
BS Kuchekar, School of Pharmacy, MIT WPU, Pune

23. •Focusonresearchandinnovationbysettingup
start-upincubationcenters,
technologydevelopmentcenters,
centersinfrontierareasofresearch,
greaterindustryacademiclinkages,and
interdisciplinaryresearchincludinghumanitiesandsocialsciencesresearch.
BS Kuchekar, School of Pharmacy, MIT WPU, Pune

24. Rationalized Institutional Restructuring
•By2040,allHEIswillbetransformedintomultidisciplinaryuniversities,colleges
andHEIclusters/knowledgehubs,aimingtohave3,000ormorestudents.
•By2030,thereshall,beatleastonelargemultidisciplinaryHEIinornearevery
district
•ThreetypesHEIs:ResearchIntensiveUniversities,TeachingIntensiveUniversities,
AutonomousdegreegrantingColleges
BS Kuchekar, School of Pharmacy, MIT WPU, Pune

25. •HEIswillsupportotherHEIsin
a)theirdevelopment,b)communityengagementandservice,
c)contributiontovariousfieldsofpractice,d)facultydevelopmentand
e)supporttoschooleducation.
•Single-streamHEIswillbephasedoutovertime,andwillmovetowardsvibrant
multidisciplinaryinstitutionsorpartsofvibrantmultidisciplinaryHEIclusters.
BS Kuchekar, School of Pharmacy, MIT WPU, Pune

26. •Astage-wisemechanismforgrantinggradedautonomytocolleges,througha
transparentsystemofgradedaccreditation
•Overaperiodoftime,everycollegewoulddevelopintoanAutonomousdegree
grantingcollege,oraconstituentcollegeofauniversity
•HEIswillhavetheoptiontorunOpenDistanceLearning(ODL)andonline
programs,providedtheyareaccreditedtodoso.
BS Kuchekar, School of Pharmacy, MIT WPU, Pune

27. •Thesystemof‘affiliatedcolleges’willbegraduallyphasedoutoveraperiodof
fifteenyearsthroughasystemofgradedaccreditation.
•ThepresentcomplexnomenclatureofHEIsinthecountrysuchas‘deemedtobe
university’,‘affiliatinguniversity’,‘affiliatingtechnicaluniversity',‘unitary
university’shallbereplacedsimplyby'university'onfulfillingthecriteriaasper
norms.
BS Kuchekar, School of Pharmacy, MIT WPU, Pune

28. Reimaging Vocational Education
•Vocationaleducationwillbeintegratedintoallschoolsandhighereducation
institutionsinaphasedmanneroverthenextdecade.
•By2025,atleast50%oflearners(schoolandHEI)shallhaveexposureto
vocationaleducation
•HEIswilloffervocationaleducationeitherontheirownorinpartnershipwith
industryandNGOs.
BS Kuchekar, School of Pharmacy, MIT WPU, Pune

29. •TheB.Voc.degreesintroducedin2013willcontinuetoexist
•VocationalcourseswillalsobeavailabletostudentsofotherBachelor’sdegree
programs
•‘LokVidya’,i.e.,importantvocationalknowledgedevelopedinIndia,willbemade
accessibletoallstudents
BS Kuchekar, School of Pharmacy, MIT WPU, Pune

30. •PossibilityofofferingvocationalcoursesthroughODLmodewillalsobeexplored.
•ConstitutionofNationalCommitteefortheIntegrationofVocationalEducation
(NCIVE)
•Incubationcenterswillbesetupinhighereducationinstitutionsinpartnership
withindustries.
BS Kuchekar, School of Pharmacy, MIT WPU, Pune

31. National Research Foundation(NRF)
•NRF,tocatalyzeandexpandresearchandinnovationacrossthecountry.
•GoalofNRF
Topermeateacultureofresearchthroughuniversities.
ToseedandgrowresearchatuniversitiesandotherHEIswhereresearch
capabilityislimited
Tofundresearchinalldisciplinescompetitively
•Successfulresearchwillberecognizedandimplementedthroughlinkageswith
governmentalagencies,industriesandprivate/philanthropicorganizations
BS Kuchekar, School of Pharmacy, MIT WPU, Pune

32. •NRFwillbegovernedbyarotatingBoardofGovernorsconsistingofthevery
renownedresearchersandinnovatorsacrossthefields
•UnionFinanceMinister,NirmalaSitharamaninthebudget,2021earmarked
fundsofRs.50,000croreoverfiveyearsforNationalResearchFoundation
BS Kuchekar, School of Pharmacy, MIT WPU, Pune

33. Financial support for students:
•IncentivestostudentsbelongingtoSC,ST,OBC,andotherSEDGsonmerit
•PrivateHEIswillbeencouragedtoofferlargernumbersoffreeshipsand
scholarshipstotheirstudents.
•NationalScholarshipPortalwillbeexpandedtosupport,fosterandtrackthe
progressofstudentsreceivingscholarships
BS Kuchekar, School of Pharmacy, MIT WPU, Pune

34. Open and distance learning
•ODLwillbeexpandedtoincreasetheGREto50%
•Measuressuchas
•onlinecoursesanddigitalrepositories,
•fundingforresearch,
•improvedstudentservices,and
•creditbasedrecognitionofMOOCs
aretobeconsideredatparwiththehighestqualityin-classprograms
BS Kuchekar, School of Pharmacy, MIT WPU, Pune

35. Internationalization
•Internationalizationofeducationwillbefacilitatedthrough
a.Institutionalcollaborationsand
b.Studentandfacultymobility
c.EntryoftopworldrankedUniversitiestoopencampusesinourcountry
•MeritoriousIndianuniversitieswillbeencouragedtosetupcampusesabroad
•InternationalstudentsofficeateachHEItowelcomeandsupportstudents
•Indiawillbepromotedasaglobalstudydestinationprovidingpremiereducation
ataffordablecost
BS Kuchekar, School of Pharmacy, MIT WPU, Pune

36. Motivated, Energized, and Capable Faculty
•SuccessofHEIsdependsonqualityandengagementofitsfaculty
•Welldefined,andtransparentprocessesandcriteriaformerit-basedrecruitment
•Serviceconditionsthatareconducivetoexcellentteaching,researchandservice
•ProperteachingdutiesandStudent-teacherratiofor
pleasantteachingactivity,
interactionwithstudents,
conductingresearchand
otheruniversityactivities
BS Kuchekar, School of Pharmacy, MIT WPU, Pune

37. •Freedomtofacultytodesigntheirowncurricularandpedagogicalapproaches
withintheapprovedframework.
•Excellencewillbeincentivizedthroughappropriaterewards,promotions,
recognitions,andmovementintoinstitutionalleadership.
•Performanceassessment:i)Peerreviews,ii)studentreviews,iii)innovationsin
teachingandpedagogy,iv)qualityandimpactofresearch,v)professional
developmentactivitiesandvi)servicestotheinstitutionandsociety
•Facultywhodonotdeliveronbasicnormswillbeheldtoaccount.
BS Kuchekar, School of Pharmacy, MIT WPU, Pune

38. Equity and Inclusion in Higher Education
Specialemphasis(AdmissionstoPlacements)onSociallyandEconomically
DisadvantagedGroups(SEDGs)forhigherGER,whichinclude:
genderidentities(particularlyfemaleandtransgenderindividuals),
socio-culturalidentities(suchasScheduledCastes,ScheduledTribes,OBCs,and
minorities),
geographicalidentities(suchasstudentsfromvillages,smalltowns,and
aspirationaldistricts),
disabilities(includinglearningdisabilities),and
socio-economicconditions(suchasmigrantcommunities,lowincome
householdsetc.)
BS Kuchekar, School of Pharmacy, MIT WPU, Pune

39. Effective Governance in HEIs
•Throughasystemofgradedaccreditationandgradedautonomy,inaphased
manneroveraperiodof15years,allHEIswillbecomeindependentself
governinginstitutionspursuinginnovationandexcellence
•Uponreceivingtheappropriategradedaccreditations,andgraded
autonomy,(academic,administrativeandfinancial)aBoardofGovernors(BoG)
shallbeestablishedforthatinstitution
•Equityconsiderationswillalsobetakencareofwhileselectingthemembers.
BS Kuchekar, School of Pharmacy, MIT WPU, Pune

40. •TheBoGwillbeempoweredtogoverntheinstitutionfreeofanyexternal
interference.
•TheBoGshallberesponsibleandaccountabletothestakeholdersthrough
transparentselfdisclosuresofallrelevantrecords
•BoGwillobserveregulatoryguidelinesofHECIthroughtheNationalHigher
EducationRegulatoryCouncil(NHERC).
BS Kuchekar, School of Pharmacy, MIT WPU, Pune

41. Regulation
•HigherEducationCommissionofIndia(HECI),Commonregulatorybodyforentire
highereducation,excludingmedicalandlegaleducation.
•HECIwillhavefourverticals(independentandempoweredbodies)
1)NHERC,NationalHigherEducationRegulatoryCouncilforregulation
2)NAC,NationalAccreditationCouncilforaccreditation
3)HEGC,HigherEducationGrantsCouncilforfunding
4)GEC,GeneralEducationCouncilforstandardsetting
BS Kuchekar, School of Pharmacy, MIT WPU, Pune

42. •Functioningofalltheverticalswillbebasedontransparentpublicdisclosure,
anduseoftechnologytoreducehumaninterfaceandtoensureefficiency
•Theprofessionalcouncils,suchastheICAR,VCI,NCTE,CoA,NCVET,PCIetc.,will
actasProfessionalStandardSettingBodies
•“Light but tight” regulatory framework
to ensure integrity, transparency and resource efficiency of HEIs
To encourage innovation through autonomy, good governance and
empowerment
BS Kuchekar, School of Pharmacy, MIT WPU, Pune

43. National Testing Authority
NTAtoofferahighqualityaptitudetest
NTAtoofferspecializedCommonEntranceExamination,inScience,Humanities,
languages,artsandvocationalsubjectsatleasttwiceeveryyear
NTAtoofferCEEforprofessionalcourses
BS Kuchekar, School of Pharmacy, MIT WPU, Pune

44. Teacher Education
•AnewandcomprehensiveNationalCurriculumFrameworkforTeacherEducation
(NCFTE21)willbeformulatedbyNCTEinconsultationwithNCERT
•By2030,theminimumqualificationforSchoolteacherswillbe4-yearsintegrated
B.Ed.Degree
•4-yearsintegratedB.Ed.Willbeadual-majorliberalBachelor’sdegreein
educationaswellasinaspecializedsubject
•HEIoffering4-yearintegratedB.Ed,mayalsodesigna2-yearB.Ed.for
outstandingstudentshavingBachelor’sdegreeinaspecializedsubject
•1yearB.Ed.Maybedesignedforoutstandingstudentswitha4-yearB.L.A/B.L.E.
•StringentactionwillbetakenagainstsubstandardanddysfunctionalTeacher
EducationInstitutions(TEIs)
BS Kuchekar, School of Pharmacy, MIT WPU, Pune

45. •CPDforteachersatAcademicStaffColleges,nowHumanResourceDevelopment
Centers(HRDCs)whichwillbepartofuniversitiesasperthispolicy
•Blendedlearningteachertrainingprograms(MOOCs)forCPDofteachersand
schoolprincipals
•Excessiveteachertransferstobehalted,leadingtobettercontinuitywith
students
•Policysuggestspromotionbasedonmerit,ratherthanseniority
BS Kuchekar, School of Pharmacy, MIT WPU, Pune

46. •AllPh.D.entrantswillberequiredtotake8-creditcoursesinteaching/pedagogy
relatedtotheirchosenPh.D.subject
•Exposuretopedagogicpractices,designingcurriculum,credibleevaluation
systemisgiventoPh.D.scholars
•Ph.D.studentswillalsohaveaminimumnumberofhoursofactualteaching
experience
•TeachingassistantshipmustbecreatedasapartofallPh.D.Programs
BS Kuchekar, School of Pharmacy, MIT WPU, Pune

47. National Mission for Mentoring
National Mission for Mentoring shall be established,
•withapanelofoutstandingsenior/retiredfacultyhavingtheabilitytoteachin
Indianlanguagesand
•whowouldbewillingtoprovidementoring/professionalsupportto
university/collegeteachers.
BS Kuchekar, School of Pharmacy, MIT WPU, Pune

48. Professional Education
•Stand-alonetechnicaluniversities,healthscienceuniversities,legaland
agriculturaluniversities,orinstitutionsintheseorotherfields,willbecome
multi-disciplinaryinstitutions
•Healthcareeducationneedstobere-envisioned.
MBBSgraduatemustpossesa)MedicalSkills,b)DiagnosticSkills
c)SurgicalSkills,andd)EmergencySkills
•IntegrativeHealthcareeducationsystem
BS Kuchekar, School of Pharmacy, MIT WPU, Pune

49. •Greateremphasisonpreventivehealthcareandcommunitymedicineinallforms
ofhealthcareeducation.
•TechnicaleducationwillbewithinmultidisciplinaryHIEs/Universitieswiththe
opportunitiestoengagedeeplywithotherdisciplines.
•Agriculturaleducationwithallieddisciplineswillberevived
•Legaleducationprogramswillberestructuredtomakeitgloballycompetitive,
adoptingbestpracticesforwideraccesstojusticeandtimelydeliveryofjustice.
BS Kuchekar, School of Pharmacy, MIT WPU, Pune

50. •NEP2020aimstoprepareprofessionalsincutting-edgeareas,suchas
AI,3-Dmachining,bigdataanalysis,andML,inadditiontogenomicstudies,
biotechnology,nanotechnology,andneuroscience,
withimportantapplicationstohealth,environment,andsustainableliving
whichwillbetakenintoundergraduateeducationforenhancingemployability
BS Kuchekar, School of Pharmacy, MIT WPU, Pune

51. Curbing commercialization in education
•Alleducationinstitutionswillbeheldtosimilarstandardsofauditanddisclosure
asa‘notforprofit’entity.Surpluses,ifany,willbereinvestedintheeducational
sector.
•FeesforprivateHEIswillbefixedwithanupperlimit.Allfeeswillbefully
disclosed,and
•Therewillbenoarbitraryincreasesduringtheperiodofenrolmentofany
student.
BS Kuchekar, School of Pharmacy, MIT WPU, Pune

52. Technology in Education
•CreationofNationalEducationalTechnologyForum(NETF),toprovidea
platformtousethetechnologytoenhanceTL,assessment,planning,
administrationandmanagement.
•Appropriateintegrationoftechnologyintoalllevelsofeducation,to
improveclassroomprocesses,
supportteacherprofessionaldevelopment,
enhanceeducationalaccessfordisadvantagedgroupsand
streamlineeducationalplanning,administrationandmanagement.
BS Kuchekar, School of Pharmacy, MIT WPU, Pune

53. •Technology-basededucationplatforms,suchasDIKSHA/SWAYAM,willbebetter
integratedacrossschoolandhighereducation.
•HEIswillplayanactiveroleinconductingresearch
•ondisruptivetechnologiesand
•increatinginstructionalmaterialsandcoursesincludingonlinecoursesin
cutting-edgedomains.
BS Kuchekar, School of Pharmacy, MIT WPU, Pune

54. Establishing an Apex Advisory Body for Indian Education
•CreationofaRashtriyaShikshaAayog(RSA)/NationalEducationCommission
(NEC),asanapexadvisorybodyreplacingtheCentralAdvisoryBoardon
Education(CABE)
•RSAshallberesponsiblefordeveloping,articulating,evaluatingandrevisingthe
visionofeducationinthecountry
•RSAwillbechairedbytheMinisterofEducationandshallconsistof30members,
2/3
rd
ofwhomshallbeeminenteducationists,researchersandleading
professionalsfromfieldssuchasarts,science,business,health,agriculture,social
worketc.fromIndiaandfromabroad.
BS Kuchekar, School of Pharmacy, MIT WPU, Pune

55. •Other 1/3 members shall include
a) the relevant Union Ministers, in rotation (Health, Woman and Child
Development, Finance) and
b)Chief Ministers of states, in rotation
c)Vice Chairperson of NitiAayog
d)Secretaries in the Ministry of Education and
e)Senior bureaucrats/ administrators
•RSA will have a Permanent Secretariat, headed by an Executive Director
•Similar to the RSA, a RajyaShiksha Aayog (RjSA) /State Education Commission
may be constituted chaired by Education Minister
BS Kuchekar, School of Pharmacy, MIT WPU, Pune

56. Ministry of Education:
Tobringthefocusbackoneducationandlearning,MHRDwillberedisignatedas
theMinistryofEducation(MoE)
BS Kuchekar, School of Pharmacy, MIT WPU, Pune

57. BS Kuchekar, School of Pharmacy, MIT WPU, Pune