INDIA'S EDUCATION POLICY: SUBMISSION TO THE MINISTRY OF HUMAN RESOURCE DEVELOPMENT - MARCH 2018
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INDIA’S EDUCATION POLICY: SUBMISSION TO THE MHRD
INDIA’S
EDUCATION POLICY:
SUBMISSION TO THE
MINISTRY OF HUMAN
RESOURCE DEVELOPMENT
MARCH 2018
1INDIA’S EDUCATION POLICY: SUBMISSION TO THE MHRD
CONTENTS
Introduction 3
The New Education Policy 5
Recommendations 6
Conclusion 10
Participating Institutions 11
2INDIA’S EDUCATION POLICY: SUBMISSION TO THE MHRD
INTRODUCTION
Achieving full potential in higher education
Indian Higher Education is on the Despite strong growth in both the
verge of a major transformation as number of institutions and enrolment,
it modernises to meet unprecedented India’s participation in higher
levels of demand, mounting pressure education is still low when compared
from rapid economic, demographic, to China, Brazil and the UK.
and technological changes, and the
associated evolving needs of industry.
India’s present challenge and
opportunity is to create a higher
education system that allows its
young population to achieve its true
potential in the 21st century.
Providing sufficient and high quality
education are two inter-related
challenges that the Government of
India and the State governments are
seeking to address.
Meeting the demand for higher
education
The past 30 years have seen a
proliferation of private educational
institutions and a steady expansion
in the proportion of those attending In 2014, the Indian government set a
college or university. goal to increase gross enrolment to
Sources
30% by 2020, which meant providing
40 million university places, an British Council Report
February 2014,
increase of 14 million. Understanding India: the
future of higher education
and the opportunities for
In addition, by 2030, India will have international co-operation,
p.4
the largest number of people of [Online] Available from:
college-going age - a staggering 140 https://www.britishcouncil.
org/sites/default/files/
million. Currently, 736 universities understanding_india_
educate 28.6 million students. India report.pdf
Accessed March 1, 2018.
will need at least another 1,500
Tara Panjwani, (2017),
institutions by 2030 to accommodate Insight India
this huge influx of students. Issue 4, p.23
[Online] Available from:
https://issuu.com/
ukindiabusinesscouncil/
docs/insight_india_
issue_4_
Accessed March 1, 2018.
3INDIA’S EDUCATION POLICY: SUBMISSION TO THE MHRD
collaboration with Indian education
institutions.
This report collates the views of UK
universities. The UK universities
that we have consulted (listed under
Participating Institutions) are active
in India, partnering with Indian
institutions (public and private).
The partnerships are spread across
research, faculty exchanges,
executive training, and providing
knowledge transfer on curriculum
development, quality assurance, and
faculty development.
Indian law currently prohibits
Improving the quality of teaching foreign institutions from setting up
and learning their campuses in the country. The
Governments across India are recognition of foreign qualifications
determined to improve the quality of is an issue, and foreign faculty are not
higher education to ensure that all allowed to take up full-time positions
young people are given the skills at Indian higher education institutions.
and knowledge to meet the needs Yet despite these challenges,
of 21st century employers. Central UK institutions remain keen to do
to this is making sure that there are more in India.
sufficient numbers of high quality
faculty, and a closer alignment This report sets out a number of
between teaching, research, recommendations on the new
and vocational skills training. education policy that UK institutions
believe will enable the Government of
The UK India Business Council India to achieve its goal of enhancing
believes that UK and other foreign the provision of higher education
universities, and indeed employers, across the country.
can work with India to rise to these
challenges. These recommendations are based
on UK institutions’ commitment to
UK companies employ around India and the Government of
800,000 people in India. On average, India’s development of a new
they invest 7% of their turnover on education policy.
skills training, and they carry out
innovation and R&D in India.
So there is strong potential for
4INDIA’S EDUCATION POLICY: SUBMISSION TO THE MHRD
THE NEW NATIONAL EDUCATION POLICY
Four pillars to produce better citizens of tomorrow
The 1986 National Policy on Indian education contemporary,
Education, as reviewed in 1992, learner-centric, research-
has been the guiding document for oriented, improve its quality, and
over three decades. internationalise it to produce better
citizens of tomorrow”.
The announcement of a new National
Education Policy is an extremely The new policy should put
welcome move. If India wants to inclusiveness, innovation, and
fulfil its growth potential and deliver international standards of quality at
employment outcomes, its new the heart of its agenda. It should be
education policy must be centred on formulated in a participatory manner
the four pillars of excellence, equal and should be designed to serve the
access, expansion, and employability. country for the next 20 years.
This will develop a resilient system
that balances cost, quality, and scale. To this end, the committee embarked
on a global stakeholder consultation
inviting responses from both national
and international stakeholders.
Given the commitment UK institutions
have to India and the emphasis of
the new policy on quality, learning
outcomes, teaching and research
(all areas in which the UK has
considerable expertise), the UK India
Business Council interviewed 10 top
UK universities and their collective
recommendations are detailed below.
INDIA WILL ACCELERATE
Once these basic foundations are ITS PROGRESS TO
in place, India will accelerate its BECOMING A WORLD-
progress to becoming a world-class CLASS EDUCATION HUB
Sources
education hub and a knowledge TSR Subramanian, 2016,
superpower.
AND A KNOWLEDGE Why India needs a new
education policy,
SUPERPOWER [Online] Available from:
https://www.indiatoday.
With a desire to drive reforms, the in/magazine/up-front/
Government of India has tasked the story/20160704-why-india-
needs-a-new-education-
Kasturirangan Committee to “make policy-829136-2016-06-23
Accessed March 1, 2018.
5INDIA’S EDUCATION POLICY: SUBMISSION TO THE MHRD
RECOMMENDATIONS
A common view was that while the 2. Recognition of foreign
Government of India should make qualifications by the Government
improvements to the education policy, of India
it is important to maintain the unique Indian authorities do not recognise
value system outlined in the original foreign qualifications obtained through
national education policy. The unique articulation and pathway programmes
value system is admired and should or the 1-year Masters programme
remain the bedrock of all future offered by UK universities, which is
policy related to education in India. recognised widely elsewhere. This
UK universities would also strongly means that graduates struggle to
endorse the principal of quality gain employment in the Indian public
education for all. sector. In the case of undergraduates,
it is difficult to pursue a Masters
Role of Foreign Education programme at an Indian university.
Providers in India
Currently, this is regulated by the
UGC but outsourced to the AIU. In
1. Establishing a clear roadmap of
addition to more resource allocation,
guidelines for foreign universities
there needs to be a mind-set shift –
to operate in India
from giving importance to the existing
Foreign universities would greatly
‘time-based’ model to acknowledging
benefit from a clear set of guidelines
the value of the ‘learning outcome-
on how to operate in the Indian
based’ model which focuses on
education landscape. Ideally,
credits acquired rather than the
this should be tailored to fit the
number of lectures taken. While
various higher education models
the Government has introduced a
of universities and business schools.
credit-based framework, this is yet to
The guidelines should lay down
implemented by many institutions.
the specific rules and channels
of engagement associated with
3. Allow foreign universities to set
each structure.
Sources up their campuses in India
In order to truly commit to
Arvind Panagariya, 2018, Despite a strong appetite for
internationalisation and enable it to
Liberating India’s best
collaboration from both the Indian
colleges: HRD minister be a factor in equality, the Indian
Javadekar has just and foreign entity, the absence of
announced the most far government should allow foreign
such a roadmap and the uncertainty
reaching reforms in higher
higher education providers to offer
education, around the rules of establishing
[Online] Available from: their courses in the country through
https://blogs.timesofindia. international partnerships has been
bricks and mortar and not just
indiatimes.com/toi-edit- detrimental to partnerships that could
page/liberating-indias- through validation and franchising.
best-colleges-hrd-minister- have flourished.
javadekar-has-just-
announced-the-most-far- In addition to internationalising the
reaching-reforms-in-higher-
education/ curriculum and infrastructure, the
Acessed March 1, 2018.
6INDIA’S EDUCATION POLICY: SUBMISSION TO THE MHRD
establishment of foreign university taken, which would enable India
campuses in India will have the added to welcome the best courses from
benefit of significantly increasing foreign institutions (not necessarily
access and helping to meet the in the top 200) that have the skills
country’s immense demographic and specialisms that best fit India’s
challenge. This is because it will specific requirements.
attract a segment of Indian society
that can afford this education, Another point to consider is that
thus freeing up space in domestic some UK Universities which are not
institutions. Government funds in the top 500 in rankings may not
could be focused towards domestic be very research intensive but have
institutions. high teaching quality/standards that
could add significant value through a
4. Look beyond the overall ranking partnership.
to identify UK universities with the Millions of young Indians and
specialisms to fit India’s requirements employers would benefit from bringing
The Government of India’s intention to in a greater cross-section of foreign
allow only the top-ranked 200 foreign universities with diverse skills in areas
education providers to partner with that match India’s needs.
top Indian institutions is a step in the
right direction, but this will not achieve
the goal of attracting the world’s best
Encouraging Excellence,
universities to India. Innovation and Employability
A university’s overall QS world 5. Increase the number of
ranking can place it in the top 200. Institutions of Eminence beyond 20
So, for example, a UK University Given the size of the Indian higher
that does not fall into the top education system, it is felt that this
200 may actually be in the top initiative should be expanded by a
10 globally for, say, mechanical further 20 institutions every year. UK
engineering. Conversely, a top universities very much welcome this
ranking UK University may not excel initiative, and are keen to engage with
when it comes to their mechanical Indian institutions to exchange best
engineering course. Yet, the current practice in both directions. This would
thinking in India would allow the increasingly broad-base excellence
top ranking university to bring a and success, increase standards,
low quality mechanical engineering and expand the range of international
course to India, but stop a brilliant collaborations Indian institutions will
course coming from a university that have. This will create an increasingly
falls outside the top 200 list. virtuous cycle of improvement,
We would therefore recommend success, and connectivity.
that a more flexible approach is
7INDIA’S EDUCATION POLICY: SUBMISSION TO THE MHRD
6. Greater support and flexibility recommendation will broad base
for research-intensive institutions excellence and expand the range of
Higher Education research institutions international collaborations.
- specifically the 100 named centres
of excellence – could achieve even 8. Factor in private sector
greater success if they supplement involvement in the education
their government funding with private policy
sector funded research through tax The private sector, which currently
incentives to the private funders. accounts for 59% of all tertiary
This tighter academia-industry enrolment, continues to grow rapidly.
collaboration done under industry’s It is expected to play a significant
stewardship would generate win- role in the future expansion of higher
win outcomes – more and better education in India.
research, which can be deployed
to the benefit of the people of India. Consequently, there needs to be a
In addition to deepening domestic clearly laid out policy with respect
industry and academia links, to private sector participation in the
supplementary funds from the private education system. This policy should
sector would give these institutions encourage and support institutions
the financial flexibility, independence that deliver quality while blocking
and confidence to forge new institutions that fall below par.
research collaborations with both UK
universities and UK corporates. 9. Harness technology to deliver
solutions, with more support for
7. Empower more universities distance learning and other flexible
beyond Category I and II models of education
UK universities very much welcome Digital India creates a fantastic
the recent announcement to grant platform on which India can lead the
more autonomy to Category 1 and world in many areas, including the
Category 2 universities, enabling delivery of higher education.
them to establish more international
partnerships easily. As noted above, to meet its enrolment
ratio target of 30% by 2030, India
At the same time, we believe that will need to build another 1,500
this autonomy should be extended institutions. This does not seem
to the leading state institutions in feasible. So a blend of bricks and
category 3. Global universities will mortar and digital engagement will
want to work with these quality need to be deployed.
category 3 institutes.
Digital learning technologies
As with increasing the number represent the biggest opportunity.
of Institutions of Eminence, They will transform the Indian higher
the implementation of this education landscape, address
8INDIA’S EDUCATION POLICY: SUBMISSION TO THE MHRD
capacity issues, and meet the Given the Union Budget’s emphasis
expanding future student demand on developing a holistic education
from all strata of society. Given policy, we recommend that the MHRD
the magnitude of this task, Indian and the Ministry of Skills should
educational institutions would benefit look for ways to work more closely
by collaborating with UK universities together to implement policies. This
to build their capability to deliver could be done by considering models
online education across the country. such as degree apprenticeships
which are growing in popularity in the
Given its emphasis on digitisation UK where students get a degree and
and inclusive education, the strong practical skills in areas such as
Government of India should be the electrical, mechanical and aerospace
enabler and active supporter of the engineering.
flexible model of education - for
example, open universities offering This would provide a joined-up
distance learning and online avenue for horizontal and vertical
learning programmes. mobility, and will have the added
advantage of fostering dignity
10. Sharpen the focus on and social acceptability for quality
developing employability skills, vocational training.
and enhance the recognition of the
value of vocational skills
India will need to produce graduates
Simplify the Higher Education
with the skills and qualities employers Ecosystem
need, to capitalise on its demographic
dividend, and achieve its economic 11. Consolidate various
and social potential. government bodies into one single,
powerful department
Governments over the world including Education institutions find the number
India and the UK are faced with and variety of governmental bodies
the challenge of having too many involved in the higher education
graduates and not enough people system overly complex, thus
with the so-called “vocational” skills impacting their ability and willingness
actually needed by employers. to engage in India. It is therefore
recommended that they be brought
There is a real case to be made under a single, powerful department.
in favour of merging vocational
skills with mainstream education. This “single window” would lead to an
The demarcation of government understanding of where responsibility
policies between skills and education and accountability lie, and accelerate
could be a barrier to providing decision-making. This will benefit the
appropriate vocational skills. education providers and the students.
9INDIA’S EDUCATION POLICY: SUBMISSION TO THE MHRD
CONCLUSION
The Government of India’s decision
to remodel and restructure the
Indian education system through UK UNIVERSITIES
a consultative process is to be ARE AMONG THESE
applauded. It has facilitated a WELL-WISHERS WHO ARE
debate about how to educate future COMMITTED TO INDIA
generations of Indians, drawing inputs
from eminent Indian experts, and
well-wishers from across the world.
UK universities are among these
well-wishers who are committed to
India and who want to deepen that
commitment.
The UK India Business Council and
the contributing universities would
like to congratulate the Ministry of
Human Resource Development on
this policy development, and we offer
our continued support, including at
the implementation phase.
10INDIA’S EDUCATION POLICY: SUBMISSION TO THE MHRD
PARTICIPATING INSTITUTIONS
Author
Tara Panjwani - Head of Education, Policy and Research
Editor
Kevin McCole - Chief Operating Officer
Design and Production
teammagenta
11INDIA’S EDUCATION POLICY: SUBMISSION TO THE MHRD
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