Internationalising Indian Higher Education by Dr. M.Saravanan
Internationalising Indian Higher Education by Dr. M.Saravanan Internationalising Indian Higher Education Saravanan M January 31, 2025 Higher Education, Public Policy The National Education Policy (NEP) 2020 marks a historic shift in the policymaking for higher education as it aims to internationalise the quality of higher education, while simultaneously attempting to Indianise the sector. Various policy prescriptions of NEP encompass promoting Indian languages, conferring primacy to the mother-tongue at primary schooling, and covering Indian knowledge systems, including tribal knowledge and indigenous and traditional ways of learning, in various disciplines. These would instil a sense of rootedness and pride in India and its rich, diverse, and ancient culture. A detailed discussion about the policy paths for Indianisation would require a devoted space. However, a nation that intends to internationalise its higher education needs to focus on its indigenous strengths to offer a unique and real international learning experience and avoid being a clone of another international education model. The NEP has green-signalled a formal process to internationalise higher education, a topic hitherto witnessed at the margins of policymaking and not as the core. Further, the NEP aims to the improve mobility of students, teachers and researchers across nations, establish highest global standards in education, and nurture young minds to be global citizens exposed to diverse cultures. To this end, it has defined the purpose of education at the sectoral and institutional level, highlighted the different roles institutions of different quality and focus are expected to play, and how knowledge is to be created and disseminated. This perfectly aligns with the definition of the internationalisation of higher education by the eminent scholar, Prof. Jane Knight. While under the ongoing Pradhan Mantri Uchchatar Shiksha Abhiyan (PM-USHA) scheme, some public universities are being supported to enhance their quality and also to collaborate with foreign universities, just as was done in the previous avatar of the scheme, where it went with the name of Rashtriya Uchchatar Shiksha Abhiyan (RUSA), efforts have also been taken up to improve the quality and global standing of institutions under Institutions of Excellence (IoE) programme. While these are generic efforts to improve institutions that would also lead to internationalisation, the UGC has come up with targeted measures to promote internationalisation. In May 2022, the UGC introduced its Regulation delineating the various options of higher education programmes that domestic and foreign institutions can offer collaboratively, like twinning programmes, joint-degrees, dual degrees etc. It also set the conditions for such collaborations and set eligibility standards for the institutions in terms of NAAC accreditation, NIRF or global rankings, to ensure that only institutions of certain proven quality are allowed to collaborate with globally reputed and well-ranked foreign institutions. The UGC also urged all the institutions to set up an Office of International Affairs to function as a single point of contact to take up all necessary action for collaborations with foreign institutions and teacher-student mobility. As per the information available on the website of the UGC, a total of 235 Indian higher education institutions are eligible to collaborate with foreign institutions to offer Twinning, Joint Degree, and Dual Degree Programmes. While collaboration between Indian and foreign institutions is one way to internationalise, the UGC has also embarked upon facilitating the entry of foreign institutions to set-up their own institutions in India, either individually or in association with any other foreign or Indian institution, by notifying another Regulation in November, 2023. It allows Foreign Higher Educational Institution (FHEI) within the top five hundred in the overall category or subject-wise category of global rankings or the institution that possesses outstanding expertise in a particular area. The FHEI has the autonomy to determine the qualifications, salary structure, and other conditions of service for appointing faculty and staff, provided the qualifications of the faculty appointed are at par with the main campus in the country of origin and the international faculty appointed serves at least a semester at the Indian campus. The qualifications awarded by the FHEI in the Indian campus will have the same recognition, equivalence and status that the qualification awarded by the FHEI enjoys in its country of origin. The qualifications awarded by it will also be equivalent to any corresponding degree by any Indian Higher Educational Institution for all purposes. To make the Indian degree programmes comparable to the globally accepted structure, curricular changes have been made like offering four-year undergraduate degree programmes across disciplines, with multiple entry and exit; one-year postgraduate programme, platform for credit accumulation, transfer and redemption by students, etc. A major focus is on constant faculty development and research and innovation, which would lead to enhancement in the quality of higher education. Further, cultural aspects of the diverse Indian sub-continent are also being included in the curriculum, in addition to developing right attitude and skills in students to become a global citizen. Post introduction of NEP, the various measures have been taken to improve quality to international standards, increase global mobility of students and teachers and embed cultural inclusiveness in the mainstream education, which is expected to internationalise Indian higher education holistically. Already few universities have established (or in the process of establishing) their campuses in India including Australia’s Deakin University, which is the first foreign university campus in India, followed by the University of Southampton. It is only expected that the trickle would be followed by a deluge soon. Dr.M Saravanan, is specialised in Higher Education and Founder Secretary of the AgaPuram Policy Research Centre, Erode. Views expressed by the author are personal and need not reflect or represent the views of the AgaPuram Policy Research Centre.
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