M.tech College in Faridabad
The ‘Draft National Education Policy (NEP) 2019’ is an update, which has come after a period of more than 30 years and is built on the foundational pillars of ‘Access, Equity, Quality, Affordability, and Accountability. It aims to bring major transformations in the existing education system in India. In this blog, some highlights of draft NEP pertaining to Higher Education are outlined:
- All Higher Education Institutions (HEIs) would evolve into one of three types of institutions: Research Universities (Type 1), Teaching Universities (Type 2), and Colleges (Type 3). The aim of all these HEPs would be to optimally use infrastructure and resources, and to attain the type of multidisciplinary method of teaching, research, and service; as a vision for future higher education.
- The institutions offering single stream would be phased out, and all universities and colleges must aim to become composite and multidisciplinary HEIs.
- All higher education to happen in multidisciplinary institutions with teaching programmes across disciplines and fields, to ensure optimization of resources and integration across disciplines, thereby evolving vibrant and large education communities.
- The overall higher education sector to be integrated into one higher education system, including professional and vocational education. The vocational education will be an integral part from school education and continuing to higher education.
- There would be quality transformation of open and distance learning, and expansion of the same for granting access to more people.
- All programmes to combine conceptual knowledge with practical engagements for real connections with the world.
- There will be massive open Online Courses and focus on internationally relevant education.
- All institutions offering professional education to have provision of vocational education also. The vocational education distinguishes itself from academic education in the close linking of knowledge and skills to specific practical challenges and work situations in the Industry. With this, the students would acquire defined set of practical competences in the specific areas of work in the economy; acquiring knowledge, skills and attitudes relating to the particular field of work.
- The faculty development process to be mentored by senior academicians for up to date preparation of the teachers. It is implied that good teachers are prepared and developed by good experts from diverse fields, in both theoretical as well as practical aspects.
- The faculty profile in various departments of education will necessarily have to be diverse. The teaching experience along with a field/ industry experience will be highly valued.
- There will be encouragement to industry interactions and appointment of faculty with research and industry experience. Further, the industry experts can be offered adjunct faculty positions and taken on Board of Studies.
- It is noted that current programmes have little perspective or capability, curriculum and classroom processes are mostly outdated and distanced from the reality, and faculty members are generally isolated from the larger community of researchers and educators. These needs to be updated to the current conditions and requirements.
- There will be thrust on development of educational software in various streams.
- There will be lookout for disruptive technologies in education such as artificial intelligence. The potentially disruptive technologies will be monitored, researched and to result into raising awareness, skilling and re-skilling of teachers.
M.tech College in Faridabad
By: Prof. (Dr.) Vishwajeet V. Jituri
Echelon Institute of Technology, Faridabad