The HEIs must have a roadmap for providing quality education that is holistic, multidisciplinary and inclusive

The higher education system in India is transforming as a result of the National Education Policy 2020 (NEP 2020). Integrating Holistic and Multidisciplinary Education into the educational system is one of the NEP's fundamental initiatives. The focus is on developing “good, thoughtful, well-rounded, and creative individuals.” It is anticipated that the implementation of NEP 2020 would bring about substantial changes to the educational ecosystem to allow a holistic learning experience for the holistic development of students.

Early universities such as Takshashila, Nalanda, and Vikramshila were renowned for their holistic and interdisciplinary education. This emphasis may have waned in many educational institutions in the past few centuries due to various factors.

Prime Minister Narendra Modi launched NEP-2020 on July 29, 2020, following extensive research and evaluation of the existing education scenario, future requirements, and one of the largest public consultations. This policy is student-centric, learning-focused, flexible, futuristic, experiential, and interdisciplinary, with an emphasis on the Indian knowledge system.

NEP 2020 recommends revamping curriculum, pedagogy and assessment systems that focus on conceptual understanding, learning how to learn, critical thinking, creativity, soft skills, life skills, technical skills, research etc. for enhancing the holistic learning experience. There would be a greater need for learning by doing an approach demanding practical, simulation, training, field visits, internships, apprenticeship etc.  

In an endeavour to accomplish NEP 2020, the University Grants Commission (UGC) has undertaken substantial measures by developing regulations, frameworks, guidelines and other policies.  Learning Outcome Based Curriculum Framework; Four Year Undergraduate Curriculum and Credit Framework; Guidelines for Multidisciplinary Institutions; Multiple Entry and Exit options; Academic Bank of Credits; internships and apprenticeships are landmark initiatives by the UGC to promote and facilitate Holistic Education and Learning Experience. 

A change towards holistic education and learning experiences would necessitate faculty development to shift them from lecture-based teaching to learner-centred teaching and learning methods. Holistic learning demands a greater emphasis on an interactive, collaborative, and participative methodology. Relationships between students and teachers must be cultivated with great care and equilibrium.

The UGC, via its Human Resource Development Centres (HRDCs), has begun faculty capacity-building activities in preparation for NEP 2020. The Malaviya Mission, a faculty and leadership capacity-building project, is a significant step in this direction. Inter-University Centre for Teacher Education (IU-TE) at BHU, Varanasi is also taking appropriate initiatives towards faculty development.

As we move toward attaining the vision and goals of NEP 2020 and sustainable development goal for education (SDG 4), it becomes imperative for the HEIs to have a clear strategic plan. Governments and other statutory bodies will play a key role by providing required levels of regulatory architecture and resource support; hand-holding and capacity building; and developing facilitating mechanisms and systems. To reap the benefits of this scenario, we must commit to making our higher education institutions a hub for holistic and multidisciplinary education and lifelong learning.

(The writer is a former secretary of UGC, Views expressed are personal)