The impact of the Draft National Education Policy, 2019 on its adoption by the Government of India, on Management as a discipline
Introduction
The draft National Education Policy (NEP) of 2019 seeks to address the issues of the current education system of the country in terms of access, equity, quality, affordability and accountability. (Mann & Vaishnav, 2019) It primarily aims to reform the entire education system within the country right from school to higher education; with increased focus on early childhood care, increased investment from the public in the education sector amongst several other objectives. Before a critical review of the policy, the glimpse of process that went behind drafting the policy helps one to appreciate the efforts. The draft NEP was formulated on the basis of the previous education policies of 1968, 1986 and 1992; incrementally building up on the inputs from educators, researchers, policy makers, experts from the industry and academia, community groups and several consultations done on the ground since 2015. (University Grants Commission, 2019)
Given this, the paper aims to address the impact the draft NEP has on management as a discipline and hence there is a direct jump to the higher education system of the country. While writing this paper, several aspects of higher education as provided by Christ (Deemed to be University) has influenced the writer as she is a graduate from the university. Thus, the paper also provides certain areas where Christ (Deemed to be University) will be impacted once the proposed NEP becomes effective.
Higher education within the country saw a Gross Enrolment Ratio of 25.8% in 2017-18 which is after a 24.03% increase compared to the GER of 2011-12. The NEP envisages achieving a 50% increase in GER by 2035 stating that improved access to higher education can be a key enabler of this goal. (Mann & Vaishnav, 2019) This article tries to summarize the other recommendations made by the draft policy, of which the below is of keen interest to the writer:
Liberal education is proposed to be brought back to the country, keeping the education system of Nalanda and Takshashila alive. (University Grants Commission, 2019) This is an initiative that is welcomed especially when there are strict lines drawn by many students, faculty and institutions between disciplines which makes the entire learning process less creative and less engaging for the mind. This is well supported by the work of (Colby, Ehlrich, Sullivan, & Dolle, 2011) where they define Liberal Education's purpose is 'to enable students to make sense of the world and their place in it, preparing them to use knowledge and skills as means toward responsible engagement with the lives of their times.'
To this regard, the NEP recommends the curriculum of undergraduate programmes to include interdisciplinary courses, the introduction of four year liberal arts programmes and liberal art institutions within India. (University Grants Commission, 2019) This step is relevant in the higher education segment rather than in school education as students need to get the initial idea of all areas of knowledge and then eventually specialize as they grow capable of choosing their interest areas. Thus, Christ (Deemed to be University) will see the introduction of a new course 'Liberal Arts' wherein it would be merely revamping the existing Science/Social Science/Arts programmes with higher proportion of interdisciplinary courses to include subjects from different areas of knowledge, thus triggering both the spheres of the brain.
The draft National Education Policy (NEP) of 2019 seeks to address the issues of the current education system of the country in terms of access, equity, quality, affordability and accountability. (Mann & Vaishnav, 2019) It primarily aims to reform the entire education system within the country right from school to higher education; with increased focus on early childhood care, increased investment from the public in the education sector amongst several other objectives. Before a critical review of the policy, the glimpse of process that went behind drafting the policy helps one to appreciate the efforts. The draft NEP was formulated on the basis of the previous education policies of 1968, 1986 and 1992; incrementally building up on the inputs from educators, researchers, policy makers, experts from the industry and academia, community groups and several consultations done on the ground since 2015. (University Grants Commission, 2019)
Given this, the paper aims to address the impact the draft NEP has on management as a discipline and hence there is a direct jump to the higher education system of the country. While writing this paper, several aspects of higher education as provided by Christ (Deemed to be University) has influenced the writer as she is a graduate from the university. Thus, the paper also provides certain areas where Christ (Deemed to be University) will be impacted once the proposed NEP becomes effective.
Higher education within the country saw a Gross Enrolment Ratio of 25.8% in 2017-18 which is after a 24.03% increase compared to the GER of 2011-12. The NEP envisages achieving a 50% increase in GER by 2035 stating that improved access to higher education can be a key enabler of this goal. (Mann & Vaishnav, 2019) This article tries to summarize the other recommendations made by the draft policy, of which the below is of keen interest to the writer:
Liberal education is proposed to be brought back to the country, keeping the education system of Nalanda and Takshashila alive. (University Grants Commission, 2019) This is an initiative that is welcomed especially when there are strict lines drawn by many students, faculty and institutions between disciplines which makes the entire learning process less creative and less engaging for the mind. This is well supported by the work of (Colby, Ehlrich, Sullivan, & Dolle, 2011) where they define Liberal Education's purpose is 'to enable students to make sense of the world and their place in it, preparing them to use knowledge and skills as means toward responsible engagement with the lives of their times.'
To this regard, the NEP recommends the curriculum of undergraduate programmes to include interdisciplinary courses, the introduction of four year liberal arts programmes and liberal art institutions within India. (University Grants Commission, 2019) This step is relevant in the higher education segment rather than in school education as students need to get the initial idea of all areas of knowledge and then eventually specialize as they grow capable of choosing their interest areas. Thus, Christ (Deemed to be University) will see the introduction of a new course 'Liberal Arts' wherein it would be merely revamping the existing Science/Social Science/Arts programmes with higher proportion of interdisciplinary courses to include subjects from different areas of knowledge, thus triggering both the spheres of the brain.
Impact of the Draft National Education Policy 2019 on Management as a discipline
Given the recommendations, an analysis of the impact of the draft NEP 2019 on Management as a discipline is appropriate and as follows:
• Institutional Restructuring and Consolidation - The country at present has around 200 universities/ colleges/ institutes offering just the MBA course (Triumphant Institute of Management Education Pvt Ltd), while the count increases when we consider BBA, BMS, BBS and other management courses. The reasons for the huge number of institutes offering management courses can be attributed to the influx of large number of students who are interested in taking up their family businesses forward in a much more structured manner, due to the enthusiasm of few students to start ventures of their own which is well supported by initiatives of the Government such as Start-up India, the change in thought process to be associated with the managerial levels of an organization rather than being just technical workers and so on. This was also seen as an opportunity by universities or colleges in terms of good revenue among several other noble reasons.
Once the Draft NEP becomes a reality, the number of the institutes offering management courses will reduce as several current institutions will be consolidated into 'large, well resourced, vibrant and multidisciplinary institutions' (University Grants Commission, 2019). Furthermore, the policy speaks of better reach of consolidated and multidisciplinary 'educational communities', which personally makes the writer believe would increase the promotion of management courses among all the sections of the society especially when a large portion of the society still believes in the better prospects of the science courses.
• Towards High Quality Liberal Education – Management studies as such is designed to be multidisciplinary in one manner by most institutes, covering concepts from several fields within Social Sciences such as Economics/ Finance, Human Resources, Operations, Marketing, Analytics and so on. This is due to the fact that departments within organisations do not work in silos and hence many under graduation and post-graduation programs provide the option to choose major (and minor) specialization too. Also, many a times the subjects are defined and taught in classes to be looked into as both a science as well as an art. This has been one among the USPs for MBA programmes especially since students from the pure sciences as well as the arts can find something which interests them and challenges them equally.
A similar kind of approach is proposed in the draft policy wherein the existing hard differentiation among the facets of knowledge is to be broken down. But this is more with respect to combining various disciplines and hence bringing about imaginative and flexible curriculum. (University Grants Commission, 2019) Hence, in near future management studies will also have electives from pure sciences and art; which for sure brings about diverse perspectives to the learning process.
Other recommendations by (University Grants Commission, 2019) in terms of integrated 5 year programme, 3+2 and 1 year courses in management are in existence even today in several institutions like Christ (Deemed to be University), which can be a norm followed across all institutions hence forth.
• Optimal Learning Environments and Student Support - The policy aims to promote joyful, rigorous and responsive curriculum coupled with engaging and effective pedagogy to ensure overall development of students. (University Grants Commission, 2019)In this regard, at present, many management programmes lay emphasis on internships for corporate exposure, incubating entrepreneurial ideas to promote innovation, managing events and other hands-on experiences to gain managerial skills. Candidates also choose among specialisations in emerging areas, having practical and
research (though not necessarily academic research) perspective, which are more relevant in the corporate world. However, all these aspects have to be followed across institutions to achieve the goals of the National Education Policy.
This section also speaks about national level authorities to articulate learning objectives and to ensure equivalence and mobility. (University Grants Commission, 2019) It is vital that these authorities are well paced with the requirements of any managerial positions at any field and any location. This is essential since, for instance, Bengaluru being a fast paced IT and start up hub of the country see faster adoption of latest innovations and concepts in the learning curriculum of the institutions within the city, which need not be the case elsewhere in the country and this gap needs to be reduced. In this regard, the expansion of open and distance learning and internationalization of education can be of immense help. (University Grants Commission, 2019)
• Energized, engaged and capable faculty- Putting faculty back into the heart of higher education, the policy proposes for a comprehensive system in place right from recruitment, retention, development (keeping pace with the latest changes in the field) of faculties. There is specific mention given to increased autonomy, career progression and compensation management of faculty to ensure highly motivated faculty. However, with the mention to ensure adequate number of faculty in every institution, there is a proposal to completely scrap away contractual appointments (University Grants Commission, 2019). Given this, the possibility to incorporate more industrial experts in imparting sessions regarding most relevant and emerging managerial aspects should never be compromised on since industrial experts help to add a practical dimension to the theoretical aspects taught by academicians.
There is special mention to the welfare and motivation of faculty. The recommendations in this regard are reduce workloads, provide better service conditions, better autonomy and career advancement opportunities. (University Grants Commission, 2019)
• Empowered Governance and Autonomy in Higher Education Governance – Complete autonomy is proposed to be granted to educational institutions in all curricular, pedagogical and resource related matters. The system of affiliation is to be brought to a stop wherein affiliated colleges will develop into autonomous degree granting colleges. (University Grants Commission, 2019)
This recommendation would imply that all institutions will be free to decide curricula and resource requirements; which is vital for an ever evolving and industry centric area such as management.
Furthermore, the policy proposes for the formation and appointment of the Board, Chair and Vice Chancellor to eliminate external interference. This hence requires the engagement of high capacity people with institutional commitment and high level of managerial skills specific to educational institutions. (University Grants Commission, 2019) Management studies can probably see this as an opportunity and partner with the education department of universities to offer management courses to individuals who aspire to be key managerial personnel of educational institutions. Here all aspects regarding financing, human relations, branding, marketing, operations and so forth can be imparted to the candidates to enable them to run the educational institutes as professionally like any other (not for profit) organization.
• Higher Education Governance and Regulation - Increased autonomy to higher education (including vocational and professional education) institutions by constituting an independent authority NHERA in place of the numerous regulators with overlapping mandates that exist today. There are clear definitions of the roles of UGC and NAAC in terms of grant provision and accreditation bodies respectively. Further professional councils such as AICTE and Bar Council of India would now be bodies setting professional standards only.
Comprehensive and transparent assessment by NHERA becomes a mandate for setting up new higher educational institutions. Establishing new institutions is proposed to be by the parliament or the state legislatures only. (University Grants Commission, 2019) This would limit the large number of the institutions being set up within the country and ensure quality. This is especially necessary in the case of the numerous MBA colleges existing within the country which charge huge amount of fees and does not meet the essential criteria, which increases the questionability of the quality of MBA graduates.
• Integrating Professional Education into Higher Education – Preparing and instilling ethics, discipline, public purpose and practical knowledge among professionals (University Grants Commission, 2019) without becoming siloed specialist is vital. This is crucial in any management studies and hence the proposal to integrate Professional Education into Higher Education is a welcome step. A resultant of the implementation of this policy would also be the evolution of institutes such as the IIMs, etc. to institutes offering both professional as well as general education in the future.
• Research focused higher education – There is strong emphasis on catalyzing and energizing research and innovation across the country in all academic disciplines. The policy envisages of setting up of National Research Foundation with the aim to promote research in India and bring back the culture of having several innovations from the nation. This autonomous body is responsible for funding and mentoring quality researches, along with building the capacity for taking up research in the future too. (University Grants Commission, 2019) Management studies usually tend to be highly rigorous and industry specific, hence the culture of academic research can be an elective offered to interested candidates to promote research which can complement academic teaching as well as the industry.
• Financing Education- The policy is committed to raising educational investment stating that there is no better investment towards a society's future. The public investment in education is expected to increase to 20% of the overall public expenditure. These funds are to be utilized in all areas right from early childhood education to teacher education and development. There will be a move to support increased private philanthropic activity in education, with the caveat that 'commercialization of education' will be clamped down. (University Grants Commission, 2019) These initiatives are welcomed by the entire community in favour of bringing up an educated future generation irrespective of the specialisation. The same is true in case of any management studies, which usually tend to be relatively the highest fee paying courses in many universities/ institutes.
Given the recommendations, an analysis of the impact of the draft NEP 2019 on Management as a discipline is appropriate and as follows:
• Institutional Restructuring and Consolidation - The country at present has around 200 universities/ colleges/ institutes offering just the MBA course (Triumphant Institute of Management Education Pvt Ltd), while the count increases when we consider BBA, BMS, BBS and other management courses. The reasons for the huge number of institutes offering management courses can be attributed to the influx of large number of students who are interested in taking up their family businesses forward in a much more structured manner, due to the enthusiasm of few students to start ventures of their own which is well supported by initiatives of the Government such as Start-up India, the change in thought process to be associated with the managerial levels of an organization rather than being just technical workers and so on. This was also seen as an opportunity by universities or colleges in terms of good revenue among several other noble reasons.
Once the Draft NEP becomes a reality, the number of the institutes offering management courses will reduce as several current institutions will be consolidated into 'large, well resourced, vibrant and multidisciplinary institutions' (University Grants Commission, 2019). Furthermore, the policy speaks of better reach of consolidated and multidisciplinary 'educational communities', which personally makes the writer believe would increase the promotion of management courses among all the sections of the society especially when a large portion of the society still believes in the better prospects of the science courses.
• Towards High Quality Liberal Education – Management studies as such is designed to be multidisciplinary in one manner by most institutes, covering concepts from several fields within Social Sciences such as Economics/ Finance, Human Resources, Operations, Marketing, Analytics and so on. This is due to the fact that departments within organisations do not work in silos and hence many under graduation and post-graduation programs provide the option to choose major (and minor) specialization too. Also, many a times the subjects are defined and taught in classes to be looked into as both a science as well as an art. This has been one among the USPs for MBA programmes especially since students from the pure sciences as well as the arts can find something which interests them and challenges them equally.
A similar kind of approach is proposed in the draft policy wherein the existing hard differentiation among the facets of knowledge is to be broken down. But this is more with respect to combining various disciplines and hence bringing about imaginative and flexible curriculum. (University Grants Commission, 2019) Hence, in near future management studies will also have electives from pure sciences and art; which for sure brings about diverse perspectives to the learning process.
Other recommendations by (University Grants Commission, 2019) in terms of integrated 5 year programme, 3+2 and 1 year courses in management are in existence even today in several institutions like Christ (Deemed to be University), which can be a norm followed across all institutions hence forth.
• Optimal Learning Environments and Student Support - The policy aims to promote joyful, rigorous and responsive curriculum coupled with engaging and effective pedagogy to ensure overall development of students. (University Grants Commission, 2019)In this regard, at present, many management programmes lay emphasis on internships for corporate exposure, incubating entrepreneurial ideas to promote innovation, managing events and other hands-on experiences to gain managerial skills. Candidates also choose among specialisations in emerging areas, having practical and
research (though not necessarily academic research) perspective, which are more relevant in the corporate world. However, all these aspects have to be followed across institutions to achieve the goals of the National Education Policy.
This section also speaks about national level authorities to articulate learning objectives and to ensure equivalence and mobility. (University Grants Commission, 2019) It is vital that these authorities are well paced with the requirements of any managerial positions at any field and any location. This is essential since, for instance, Bengaluru being a fast paced IT and start up hub of the country see faster adoption of latest innovations and concepts in the learning curriculum of the institutions within the city, which need not be the case elsewhere in the country and this gap needs to be reduced. In this regard, the expansion of open and distance learning and internationalization of education can be of immense help. (University Grants Commission, 2019)
• Energized, engaged and capable faculty- Putting faculty back into the heart of higher education, the policy proposes for a comprehensive system in place right from recruitment, retention, development (keeping pace with the latest changes in the field) of faculties. There is specific mention given to increased autonomy, career progression and compensation management of faculty to ensure highly motivated faculty. However, with the mention to ensure adequate number of faculty in every institution, there is a proposal to completely scrap away contractual appointments (University Grants Commission, 2019). Given this, the possibility to incorporate more industrial experts in imparting sessions regarding most relevant and emerging managerial aspects should never be compromised on since industrial experts help to add a practical dimension to the theoretical aspects taught by academicians.
There is special mention to the welfare and motivation of faculty. The recommendations in this regard are reduce workloads, provide better service conditions, better autonomy and career advancement opportunities. (University Grants Commission, 2019)
• Empowered Governance and Autonomy in Higher Education Governance – Complete autonomy is proposed to be granted to educational institutions in all curricular, pedagogical and resource related matters. The system of affiliation is to be brought to a stop wherein affiliated colleges will develop into autonomous degree granting colleges. (University Grants Commission, 2019)
This recommendation would imply that all institutions will be free to decide curricula and resource requirements; which is vital for an ever evolving and industry centric area such as management.
Furthermore, the policy proposes for the formation and appointment of the Board, Chair and Vice Chancellor to eliminate external interference. This hence requires the engagement of high capacity people with institutional commitment and high level of managerial skills specific to educational institutions. (University Grants Commission, 2019) Management studies can probably see this as an opportunity and partner with the education department of universities to offer management courses to individuals who aspire to be key managerial personnel of educational institutions. Here all aspects regarding financing, human relations, branding, marketing, operations and so forth can be imparted to the candidates to enable them to run the educational institutes as professionally like any other (not for profit) organization.
• Higher Education Governance and Regulation - Increased autonomy to higher education (including vocational and professional education) institutions by constituting an independent authority NHERA in place of the numerous regulators with overlapping mandates that exist today. There are clear definitions of the roles of UGC and NAAC in terms of grant provision and accreditation bodies respectively. Further professional councils such as AICTE and Bar Council of India would now be bodies setting professional standards only.
Comprehensive and transparent assessment by NHERA becomes a mandate for setting up new higher educational institutions. Establishing new institutions is proposed to be by the parliament or the state legislatures only. (University Grants Commission, 2019) This would limit the large number of the institutions being set up within the country and ensure quality. This is especially necessary in the case of the numerous MBA colleges existing within the country which charge huge amount of fees and does not meet the essential criteria, which increases the questionability of the quality of MBA graduates.
• Integrating Professional Education into Higher Education – Preparing and instilling ethics, discipline, public purpose and practical knowledge among professionals (University Grants Commission, 2019) without becoming siloed specialist is vital. This is crucial in any management studies and hence the proposal to integrate Professional Education into Higher Education is a welcome step. A resultant of the implementation of this policy would also be the evolution of institutes such as the IIMs, etc. to institutes offering both professional as well as general education in the future.
• Research focused higher education – There is strong emphasis on catalyzing and energizing research and innovation across the country in all academic disciplines. The policy envisages of setting up of National Research Foundation with the aim to promote research in India and bring back the culture of having several innovations from the nation. This autonomous body is responsible for funding and mentoring quality researches, along with building the capacity for taking up research in the future too. (University Grants Commission, 2019) Management studies usually tend to be highly rigorous and industry specific, hence the culture of academic research can be an elective offered to interested candidates to promote research which can complement academic teaching as well as the industry.
• Financing Education- The policy is committed to raising educational investment stating that there is no better investment towards a society's future. The public investment in education is expected to increase to 20% of the overall public expenditure. These funds are to be utilized in all areas right from early childhood education to teacher education and development. There will be a move to support increased private philanthropic activity in education, with the caveat that 'commercialization of education' will be clamped down. (University Grants Commission, 2019) These initiatives are welcomed by the entire community in favour of bringing up an educated future generation irrespective of the specialisation. The same is true in case of any management studies, which usually tend to be relatively the highest fee paying courses in many universities/ institutes.
Conclusion
The draft national education policy tries to be as comprehensive as possible in drawing out guidelines for reshaping the 'educational landscape' of the country. However, the policy does not explicitly mention Management as a discipline or a professional course but is assumed to be included under the ambit of Humanities. Despite, it is vital that we consider the recommendations helpful in moving beyond the 'narrow technical expertise to creativity, professional judgment and enhanced social contribution and personal fulfillment in their work and their lives.' (Colby, Ehlrich, Sullivan, & Dolle, 2011)
Further points to be considered while considering Management in specific would include:
• Setting up a centralized system for entrance exams such as the CAT and uniform set of exams and admission processes to ensure better access to MBA programmes.
• MooC courses to be promoted which enables students from any institute to have equal access to the resources of institutes like the IIMs. The choice based credit system should be equally adopted/ revised by all institutes and the institutes should recognize and ensure equivalence for any quality courses provided by any institute.
• Recognizing essential aspects of any management studies courses such as internships, industrial exposure, entrepreneurship, innovation etc. as part of the skill development required for the development of any professional apart from mere technical skills.
• There are increased opportunities for Management as a discipline since there is increased promotion of interdisciplinary courses in all the disciplines with several management courses being relevant and easy electives, increased managerial capabilities of persons handling important positions in educational institutions, and several others.
Further points to be considered while considering Management in specific would include:
• Setting up a centralized system for entrance exams such as the CAT and uniform set of exams and admission processes to ensure better access to MBA programmes.
• MooC courses to be promoted which enables students from any institute to have equal access to the resources of institutes like the IIMs. The choice based credit system should be equally adopted/ revised by all institutes and the institutes should recognize and ensure equivalence for any quality courses provided by any institute.
• Recognizing essential aspects of any management studies courses such as internships, industrial exposure, entrepreneurship, innovation etc. as part of the skill development required for the development of any professional apart from mere technical skills.
• There are increased opportunities for Management as a discipline since there is increased promotion of interdisciplinary courses in all the disciplines with several management courses being relevant and easy electives, increased managerial capabilities of persons handling important positions in educational institutions, and several others.
Bibliography
- Colby, A., Ehlrich, T., Sullivan, W. M., & Dolle, J. R. (2011). Rethinking Undergraduate Business Education: Liberal Learning for the Profession. San Francisco: Jossey Bass.
- Mann, G., & Vaishnav, A. (2019). Draft National Education Policy 2019. Retrieved from PRS Legislative Research: http://www.prsindia.org/sites/default/files/parliament_or_policy_pdfs/Committee%20Report%20Summary%20-%20Draft%20National%20Education%20Policy%20%281%29.pdf
- Triumphant Institute of Management Education Pvt Ltd. (n.d.). About MBA. Retrieved from TIME: CAT/MBA - About MBA: https://www.time4education.com/CAT-MBA/About-MBA/TIME-B-School-Categorisation
- University Grants Commission. (2019). Draft National Education Policy 2019. Retrieved from https://www.ugc.ac.in/pdfnews/3563340_PPT-Draft-NEP-2019.pdf
Comments
Post a Comment