“NEP Implementation Is A Marathon, Not A Sprint Says UGC Chairman, Prof. Mamidala Jagadesh Kumar

In this interview, Prof. Mamidala Jagadesh Kumar, Chairman, University Grants Commission (UGC), shares his insights on the transformative journey of higher education in India under the National Education Policy (NEP) 2020. With a vision to shift towards outcome-based learning and personalised education. Kumar outlines UGC's commitment to enhancing accessibility and quality for the nation's diverse student population. He discusses the challenges faced in implementing these ambitious reforms, the ongoing initiatives to support students and educators and his aspirations for India's educational landscape as the country strides toward becoming a fully developed nation by 2047.

Professor Kumar, under your leadership, UGC has played a pivotal role in driving key reforms in higher education, especially with the implementation of NEP 2020. Could you share your vision for the future of higher education in India and how UGC plans to contribute to its continued growth and transformation?

The National Education Policy (NEP) 2020, announced on July 29, 2020, is the guiding framework for our efforts at UGC. The core objective of the NEP is to shift the focus of education towards outcome-based learning. This means ensuring that students achieve specific learning outcomes and making education more personalised to address the diverse aspirations and backgrounds of students. Today, education often assumes a one-size-fits-all approach, which doesn’t account for the varying academic goals and personal circumstances of students. Our goal is to provide personalised, high-quality education that is accessible to all and we’re committed to doing this on a mass scale, given the large student population in India.

With about 43 million students currently enrolled in higher education, we are aiming to increase the Gross Enrollment Ratio (GER) to 50 per cent by 2035. This expansion will require us to deliver education that is not only of high quality but also affordable to meet the needs of a growing student base. By focusing on outcome-based, personalised education delivered on a large scale, we aim to enhance the overall competence of our society, which in turn will improve productivity and lead to economic growth.

In looking toward the future, we want India to be a fully developed country by 2047—what we call *Viksit Bharat*. To achieve this, self-reliance is key. Our education system must nurture innovation and creativity, preparing students to develop new technologies and participate in various economic activities. Challenges such as economic instability, climate change and security issues, including cybersecurity, are real threats. Our education system must equip the next generation to address these challenges, helping India secure its future in a rapidly changing world.

One major area of focus is technological integration in education and public health, where India is already a global leader with its digital public infrastructure. Our digital initiatives, showcased at the recent G20 summit, demonstrate India’s ability to leverage technology for large-scale impact. We are also committed to ensuring energy security by reducing dependence on imported fuels and shifting towards renewable energy sources.

The NEP 2020 enables us to bring significant reforms to higher education by adopting frameworks like the National Credit Framework, which integrates school, vocational and higher education. This allows students to progress through levels of education seamlessly, offering them flexibility to pursue multidisciplinary studies. For example, a student majoring in history can also take credits in media, logistics, or data science, thus enhancing their employability and preparing them for the demands of the modern workforce.

To make this vision a reality, UGC is collaborating with industries and organisations to offer relevant skills-based courses to students. We are building partnerships with industry leaders to bring their expertise into university curricula, ensuring students have access to both academic knowledge and practical skills. Our new platform, *Swayam Plus*, will house digital courses on a variety of skills, enabling students to earn credits and apply them towards their degrees. This level of flexibility, freedom and choice in education is central to our mission of transforming India’s higher education system and preparing our students for the future.

How would you assess the overall progress of NEP implementation in India and what are the major challenges faced in implementing NEP and how is the government addressing them?

The implementation of the National Education Policy (NEP) 2020 is a massive undertaking, given the scale and diversity of India's education system. It's important to recognise that such transformative changes cannot happen overnight. Creating awareness among the various stakeholders-vice chancellors, principals, teachers and students, is one of the biggest challenges we face.

To address this, we've divided the country into five zones: Central, North, South, East and West. In each zone, we conduct awareness programmes that bring together 300 to 400 vice chancellors and other leaders in education. These sessions include discussions on the reforms introduced by the UGC, with an opportunity for questions and brainstorming. I personally attend these sessions to engage with the educators and address their concerns directly. 

In addition to working with educational leaders, we’re focusing on teachers, who are pivotal to the success of the NEP. We’ve organised workshops for teachers across the country, ensuring they’re aware of the changes and equipped to implement them. A unique initiative we’ve introduced is the NEP Sarthis programme, which involves around 900 students from across India. These students engage in peer-to-peer learning to explain the benefits of NEP to their peers, making the process more relatable and impactful.

Another challenge is the creation of infrastructure within educational institutions, which takes time. For example, when we introduced the four-year undergraduate programme, we gave institutions the flexibility to adopt it only if they had the necessary resources and teaching capabilities. We’ve also allowed institutions to offer admissions twice a year, in January and February, in addition to the traditional July-August cycle. However, only universities with the capacity to support this can adopt it.

It’s important to understand that NEP implementation is a journey. Some institutions are quick to adopt the reforms, while others need more time and support. We are committed to hand-holding these institutions through the process, recognising that implementing the NEP is like running a marathon, not a sprint. By 2035, we aim to have most of the reforms in place and given the positive response so far, we are optimistic about achieving this goal. 

Indian universities have shown improvement in global rankings but still lag behind the top institutions worldwide. What is UGC doing to bridge this gap and elevate Indian institutions on the global stage?

In recent years, Indian institutions have made strides in global rankings, with IIT Bombay and IIT Delhi consistently ranking within the top 150. However, it's important to ask whether the primary goal of our educational institutions is simply to excel in global rankings or to address the aspirations of our youth. Take, for example, a university established in a tribal region with the goal of empowering students from that area. Even if just one student from a family is educated and becomes gainfully employed, the positive impact extends to the entire family, improving their social and economic conditions. Such institutions, though not part of global rankings, are fulfilling a crucial mission. 

Each university has its own objectives and while some focus on serving specific regional or social needs, others are driving innovation and delivering education on par with global standards. These institutions are increasingly being recognised in global rankings. Therefore, India's higher education landscape is diverse, with some institutions prioritising social and regional goals, while others are working toward global recognition. This balanced approach positions India well and we can expect more institutions to be recognised in global rankings in the years to come.

Given the recent trend of exam cancellations in India, what is your overall assessment of the situation and the challenges it poses to higher education in the country?

The recent trend of exam cancellations highlights some critical challenges in higher education in India. One of the main issues is the sheer number of students competing for limited seats, which creates intense competition. To address this, our priority is to ensure the admission process is completely objective and free from bias. This is why we rely on entrance exams, which must be reliable, trustworthy and transparent.

To achieve this, technology plays a crucial role. Traditional paper-based entrance tests are impractical given the large number of applicants, so we are moving toward technology-based exams. However, this brings additional challenges, such as ensuring widespread availability of testing centres across the country and addressing cybersecurity risks. Just as we wouldn't abandon cyber technology due to security threats, we won’t abandon online entrance exams. Instead, we are continuously strengthening security measures to prevent system manipulation.

The government has set up the Dr. Radhakrishnan Committee to review all aspects of conducting these tests and provide recommendations to make them more robust. Once these recommendations are received, we plan to implement them to further enhance the reliability of entrance exams.

When it comes to exam cancellations or retests, if there is credible information about any potential breach, our first priority is to protect the interests of students. That’s why, in cases of potential leakage, tests are cancelled and rescheduled.

Looking ahead, we anticipate a growing number of students taking entrance exams and based on the committee's recommendations, we will continue to strengthen the system. In the long term, we also aim to offer these tests multiple times a year, so students are not limited to a single attempt. Our vision is to eventually provide on-demand testing, similar to the SAT or GRE exams. However, our immediate focus is on enhancing the current system and we are already making progress in that direction.

How is the UGC mitigating the impact of exam cancellations on students' academic progress, especially those who have been significantly affected by repeated delays and how is the UGC supporting students who incur additional financial costs due to exam cancellations, such as travel expenses or lost opportunities?

The UGC ensures that when an exam is cancelled and a retest is conducted, students are not required to pay any additional fees; their original application fee remains valid. Our priority after a cancellation is to reschedule the exam as soon as possible, while addressing the logistical challenges to prevent the same issue from occurring again.

We actively engage with students through social media platforms like Twitter, Instagram, Facebook and YouTube, regularly sharing updates, videos and graphics to keep them informed. This consistent communication is key to addressing their concerns.

Once results are announced, we promptly advise universities to expedite the admission process, ensuring that the academic session starts on time. These are some of the measures we take to mitigate the impact of exam cancellations on students’ academic progress and financial burdens.  

There has been growing concern over student mental health, especially post-pandemic. What steps is UGC taking to create more student support systems and ensure mental well-being?

UGC is highly aware of the growing concerns regarding student mental health, especially post-pandemic. We recognise that students may feel overwhelmed by the sheer size of the university system, which can lead to a sense of helplessness. To address this, we introduced a new regulation last year, requiring every university to appoint an ombudsperson. Most universities have now complied, ensuring that students have a designated individual to turn to for grievance redressal.

In addition to the ombudsperson, universities have established grievance redressal committees at both the departmental and university levels. These committees are in place to address a wide range of student issues—whether it's conflicts with a research supervisor, delays in receiving a mark sheet or fee-related problems. If a student's concern is not resolved by the committee, they can escalate it to the ombudsperson.

Furthermore, we have launched the E-Samadhan portal, a 24/7 platform where students can submit their grievances online. Through this system, students can write to us, call us and share their concerns, which we then communicate to the relevant university authorities, such as the Vice-Chancellor or Registrar, for swift resolution.

By addressing student concerns promptly and effectively, we hope to significantly reduce their stress levels, enabling them to focus on their academic and personal growth. Our goal is to create an environment where students can thrive without the burden of unresolved issues affecting their well-being. 

As we look to the future of higher education in India, what message or advice would you like to share with students, educators and institutions as they navigate the evolving landscape of education and its challenges?

To the students, I want to emphasise that each of you is a unique individual with immense inner potential. It's important to recognise and identify this potential and build your future around it. Avoid imitating or comparing yourself to others, as this often leads to stress and dissatisfaction. Instead, focus on nurturing your distinct capabilities and using them to shape your path forward.

Success, whether in education or life, comes when you set clear goals and work diligently toward them. Remember, nothing worthwhile comes easily – perseverance and effort are key.

For educators and institutional leaders, my advice is simple: leadership requires courage. You can only become a successful leader by embracing calculated risks. Staying in your comfort zone will limit your impact and effectiveness. It is through bold decision-making and stepping outside that zone that true leadership emerges.

Mayank Badhwar

BW Reporters The reporter works as Senior Correspondent with BW Businessworld