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FHEIs Draft Regulations, 2023

Vol. 58, Issue No. 19, 13 May, 2023
Sudhanshu Bhushan

For the last two decades, there have been attempts to allow the branch campuses of foreign universities through legislative measures. However, in the recent Draft UGC Regulations, 2023, effort is made to allow such universities to operate and confer degree, bypassing even the legislative route. The article contends the point that the draft regulation is anti-constitutional and stands on weak legal grounds. It will distort the public higher education institutions and by creating further exclusion, it fails to serve the national interests. The policymakers need to deliberate further on the implications of such a policy on the already unequal landscape of education.

Interrogating the Internationalisation of Indian Higher Education

Vol. 58, Issue No. 17, 29 Apr, 2023
Ravi Ranjan, Abdul Hameed

While there are some promising changes for higher education in the University Grants Commission (Setting up and Operation of Campuses of Foreign Higher Educational Institutions in India) Regulations, 2023, it also suffers from certain flawed assumptions. The inherent contradictions of this draft and its premises of internationalising higher education are under scrutiny by educationist, policy analysts and other stakeholders.

Blended Learning in Indian Higher Education

Vol. 58, Issue No. 13, 01 Apr, 2023
Aswathy Rachel Varughese, Ashok Alex Luke

The University Grants Commission had proposed up to 40% of online teaching mode for any course in higher education in India, in the concept note on “Blended Mode of Teaching and Learning,” in May 2021. While the unprecedented pandemic situation recognised the urgency of implementing the online mode of teaching, with already persisting structural bottlenecks in the system, serious introspection is required on the preparedness of the country to adopt such a technology-driven learning approach.

The Need to Add Social Viability in the Indian Context

Vol. 58, Issue No. 9, 04 Mar, 2023
D R Gautam, C M Malish, Kedilezo Kikhi

In light of the National Education Policy, which outwardly emphasises on equity and inclusion, this article critically examines the implication of the professor of practice scheme as announced by the University Grants Commission draft guidelines. It is argued that a dogmatic implementation of such a policy holds the potential of keeping the system of Indian higher education exclusionary. There is a need to contextualise such a policy in the Indian social milieu to make it socially viable in the wake of exclusionary consequences.

Empowerment through Higher Education

Vol. 58, Issue No. 5, 04 Feb, 2023

Gains on the gender front must now be extended to other disadvantaged groups and laggard states.

What Purpose Will Foreign Universities Serve?

Vol. 58, Issue No. 3, 21 Jan, 2023

Only an inclusive approach in the higher education sector can facilitate the transition to a knowledge economy.

Generational Capital and the ‘Privileged Bahujan’

Vol. 58, Issue No. 2, 14 Jan, 2023
Ankush Pal

To assume that a Bahujan with higher education and some material wealth is as privileged as their forward-caste peers with generations of social capital and privilege is an oversimplification.

Advocacy for an Institute of Human Studies

Vol. 57, Issue No. 50, 10 Dec, 2022
Tara Mohanan, Vigneshwar Ramakrishnan, K P Mohanan, Bhushan Patwardhan

India has been marching towards self-reliance in science, technology, engineering, mathematics and medicine disciplines; however, humanities and social sciences remain neglected. This article advocates the need for setting up a world-class institute for human studies that integrates scientific and humanistic pursuits, both pure and applied, with a focus on holistic development rooted in human values.

Challenges before Institutions of Eminence in India

Vol. 57, Issue No. 42, 15 Oct, 2022
Sudhanshu Bhushan

This article evaluates the challenges of the Institutions of Eminence scheme from the feedbacks received from the faculty, heads, deans, and directors/vice chancellors of the institutes/universities covered under the scheme. It is concluded that investing in teachers is highly crucial to attain “world-class” status for universities in India.

Fee Hikes in Higher Educational Institutions

Vol. 57, Issue No. 41, 08 Oct, 2022
Sonu Chauhan

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In the Middle of Hope and Crisis

Vol. 57, Issue No. 25, 18 Jun, 2022
Pradeep Kumar Choudhury, Angrej Singh Gill, Amit Kumar

The fund allocations of the Union Budget 2022–23 to education are analysed in the context of the devastating impact of the COVID-19 pandemic on the education sector and the implementation of the National Education Policy, 2020.

Resource Constraints in Implementing the NEP 2020

Vol. 57, Issue No. 6, 05 Feb, 2022
The fiscal year 2020-21 was unprecedented for the education sector in India. First, a new National Education Policy with an ambitious rollout timeline was announced. Second, it witnessed a near lockdown of all educational activity because of the pandemic. This has led to significant learning loss, particularly of foundational literacy and numeracy that will have to be recovered in the coming years. Both of these call for a significant investment of resources in the education sector. An analysis of central and Karnataka (as a representative state) education budgets for FY 2021-22 reveals that there is minimal funding to address either of these in the current fiscal year.

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