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Indian Express
7 days ago
- Politics
- Indian Express
NEP 2020, Five Years On: Curricular flexibility improves, but multiple entry-exit remains rigid
Five years after its approval by the Union Cabinet in July 2020, the National Education Policy (NEP) — envisioned to transform India into a 'global knowledge superpower' — has led to notable systemic reforms. These include greater curriculum flexibility, the integration of Indian Knowledge Systems (IKS) into classrooms, and the establishment of new institutions. However, despite this progress, several structural challenges remain. According to the first 'QS I-GAUGE Implementation Report' by Quacquarelli Symonds, only 36% of higher education institutions (HEIs) have implemented multiple entry and exit points. The report, based on data from 165 higher education institutions (HEIs) across 24 states and union territories, assesses the policy's progress across key areas. The most visible impact of the NEP has been the shift away from rigid disciplinary boundaries. Nearly 90% of surveyed institutions now report offering flexible, multidisciplinary curricula, often integrated with vocational components. Environmental education is nearly universal, and ethics-based courses such as Mulya Pravah 2.0 are now offered by 62% of institutions. The multiple entry and exit points — touted as a revolutionary student-centric reform — has failed to take root meaningfully. Just 36% of HEIs surveyed have implemented this provision, and only 64% maintain records in the Academic Bank of Credits (ABC), the mechanism required for credit portability. The NEP placed significant emphasis on improving student well-being. Nearly 86% of institutions report having a dedicated student services centre to address emotional and psychological needs. However, more specialised mental health support, especially in collaboration with national institutes such as NIMHANS or AIIMS, is rare. Only 14% of the surveyed HEIs have formal partnerships with such institutions, the report found. This shortfall is further reflected in faculty preparedness: while the NEP encourages teacher training in counselling and mentoring, only 64% of HEIs reported that their faculty undergo refresher courses on mental health support. A lack of formal training could limit the efficacy of mental wellness services already in place. A major NEP goal was to bring industry closer to academia by appointing 'Professors of Practice' (PoPs) to teach applied, experience-based courses. However, this vision remains far from realised. While many HEIs support the idea in principle, only 14% of institutions have actually appointed such professors. Likewise, only 19% of HEIs involve industry experts in curriculum design, even though this is key to keeping academic content aligned with market demands. Internships have become more widespread, 98% of institutions offer them with academic credit but deeper, sustained industry engagement through curriculum and faculty collaboration remains largely limited. According to the QS report, just 22% of institutions currently enjoy autonomous status. What are the barriers? Nothing out of the blue: 153 institutions cite financial dependence as a key issue, 143 mention bureaucratic delays, and 131 point to limited institutional capacity. But does institutional autonomy really matter? Short answer, yes. It restricts the ability of HEIs to redesign curricula, establish interdisciplinary departments, or forge international partnerships, all crucial to the NEP's vision of 'globally competitive' Indian universities. Global collaboration has not kept pace with NEP's ambitions. Fewer than half the institutions surveyed (41%) have signed MoUs with foreign universities. Just 33% reserve seats for international students, and only 39% report having dedicated infrastructure to host them. Cross-border research collaboration is also underwhelming, with only 45% of faculty reportedly engaging with international peers on joint research or teaching. In effect, while the aspiration for global engagement is widespread, the ecosystem to support it, infrastructure, regulatory ease, and funding, remains weak. The NEP's emphasis on Indian Knowledge Systems (IKS) has led to the introduction of electives in areas like Ayurveda, Yoga, Sanskrit, and ancient sciences. But progress here is slow and inconsistent, the report has revealed. Only 38% of institutions offer IKS electives for credit, and just 36% run short-term non-degree courses in these domains. Notably, a mere 8% of HEIs have empanelled 'Kala Gurus', traditional scholars meant to teach and research indigenous knowledge. The report notes that while IKS enjoys rhetorical support, its practical implementation is often limited by a lack of teaching staff, infrastructure, or institutional clarity on integrating traditional and modern epistemologies. NEP envisioned universities pooling resources and forming large knowledge clusters to promote research and innovation. Yet, 61% of institutions surveyed said they are not part of any such cluster. The barriers cited include infrastructural limitations (138 institutions), financial constraints (140), and cultural or administrative differences (123). Moreover, only 64% of institutions reported collaboration with regional R&D partners, pointing to the early stages of a research ecosystem that NEP aims to build. One of NEP's strongest adoption areas has been digital learning. According to the report, 96% of institutions use platforms like SWAYAM, DIKSHA, or SWAYAM PRABHA. Additionally, 94% report investment in digital infrastructure, and 85% offer faculty training in creating high-quality online content. Yet, equitable access remains a challenge. Only 28% of institutions offer two-year postgraduate diplomas via open and distance learning, an option that could democratise access in underserved regions. And while MOOCs are accepted for credit in 72% of institutions, standardised assessment and integration into degree programs are still evolving. The NEP has succeeded in reshaping perceptions around higher education in India. Over the last five years, several new public institutions including the Indian Institute of Heritage and multiple Central Tribal Universities have been launched. Funding models are being reconsidered, and digital learning is seeing greater traction than before. Yet, as the QS I-GAUGE report shows, India's higher education reform remains a work in progress. The policy vision is in place, but its realisation depends on operational support, targeted funding, and regulatory simplification. Without addressing foundational issues like faculty shortages and financial dependency, even the best policy ideas risk being stuck in an implementation limbo.
Emirates 24/7
24-07-2025
- Science
- Emirates 24/7
Ministry of Higher Education unveils new calendar for university academic year 2025-2026
Following the Education, Human Development and Community Development Council's approval, the Ministry of Higher Education and Scientific Research (MoHESR) has announced a new academic calendar structure to be implemented across all public and private higher education institutions (HEIs) for the academic year 2025-2026, reflecting a shared commitment to advancing the national education system. The new structure introduces key changes to end-of-term holidays to create a more flexible and consistent academic calendar across UAE-based HEIs. Aligned with the 'Year of Community' objectives, the structure aims to foster family cohesion and support students through a balanced distribution of study and break periods. Dr. Abdulrahman Al Awar, Minister of Human Resources and Emiratisation and Acting Minister of Higher Education and Scientific Research, noted that the new academic calendar reflects the Ministry's commitment to creating an integrated university environment that meets student needs, enhances academic life and boosts student performance. Dr. Al Awar added: 'This step reflects our ongoing efforts to enhance the efficiency of the higher education system by aligning academic policies with community development goals and student needs. The changes mark a qualitative shift toward a more flexible, balanced system that supports students' well-being, community engagement and personal growth.' Under the new structure, the university academic year will start on 25 August 2025, with major holidays aligning with the school calendar. These include a four-week winter break from 8 December 2025 to 4 January 2026, with classes resuming on 5 January 2026, as well as a two-week spring break from 16 to 29 March 2026, with classes resuming on 30 March 2026. The academic year will end on 3 July 2025, offering a clearer and more balanced schedule that supports students' learning and wellbeing. All UAE-based higher education institutions must follow a unified academic year start and end date, with exceptions for international universities aligned with their home calendars. The mandate also allows flexibility in determining the start date of the academic year in line with the requirements of academic programs and specializations at higher education institutions, as well as flexibility in setting the end date of the academic year based on the timing of the summer semesters. While also allowing the flexibility to adjust the holiday dates by up to one week before or after the specified dates, provided the holiday duration remains unchanged. Adoption of the new academic calendar is a strategic move aligned with national efforts to advance higher education by offering a more flexible, high-quality experience that meets students' academic and personal needs. It reflects MoHESR's commitment to fostering an integrated learning environment that empowers students to reach their full potential, prepares them for the future and equips them to contribute to national development with the skills and creativity needed across vital fields.
Hans India
23-07-2025
- Science
- Hans India
Haryana commissions research, innovation fund of Rs 20 crore, says Chief Secretary
Chandigarh: In a landmark move to strengthen the research and innovation ecosystem in Haryana, the state government has established the Haryana State Research and Innovation Fund (HSRF) with a budget allocation of Rs 20 crore for this fiscal. Chief Secretary Anurag Rastogi on Wednesday chaired a high-level meeting to finalise a comprehensive list of research projects to be undertaken by Higher Education Institutions (HEIs) under the fund. He emphasised that research should not remain confined to academic discourse but must address the real needs of governance, service delivery, and regional development. "Departments must take this opportunity to identify practical and scalable issues, whether related to education, health, agriculture, environment, industry, or urban services, and convert them into research questions that can be explored in collaboration with universities. Our aim is to produce research that leads to better outcomes for people," he said. The Chief Secretary said as per directions of Chief Minister Nayab Singh Saini, Administrative Secretaries should identify research topics related to their departments, focusing on areas where research could help improve public services and quality of life. The Chief Secretary told the departments to submit their research topics to the Higher Education Department by August 15. During the meeting, it was informed that the Haryana State Higher Education Council (HSHEC) has been designated as the nodal agency to manage the entire process, from inviting proposals and evaluating them to monitoring project progress and assessing outcomes. According to Additional Chief Secretary (Higher Education) Vineet Garg, under the scheme, faculty members will be eligible for grants of up to Rs 50 lakh per project, while students, including undergraduate, postgraduate, and doctoral scholars, can receive up to Rs 5 lakh, provided they are guided by an eligible supervisor. The number of projects awarded each year will be based on the annual budget allocation
Observer
15-07-2025
- Business
- Observer
Reimagining translation studies in Oman
In the last two decades, Oman has witnessed a growing demand for high-quality translation and interpretation services, driven by rapid globalisation, increasing government engagement in international diplomacy and the country's strategic vision under Oman Vision 2040. This rise underscores the urgent need to reassess how Higher Education Institutions (HEIs) prepare translators to meet both linguistic and technological demands. Recent research reveals a disconnect between academic training in Oman's universities and the real-world expectations of employers and translation clients. As the profession evolves, particularly through AI and digital transformation, HEIs must modernise their curricula, pedagogy and assessment strategies to reflect current industry needs. While translation is often associated with commercial language service providers (LSPs), in Oman it is increasingly embedded within institutional contexts. Ministries, universities, media outlets and judicial bodies frequently require in-house translation. However, a recent study conducted by Omani researchers shows that institutional translation practices often lack standardisation and quality control. Many public bodies rely on bilingual staff rather than professionally trained translators, which risks inconsistency, particularly in sensitive or technical contexts. Despite the profession's growing relevance, studies at institutions like the University of Nizwa indicate that many translation students face challenges with core linguistic competencies, especially translating from English into Arabic. Errors in syntax and journalistic language remain common. Survey findings further show that many students find existing translation courses overly theoretical, disconnected from professional realities and lacking specialisation in fields such as legal or media translation. To address this, HEIs should adopt task-based, practice-oriented pedagogies that expose students to authentic translation briefs, revision processes and performance-based assessments. Technology has also transformed the translation landscape. A recent study at Sultan Qaboos University found that many EFL students use AI and machine translation (MT) tools like Google Translate, DeepL, and ChatGPT for both learning and translating. While students benefit from their speed and accessibility, they also recognise their limitations regarding tone and contextual accuracy. Crucially, many students lack training in computer-assisted translation (CAT) tools and post-editing techniques — skills now essential in the industry. Translation departments must therefore offer courses in CAT tools, AI-assisted translation and post-editing practices. In today's market, digital literacy is no longer optional — it is a core competency. A nationwide study on practical training and job readiness found a strong link between real-world translation experience and professional success. Yet many students reported limited internship opportunities and weak institutional engagement. HEIs must institutionalise internships and service-learning components within translation programmes. By collaborating with ministries, NGOs, courts and media outlets, universities can provide students with supervised, hands-on translation assignments that also support national development goals. Such collaborations offer an added advantage: they enable HEIs to co-develop curricula that remain responsive to labour market needs. Gathering feedback from employers and alumni ensures that graduates are equipped with relevant and future-proof skills. Across the Gulf Cooperation Council (GCC), attention is growing around translation education quality — especially in adopting technology and aligning programmes with employability frameworks. Bibliometric studies show a steady rise in research on translation pedagogy and curriculum reform, suggesting regional momentum. Institutions like Sultan Qaboos University, University of Nizwa and Al Zahra College are well-placed to lead in this area by developing interdisciplinary programmes that combine language, ethics, technology and institutional practice. Moreover, embedding soft skills training, such as critical thinking, time management and teamwork, is essential to prepare students for the collaborative and deadline-driven nature of today's industry. By reforming curricula, investing in technological training, embedding real-world experiences and working closely with industry, Oman's HEIs can ensure their graduates are not only employable but also positioned to support Oman's multilingual communication and global engagement. It is time to reimagine translation education — not as an academic formality, but as a national strategy vital to development, diplomacy and digital progress.
New Indian Express
15-07-2025
- New Indian Express
FM incident puts spotlight on UGC regulations' compliance
BHUBANESWAR: The FM College incident has posed serious questions on adherence of University Grants Commission (UGC)'s regulations regarding constitution of internal complaints committees (ICC) by higher educational institutions (HEIs) in the state, and awareness among students about presence of such platforms for redressal of harassment complaints. To secure students and women employees in higher educational institutions from sexual harassment, the UGC had in 2015 framed the University Grants Commission (prevention, prohibition and redressal of sexual harassment of women employees and students in higher educational institutions) Regulations. Welcoming the state's immediate measures in suspending the principal and accused assistant professor of FM College in connection with a 20-year-old girl student's suicide bid on campus, UGC member Sachidananda Mohanty said there is a need for all HEIs in the state to implement UGC regulations in true spirit and understand the importance of ICCs to prevent sexual harassment. 'Not just forming functional ICCs but the HEIs also have other responsibilities like publicly notifying presence of an active ICC, publicising names and numbers of ICC members in their prospectus, conspicuous places on campus and notice boards,' said Mohanty. As per the UGC regulations, a sexual harassment complaint is made to ICC and not principal or vice-chancellor. Head of a HEI shall not interfere with an ICC investigation or offer to mediate between the victim or the defendant. Besides, HEIs should institutionalise counselling services for the victims and ICCs should ensure that victims are not victimised or discriminated against while dealing with sexual harassment complaints. They should also submit reports on sexual harassment cases on campuses and action taken reports to UGC periodically. 'But it has come to our notice that many institutions do not report to show that there are no such cases on their campuses. From the UGC point of view, non-reporting is also a violation,' he said. Mohanty added that the UGC is committed to the safety of girl students and women employees on campuses of both state and centrally-governed HEIs. 'The regulations are framed in a manner to provide utmost safety to them and educational institutions can do so by following the rules with sincerity,' he said.
