General Comments About the NEP 2016 on Behalf Of

General Comments about the NEP 2016 on behalf of

Indian national Science Academy (New Delhi),

Indian Academy of Sciences (Bengaluru)

and

National Academy of Sciences India (Allahabad)

It is good to know that the Education policy in the country is being re-visited. Recent years have indeed witnessed a greatly worrisome erosion in the quality of education at all levels.

At this point of globalization, a fundamental change in our world view is needed to ensure that our Education policy truly reflects the contemporary requirements. We have to genuinely accept that higher education is one of the importantindependent pillars, besides the legislature, executive and judiciary, on which a country and a society rests. Suchindependence determines a country's and a society's present and future. Even advanced countries believe in, and maintain the relative independence of the four pillars, viz., legislature, executive, judiciary and higher education. It appears rather paradoxical that in our country, in which education is a preeminent value irrespective of religion, language or caste, we do not seem to believe in the independence of education, although the other three pillars seem to exist in dynamic equilibrium. Unless the policy frameworks believe in this prime role of education and its independence, even the very intelligently drafted and thought-through policy document would merely provide a policing system rather than promoting quality and competitive education.

We are concerned with the fact that there is little or no mention of “basic sciences”, “science education” or “mathematics education” in the draft policy document. Likewise other subjects in humanities or arts etc also do not find specific mention. Education in basics of science, mathematics, humanities, arts etc have to be core areas of the policy. Science and Mathematics need specific and focussed attention in our Country’s education policy. World over, these are considered as problem areas, and, therefore, extensive attention and focus are given for their teaching at the various levels of school, college and university education. This would require strengthening of labsat all levels, but more so in the colleges and universities to provide for research-based learning.The importance of basic subjects in all domains has to be incorporated in the main policy framework. Emphasis only on "skill development' with an eye on the job market, will result in lack of good qualified educators and quality researchers in the future, with very serious cascading consequences. Further, while training and research in applied areas is essential, its success depends upon the quality of country's training and research in basic disciplines. Technical innovations are possible only when the basic training is holistic and of good quality.Therefore, basic research has also to be strengthened in the section which focuses on Technology.

The Science Academies in the country have been pondering on these issues, especially in the context of higher education in S&T areas and had organized several brain-storming sessions in the recent past. Reports of these were published in Current Science and were also made available to different stake-holders. These reports and some recent editorials by fellows of the Academies on these issues are attached with this communication. The Science Academy's document on restructuring post-school science education needs to be seriously considered while formulating the HE policy. The basic tenets of broad-based under-graduate study programmes discussed in this document apply equally well to other disciplines (Humanities, Arts, Social Sciences etc).

Some recent documents relating to Science Education and excellence, published by the Science Academies or Fellows of the Academy are listed below and may be consulted for details:

Joint Science Education panel of INSA, IASc & NASI (2008) Restructuring post-school science teaching programmes. CURRENT SCIENCE 95:1409-1418.

(

IASc, INSA & NASI (2008) Restructuring post-school science teaching programmes - A position paper.
S. C. Lakhotia, L. S. Shashidhara, Ron Vale (2013) Excellence in science education and research. CURRENT SCIENCE104: 163-165 (
S. C. Lakhotia (2015). New emphasis on privately funded applied research: would it make India industrially sound and a knowledge economy? (Editorial) PROC INDIAN NATN SCI ACAD 81 1077-1079.

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Krishnan, M. S., Brakaspathy, R., & Arunan, E. (2016). Chemical education in India: addressing current challenges and optimizing opportunities. J CHEMICAL EDUCATION. (Guest Editorial) 10.1021/acs.jchemed.6b00231

T. V. Ramakrishnan (2016) Rediscovering our universities. CURRENT SCIENCE 110: 1879-1880. (

Our suggestions/answers in relation to specific questions are provided (in red fonts) in the following pages.

In addition, some general points that need to be considered while finalizing the NEP are noted below:

World over, the Academies and other professional bodies play a pivotal role in planning and execution of policies in education as well as R&D. India also should utilize such bodies fully in policy-planning, and implementation as well as for monitoring.
A National Policy mustmaximally benefit the largest numbers and, therefore, concerns about equity and inclusiveness are but natural. However, there has to be a scope for the highly talented, relatively much fewer, to achieve their full potentials, serve as a role model and be internationally competitive. This needs a more emphatic commitment in the new Policy. In addition, while the need safeguarding the interests of those left behind for historical reasons has found repeated mentions, we need to be also concerned with the growing middle-income group which is finding it difficult to find the desired opportunities for progress. The rich can go to private costly institutions or go abroad, while those historically left behind can benefit from reservations. However, a large number of bright students from middle-income group find most doors closed to them. A policy for future should find some solution for thisalready a fairly large group.
Most times, we measure the success of an educational institution by considering what the top few have achieved.While this assessment is valid, our education policy should, if it has to improve the lot of masses, should also examine what the academically lower rankers have been able to do.We may not need to worry only about the best since, when properly catalyzed by the training, they willachieve on their dint,the policy should ensure that the average student also benefits.
We need to create appropriate environment and recruitment practices/policies that would help retain the thousands of our bright students to serve the country rather than being effectively lost to us as they seek better pastures abroad for higher education. It needs to be examined as to why they goin large numbers not only to the advanced countries but also to other countries which seeminglydo not appear to be more advanced than ours.
For the New Education Policy to succeed, the country would require financial commitment of a much higher order. The earlier National Policies of 1968 and 1986/92 had recommended 6% of the GDP as the norm for the national outlay on education. However, for from enhancing it to meet the newer challenges, it has continued to bemuch lower.
Expenditure on Education, R&D is a philanthropic and social investment which provides enormous indirect benefits. These are not easily and directly countable in monetary terms.
Mere proliferation of IITs, Medical Colleges, AIIMS, NIITs, IISERs etc may not solve the problems that involve much larger masses of youth awaiting to be adequately trained and mentored.We may develop the concept of Finishing School and we must try and establish at least 100 such schoolseach year. At least in some cases, these can be initiated in some of the existing schools, Universities and research institutions.
We should also encourage more mentoring andcounsellingin each academic institutions. Experience and services of retired, but competent, professionals can be utilizedfor such activities.
Success of any Policy depends, in the long run, upon its implementation strategy. Therefore, this also needs to be well thought-out prior to formalizing the Education Policy.

While formulating the Education policy, we should follow Shri Aurobindo's three basic principles of education: i) Nothing can be taught – the teacher is not an instructor or task-master, he is helper and a guide. ii) The mind has to be consulted in its own growth – the idea of hammering the child into the shape desired by the parent or the teacher is barbarous and ignorant superstition and iii) Work from the near to the far, from that which is, to that which shall be.

QUESTIONS FOR DISCUSSION

Our answers/suggestion are in red fonts

I: Governance Reforms for Quality

Questions for discussion

Which of the following reforms will create better governance structures in State Universities

Revamp the affiliating system
Ensure multi-stakeholder governing bodies
Clearly defined roles for various governing bodies
Greater accountability through transparency
Greater academic, administrative and financial autonomy
The ability of institutions to charge appropriate fees from students who can afford to pay and at the same time having a means blind system for the needy students

5 and 6 above.

Affiliating college system may be done away with. Instead, only Universities, Constituent Colleges and Autonomous Colleges be maintained.

Which of the following reforms will create better governance structures in Centrally Funded institutions

Changes in the composition of governing bodies such as having representation from industry, alumni and civil society etc.
Re-align the regulatory functioning in a way so as to promote autonomy of institutions, with accountability fixed.
Single over-arching regulatory authority?

1 and 2 above

Is it desirable to shift towards norm based and outcome based funding of public funded higher education institutions? if not why and If yes, why?

1)It should be a mix ofboth so that norms ensure some degree of uniformity while outcome-based provides incentives for good performance. No outcome-based funding of public-funded institutions should be applied till a maturity level is attained (ca. 10-15 years).

What can be done to empower IQAC for internal assessment and accreditation exercise?

Accountability of the IQAC and responsiveness of the administration can only make it effective

What institutional measures need to be taken to attract, recruit and retain exceptionally qualified faculty and also keep the equity focus?

Wider and proactive notification about the vacancies, transparent selection process where the teaching and research capabilities are collectively assessed by the community and good incentives in form of start-up grants and good working atmosphere

What should be done to teachers who do not teach ?
Removetransfer counseling
Would you support if they are removed?YES if counselling does not work.

Teachers should seriously engage themselves in classroom teaching. Teaching performance should be regularly monitored. There should be a mechanism for “golden hand-shake and see off” for those who do not perform. Student evaluation of teachers, though an objective and transparent process, should be a decisive factor in this regard.

Should the college Principal and the Governing body be given responsibility for expenditure, and be accountable for it. YES
Should the University Act be changed ? YES
Should VC’s appointment be based on Search & Selection Committee ? YES
Should faculty appointment Committee have Third Party presence as Appraiser who is to just to watch and give report ? YES
Should fees be enhanced to Rs.500/- p.m. when the expenditure is more than Rs.2000/- per person. This should be come along with waiver for needy students. YES
Should BoG/Governing body be empowered to take decisions with regard to expenditure on the fee collected? YES, within certain norms so as not make it a profit making system
Should colleges be autonomous administratively and financially? YES, within broad guidelines
Should colleges be allowed to frame their course work (Accredited) within the NEP. YES
Should teachers have probation for 5 years ?YES, but that should not prevent them from guiding PhD scholars and undertaking externally funded research projects

II: Ranking of Institutions and Accreditation

Should India focus its resources on research universities, including liberal arts and social sciences so as to improve the country’s position in the global rankings?

The existing and new universities should have equal emphasis on teaching and research – any one is incomplete without the other. Resources need significant boosting

Should not India develop its own ranking system relying on indicators more suitable to Indian situation as other ranking systems have heavy weightage for

perception/subjective factors in which Indian Universities lose out.YES

Accreditation has been made mandatory for all institutions (whether the institution is publicly funded or not)? Is this approach correct or not?YES but this exercise has to be transparent and accountable
How should we facilitate the process of accreditation to make the process more objectively verifiable and transparent? Selection of appropriately qualified persons with objective commitment can only make the accreditation effective
Should we focus on programme accreditation or institutional accreditation or both?BOTH

III: Improving the quality of regulation

Has the present system of regulation stifled the growth of our institutions? Would itbe better to reduce the number of regulatory bodies and/or should they undergo massive restructuring so as to function effectively. Please examine in detail.

Regulations and regulatory bodies are essential. However, there has to be some flexibility and autonomy for the target institutions. A massive restructuring of the existing regulatory authorities is necessary.

There is also an urgent need for better coordination between inter-ministry and inter-regulatory body activities. Many of the developmental grants provided by different agencies (e.g., DST, DBT etc) have failed to make a long-term impact because theUGC support is often not available for their continuation; this results in premature death of the facility,which was established with a long-term goal.

How do we ensure accountability measures while granting autonomy to institutions of higher education?

Autonomy does not mean absence of any regulations while accountability implies some punitive measure if the autonomy is misused. These can be made mutually compatible.

Are the existing regulations sufficient and how to enforce regulations?

The regulatory body as well as the target institutions need to have objective outlook without personal subjectivity and interference

How autonomous should the regulatory bodies?

Autonomous bodies should be under control of academic persons without any political interference and least governmental control

Should Inspectorate function be discharged by accreditors?YES
Should systems be put online for accreditation and videographic evidence beaccumulated by regular for ascertaining what ranking to be given to which institution?This may be in addition to on-the-spot visit for detailed assessment
What are the anomalies/challenges thrown to education sector by private sector which converts education into a profit making enterprise at the cost of students and academics?

EDUCATION SHOULD NEVER BE FOR PROFIT, NEITHER BY PUBLIC NOR BY PRIVATE SECTOR. THIS TENDENCY TO START EDUCATIONAL INSTITUTIONS FOR PROFIT HAS TO BE EFFECTIVELY CURBED.

IV: Pace Setting Roles of Central Institutions

Questions for discussion

How the Central universities will be able to play a pace setting role?
What steps need to be taken to transform these institutions into centres of excellence?
How to promote autonomy and institutional level initiatives to support regional level development efforts?

The above three issues need better administration (including the appointment and functioning of Vice-Chancellors), significantly improved funding, quality recruitment process (faculty as well as support staff) and hassle-free working environment

How can CFI’s do hand holding for educational institutions in and around their local areas?CFIs need not do hand-holding but should ensure autonomy, transparency and accountability, besides providing counselling when needed
Suggest ways how CFI’s can help to promote and spread academic excellence?
Suggest ways of how CFI’s can help HE in State sector?

The different categories of academic institutions (e.g., state vs central) should not compete negatively but positively and with synergy.

Should Central institutions be connected with community and schools close by to
improve the quality of their life.YES
Should their work and quality of teaching and research be connected to community? YES, but certain basic norms of education and research are independent of specific community and these must be ensured
How do we set performance standards for CFI to ensure financial probity and administrative and academic excellence? CFIs should only be advisory bodies whichbesides providing funds on basis of norms and performance, also ensure autonomy with accountability
How can we increase the GER in Central Universities from the current level of 2% to 10%?Enhanced fees, better quality education in basic as well as vocational courses together with improved funding andoverall purposefulness of education. HE should be limited to only those who wish to take a professional or academic career. It should not be default for every young person. The crowd defeats quality.

Some general suggestions for improving quality of HE were made by the Science Academies following a brain-storming. These may be referred to in the attachments and at

V: Improving Public State universities

Questions for discussion

How can the state universities be strengthened in terms of infrastructure, academic support and provision of qualified teachers?State governments must feel obliged to provide quality education in the state and, therefore, maintain minimal standards of quality and quantity.
How can research be promoted among the faculty members teaching in the state universities? Research should be integral to activities of any university and state governments must also provide the basic infrastructure.
Is it a good idea to decide on universities on the basis of number of affiliated colleges? YES, unless the affiliating system is done away with, as suggested above
Will transparent and competitive appointment process help the State universitiesYES
Is it better to giving autonomy to colleges ?YES but with accountability
Is it desirable that monthly fee should be increased with waiver for needy students ? YES
Should Governing body be an empowered body to take decisions with regard to expenditure on the fee collected and remitted into corpus fund ? YES with well-defined norms for implementation
Should administrative & financial autonomy be given to the colleges ?YES but with accountability and within the general norms set by the University
Should colleges be given academic autonomy for creating courses ? YES but with accountability and within the general norms set by the University
Should fees be increased and colleges be allowed to retain to improveinfrastructure ? YES
Should contract teachers be replaced by permanent teachers?Contractual appointment of teachers for short period of one or two years must be completely stopped. All appointments at the entry level should in general be for 5 year's contract with the possibility of continuation depending upon performance.
Should teachers be removed when they do not perform ?YES if counselling and warnings do not help (of course there have to be objective parameters for assessing the "performance").

The general framework for excellence that applies to Central University should also apply to State Universities.The State governments need to consider education as seriously as the central government has to do. There also has to be better coordination between the governments instead of this being made a political issue