INDIAAGLOBALSTUDYDESTINATION:ASVISHWAGURU- ACASESTUDYONFUTUREREADINESSFOR IMPLEMENTINGNEP-2020
Professor,ABSTRACT
IndiaisinvariablybattlingtoregainitslegacystatusofVishwaGuru.Theuniversallytransformingeducation,learning&teachingisnowasubjectofGlobalQuality Standards.Thestrategy“InternationalizationatHome”willopenavenuestopromoteIndianEthosamidsttheGlobalCulture.Thefuturereadinessroadmaptowards IndiabecomingaGlobalStudyDestinationisbeingcontinuallycraftedbybringingininnovativerestructuringintheIndia'sEducationSystem. Thechallengeishow toGlobalizetheDiverseEducationSystemsinIndia?HowIndiacanbecomeahubforGlobalEducation?
KEYWORDS:VishwaGuru,Internationalization,GlobalQuality,IndianEthos,DiverseEducationSystems
Introduction
Indiaaimstorestoreitsstatusofbeing“AVishwaGuru”,cateringtotheneedsof theGlobalKnowledgeSociety TherecentNationalEducationPolicy-2020by Ministry of Education, Government of India, is a very promising step towards reformingandrestructuringtheHigherEducationSysteminIndiainlinewiththe GlobalStandards.
ThemajorfocusisonstandardsofGlobalEducation.Thephilosophyof“Internationalization at Home”will certainly open doors for foreign students but the globalchallengesinimplementationareunending.WillIndianTeachersariseto theexpectationsoftheNEP-2020vision&mandates?Thechallengeishowto GlobalizetheEducationSysteminIndia?Integratingthediverseeducationsystemsforeffectiveinteractionswillnotbefreefromthemobilityofstudentsand scholarsfromvariouspartsoftheGlobe.
India's potential towards Learning Environment, Multidisciplinary Education, Quality & Integrity, Motivated & Energized Faculty, Effective Governance & Leadership, Standards forApprovals &Accreditation, Policies & Regulations, TechnologyApplication&Integration,Curriculum&Creativity,SupportforStudentsProfessionalCareer&GrowthfortransformingtheHigherEducationSysteminIndia;isbeingputtotestforevaluatingitsGlobalStandards.
WilltheinitiativesofNEP-2020inreforming&restructuringtheHigherEducation System in India attain the Global outreach? WillAcademicAutonomy to HEIs(HigherEducationalInstitutions) liberalize, globalizeandinternationalizetheEducationSysteminIndia?
The Indian HEIs & Univerties are looking for collobrative creativeness which ultimatelywilladdvaluetotheentiresupplychainstrugglingtoachieveInternalizationofHigherEducation.IndiaatpresentisfarbehindtheCountriestopping theGloballistofrankingswiththeirGloballyBrandedInstitutions.Intheabove context the Role of Higher Educational Institutions & Universities both in the Public&PrivateSectorinIndiabecomesindispensable.Thoughlargenumberof ProfessionalsarebeingproducedannuallybyHigherEducationalInstitutions& UniversitiesinIndiabutverymarginalofthemareenabletoapplytheirGlobal KnowledgeinthepursuitofbetteringSociety&Country
WhytheIndianGlobalLearningCulturefailstocapitalizethepotentialofintegratedcreativityinaspiringstudentswhoarenotfromthenativeland?Andmoreover, the situation is more pathetic in managing the diversity of national tradationsandvaluesystems Oneshouldnotbesurprisedtounderstandthatthe present Education System in India lacks collabrative creativeness in learning programmestosustaintheSocio-EconomicDevelopmentGlobally.:
ReviewofLiterature
In ancient India, Takshashila and University of Nalanda (Nalanda, the seat of knowledge, once lured scholars from abroad like HiuenTsang) attracted many scholarsfromvariouspartsoftheglobe.TheNationalEducationPolicy2020is thefirsteducationpolicyofthe21stCenturyandaimstoaddressthemanygrowingdevelopmentalimperativesofourCountry ThisPolicyproposestherevision andrevampingofallaspectsoftheeducationstructure,includingitsregulation andgovernance,tocreateanewsystemthatisalignedwiththeaspirationalgoals of'21stCenturyGlobalEducation';whilebuildinguponIndia'sdiversifiedtraditionsandvaluesystems.
“TheInternationalizationofHigherEducationinIndia”,istheprimeobjectiveof
theNewEducationPolicy TheacceleratedrateofGlobalizationhascompelled theIndianpolicymakerstotakeimmediatemeasuresfortransformingtheprevailingHigherEducationSystem.ThefuturesurvivalintheGlobalizedCompetitiveEconomywilldemandmultidisciplinaryqualitativeskills.
TheMultidisciplinaryLearningdefinesthatcurriculummustincludebasicarts, crafts,humanities,games,sportsandfitness,languages,literature,culture,and values,inadditiontoscienceandmathematics,todevelopallaspectsandcapabilitiesoflearners;andmakeeducationmorewell-rounded,useful,andfulfilling tothelearner”.(NEP-2020).Moreover,theproposedGlobalEducationSystem mustbuildcharacter,enablelearnerstobeethical,rational,compassionate,and caring,amidstdiversecultureswhileatthesametimepreparethemforgainful, fulfillingglobalemployment.
The gap between the current state of national learning outcomes and what is requiredgloballymustbebridgedthroughundertakingmajorreformsthatbring the highest quality, equity, and integrity into the system, from early childhood careandthroughhighereducation.Whatarethe primefactorsresponsible forinnovatinginthepresentHigherEducationSystem?Anew'GlobalCurriculum'istobeinnovatedwhichcansynchronizewiththeNEP-2020.
AsoneofthekeyaimsoftheNewEducationPolicyistoInternationalizeHigher Education, HEIs are being encouraged to foster social responsibility and community engagement in India. India is also a signatory to global commitment to achievingSustainableDevelopmentGoals(SDGs)by2030.GlobalUniversity Network for Innovations (GUNI) in its 6th World Report beacons HEIs to engagewithSDGs.
ResearchObjectives
The objective of this Research through this Case Study is to investigate and understandtheessentialsof“WhythereiscriticalneedforInternationalization of Higher Education in India?”.Though the constitution for healthy ecosystem forglobaleducationinIndiatowardsimplementingMultidisciplinaryLearning &TeachingbothatElementarySchoolsandHigherEducational Institutions& UniversitiesinIndiahaskickedofthelightattheendofthetunnelisyettobe seen in reality Moreover, the purpose of the study is also to explore the approachesofouremergingEducationSysteminattainingInternationalization ofHigherEducationinIndia.Theobjectiveistounderstandtheperspectiveson “Internationalization of Higher Education” through the concept of MultidisciplinaryLearninginIndia.
India's future readiness & preparedness to become “Vishwa Guru” are not free fromtheapprehensionsofglobalchallenges&opportunities.Itisaseriousconcern considering the potential abilities and infrastructural capabilities of the Higher Educational Institutions in India in delivering Global Standards. The Studyattemptstoexamine,“WilltheNationalEducationPolicy2020addressthe emergingissuesofmakingIndia aGlobalStudyDestination?”
ResearchMethodology
ForwhichathoroughstudyofexistingliteraturerelatedtotheInternationalizationofHigherEducationinIndiaaswellasWorldhasbeenexaminedandprobed for the essential attributes impacting and influencing the emerging trends in SustainableGlobal Education.
The probable major attributes which perhaps are primarily essential to be addressedareGlobalPolicyonIntegratingDiverseEducationSystems,Attract-
Copyright©2023,IERJ.Thisopen-accessarticleispublishedunderthetermsoftheCreativeCommonsAttribution-NonCommercial4.0InternationalLicensewhichpermitsShare(copyandredistributethematerialinany mediumorformat)andAdapt(remix,transform,andbuilduponthematerial)undertheAttribution-NonCommercialterms.
ing and managing mobility of International Students & Scholars, Utilizing & interfacingtheresourcesofHEIs/UniversitySystems,ProvidingPremiumEducationataffordablecost,andHighestGlobalStandardsinQualityEducationin makingIndiaaGlobalStudyDestination.
The Researchdesign formulatedhere was to collectprimary data on these five (05)variablesthroughastructuredquestionnaire(hardcopy&electronic)based onrandomsamplingfromthetargetedpopulationofEducationalProfessionals (both Elementary School and Higher Institutions) and Students Community Understanding the limitations of the study twenty five (25) Education Centers each(i.e.,amixofmajorSchools,CollegesandHigherEducationalInstitutions /Universities)acrossIndia,wasspecificallyfocused,examinedandconsidered forten(10)respondentsfromeachEducationCentre.
Intotalthefieldresponsesoftwohundredfifty(250,@10eachfromscattered (25)EducationCentresacrossIndia)respondentswererecorded,examined,evaluated and analyzed co-relating with the secondary data sourced from literature review for understanding the emerging trends in Internationalization of India's EducationSystem;withrespecttoGapAnalysisonexistingpotentialsandcapabilitiestheHigherEducationalInstitutionshaveinimpartingInterdisciplinary& MultidisciplinaryCurriculumforinternationalstudentsandCreativityinGlobal Educational Courses. Based on these findings through Quantitative Analysis usingsimpledescriptivestatisticaltoolsofpercentagetheResearcherhasrecommendedandsuggestedvaluableremedialmeasuresandinitiativesfordeveloping&restoringIndia'slegacyofbeingaVishwaGuru.
ProblemStatements
CanIndiabecomeHometoForeignStudents?Whatdoyoumeanby“InternationalizationofHome”?ThelandscapeofIndianEducationSystemisundertransition&transformationthroughtheseriesofreformationswiththeenactmentof theNewEducationPolicy(NEP-2020).Willtheinitiativeof“InternationalizationofHome”by“NEP-2020”createaholisticGlobalEducationSystem?
ToevaluateIndia'spresentlyemergingGlobalEducationSystemsufferingwith dualpolicies,processes,teaching&learningexperiences,effectiveness,objectives,outcomesandimpactsfollowingattributesasvariableshavebeendesigned forstudyasProblemStatementsinthepresentResearchinthebackdropofthe majorinitiativesundertakenbyUniversityGrantsCommission(UGC)whichis a statutory body under Ministry of Education, Government of India, entrusted with the task of determination, coordination and maintenance of standards of teaching, examination and research in University Education, in regulations, guidelines,amendmentsandrecommendedestablishmentsforsuccessfulimplementationofNEP-2020.
1.GlobalPolicyonIntegratingDiverseEducationSystems
DowehaveaGlobalPolicyonIntegratingDiverseEducationSystems?Itisto understandthatthereistruenecessitytoadaptandadoptparadigmshiftinsynergyofcultures,behaviour,morals,ethics,valuesandperceptions amongthe studentspreparingtobecomeGlobalCitizens.
2.AttractingandmanagingmobilityofInternationalStudents&Scholars
Is India's Education System capable of attracting and managing mobility of InternationalStudents&Scholars?IsIndiapreparedfotechnologicalup-gradationtoovercomethehighereducationaldisruptionsintheWorld?
ItistonotifythattheNEP-2020talkswithdualperceptions;aboutbothNationalization(Atamnirbhar) and Internationalization(Globalization).Anew 'EducationMix'isemerginginIndia.
3.Efficiencyinutilizing&interfacingtheresourcesofHEIs/UniversitySystems
ItistoappriseyouthatthemajornumberofState/CentralUniversitiesinIndia are having unaapreciable reports in optimal utilization of resources and infrastructure.
Will all the higher learning Institutions be converted into International Institutionsby2040?AreyouinfavorofimplementingaGlobalEducationSystemin University/HEI?CanaGlobalEducationSystemhelpindevelopingallcapabilitiesof'HumanBeing'tomeetthechallengesofthe21stCentury?
4.ProvidingPremiumEducationataffordablecost
Whatisyouropiniononthe'AutonomusHigherEducationInstitutions'providingfreedomtostudent's“ChoiceofCourse”withtheoptionof“Multipleentries andexitpoints”beingintroducedthroughtheestablishmentof“AcademicBank ofCredit”,aspertheNEP-2020?
Itistoinformyouthatstillwedonothavetherightcompetenciesandcapabilities forResearch&DevelopmentinIndia.Thetransformationof'TraditionalValues' into'GlobalValues'shouldbethepledgeofallstakeholdersoftheInternationalizationprogramme.
5.HighestGlobalStandardsinQualityEducation
CanimplementationofNEP-2020promisetoattainthehighestglobalstandards inQualityEducation?WillNEP-2020besuccessfulinsynchronizing&integrat-
ingtheNational&GlobalPoliciesinHigherEducation?
Is our NEP-2020 focusing on the Internationalization of Higher Education?
ThoughNEP-2020hasinitiatedthe “TransformingEducationthroughtheintegrationofTechnology”,PupilTeacherRatio(PTR),SWAYAM/MOOC,thecreation of the National Educational Technological Forum (NETF) and National ResearchFoundation(NRF),thethreecardinalprinciplesofIndia'sNewEducationalPolicy-Access,EquityandQuality,stilllotistobedonefortheGlobalEducationalframework.
Analysis,Findings&Suggestions
The(field&virtual)surveywascarriedoutwiththehelpofboth(hardcopy& electronic) questionnaires respectively and the selective respondents on sampling were interviewed (both in field & through google meet mode/telephonically)fortheirviewsontheareaofResearchrelatedto“Indiaa GlobalStudyDestination”.
Basedontheiropinionsandfeedbackthedatawasanalyzedandaccordinglyoutcomeshavebeenworkedout.Thefindingswerethenmappedwiththesecondary dataavailablefromtherelevantreviewofliteratureintheareaofstudy Andit wasinterpretedtounderstandtheperspectivesofEducationalProfessionalson the“IndiaaGlobalStudyDestination”inIndia'sHigherEducationSystemalong with the gaps in the emerging trends mandated in NEP-2020; after analyzing boththeprimaryandsecondarydata.
DemographicInformationGathered
TheSurveyrevealedthatthegenderresponses;maleistofemaleratiowas55% to45%.InAgeGroupcategoryitwasobservedas27.5%under25years,36.5% for26-35years,18.0%for36-45years,9.0%for46-55yearsand9.0%forabove 56years.Theresponsesforperiodofservice(years)inEducationSectorweredistributedas18.2%for<5,9.1%for>5,9.1%for<10,27.3%for>10<15,18.2% for>15<20and18.2%for>25years.FortheRelationshipStatusoftheIndividual respondents following can be summarized; 18.2% were unmarried, 70 % weremarriedand11.8%werefoundtobedivorced/separated.Thetypeoffamily oftherespondentswas27.3%forJointand72.7%forNuclear Thedistribution intheTeacherCategorywhoparticipatedintheResearchSurveywas9.1%for University Professor, 9.1% for College Lecturer, 45.4% for School Teacher, 16.4% for Private Teacher, 10% for Education Consultant, and 10% for nonTeaching.
Interpretation
1. Do you understand the meaning of “Internationalization of Home” by “NEP-2020” in India? 27.3% of the respondents each StronglyAgree and Agree, 9.1% each Disagree and Strongly Disagree, and the remaining 27.2%hadnoopinionontheaboveproblemstatement.
2. Are we ready with a sound legal framework for Internationalization of HigherEducationinIndia?27.3%oftherespondentseachStronglyAgree andAgree,9.1%eachDisagreeandStronglyDisagree,andtheremaining 27.2%hadnoopinionontheaboveproblemstatement.
3. IsthereaneedtoRestructure&ReformthecurrentInstitutionalStructure imparting Global Education? 32.3 % of the respondents each Strongly Agree and Agree, 4.1% each Disagree and Strongly Disagree, and the remaining27.2%hadnoopinionontheaboveproblemstatement.
4. Will the objective of GCED (GLOBALCITIZENSHIPEDUCATION) in Higher Education be achieved by 2035? 32.3% of the respondents each StronglyAgreeandAgree,9.1%eachDisagreeandStronglyDisagree,and theremaining17.2%hadnoopinionontheaboveproblemstatement.
5. Comment on, “The NEP-2020 talks dually; about both Nationalization (Atamnirbhar) and Internationalization (Globalization)”. 27.3% of the respondents each Strongly Agree and Agree, 9.1% each Disagree and Strongly Disagree, and the remaining27.2% had no opinion on the above problemstatement.
6. Is India's Education System getting Globalized, Commercialized and Corporatized? 27.3% of the respondents each StronglyAgree andAgree, 9.1% each Disagree and Strongly Disagree, and the remaining 27.2% had noopinionontheaboveproblemstatement.
7. IsIndiapreparedforthetechnologicalup-gradationtoovercometheglobal educational disruptions in the World? 27.3% of the respondents each StronglyAgreeandAgree,9.1%eachDisagreeandStronglyDisagree,and theremaining27.2%hadnoopinionontheaboveproblemstatement.
8. WillallthehigherlearningInstitutionsbeconvertedintoInternationalInstitutionsby2040?9.1%oftherespondentseachStronglyAgreeandAgree, 27.3%eachDisagreeandStronglyDisagree,andtheremaining27.2%had noopinionontheaboveproblemstatement.
9. AreyouinfavorofopeninganInternationalStudent'sOfficeatyourHEI/ University?9.1%oftherespondentseachStronglyAgreeandAgree,27.3% eachDisagreeandStronglyDisagree,andtheremaining27.2%hadnoopinionontheaboveproblemstatement.
10. CanglobalizingtheEducationSystemhelpindevelopingallcapabilities of Human Being to meet the challenges of the 21st Century? 9.1% of the respondents each Strongly Agree and Agree, 27.3% each Disagree and Strongly Disagree, and the remaining27.2% had no opinion on the above problemstatement.
11. Whatisyouropiniononthe“IsIndia'sHigherEducationSystemcapable
of attracting and managing mobility of International Students & Scholars ?”,aspertheNEP-2020?18.2%oftherespondentseachStronglyAgreeand Agree,27.3%eachDisagreeandStronglyDisagree,andtheremaining9% hadnoopinionontheaboveproblemstatement.
12. Do we have Global Quality Teachers in India? 9.1% of the respondents each Strongly Agree and Agree, 27.3% each Disagree and Strongly Disagree,andtheremaining27.2%hadnoopinionontheaboveproblemstatement.
13. Your opinion on, “Is Internationalization of Higher Education in India a stepfortransformingBrainDraintoBrainGain?”.18.2%oftherespondents each StronglyAgree andAgree, 27.3% each Disagree and Strongly Disagree,andtheremaining9%hadnoopinionontheaboveproblemstatement.
14. Can India provide Premium Education at affordable cost ? 18.2% of the respondents each Strongly Agree and Agree, 27.3% each Disagree and StronglyDisagree,andtheremaining9%hadnoopinionontheaboveproblemstatement.
15. WillNEP-2020asaPolicyImperativebesuccessfulinraisingtheGlobal Standards of Quality in Higher Education in India? 27.3% of the respondents each StronglyAgree andAgree, 18.2% each Disagree and Strongly Disagree,andtheremaining9%hadnoopinionontheaboveproblemstatement.
16. Will “ 'GLOBAL SKILL' Education replace Vocational Education in India”? 27.3% of the respondents each StronglyAgree andAgree, 18.2% eachDisagreeandStronglyDisagree,andtheremaining9%hadnoopinion ontheaboveproblemstatement.
17. Comment on, “ Efficiency in utilizing & interfacing the resources of HEIs/UniversitySystems”..27.3%oftherespondentseachStronglyAgree andAgree,18.2%eachDisagreeandStronglyDisagree,andtheremaining 9%hadnoopinionontheaboveproblemstatement.
18. Is our NEP-2020 focusing on the Internationalization of Higher Education?27.3%oftherespondentseachStronglyAgreeandAgree,18.2%each DisagreeandStronglyDisagree,andtheremaining9%hadnoopinionon theaboveproblemstatement.
19. Do we have a Global Policy on 'Integrating Diverse Education Systems' help to achieve the targets and mandates of NEP-2020? 27.3% of the respondents each Strongly Agree and Agree, 18.2% each Disagree and StronglyDisagree,andtheremaining9%hadnoopinionontheaboveproblemstatement.
20. Share your opinion on the, “India's future readiness & preparedness to become“VishwaGuru”arenotfreefromtheapprehensionsofglobalchallenges&opportunities”.27.3%oftherespondentseachStronglyAgreeand Agree,18.2%eachDisagreeandStronglyDisagree,andtheremaining9% hadnoopinionontheaboveproblemstatement.
21. WillICT(Information&CommunicationTechnology)basedInternationalizationimproveGlobalTeaching&Learning?27.3%oftherespondents eachStronglyAgreeandAgree,9.1%eachDisagreeandStronglyDisagree, andtheremaining27.2%hadnoopinionontheaboveproblemstatement.
22. Your comment on , “How successful will be the implementation of Twinning Programmes as per the guidelines for Internationalization of Higher Education issued by UGC?” 32.3% of the respondents each Strongly Agree and Agree, 5.1% of the respondents Disagree and 4 % Strongly Disagree, and the remaining17.2% had no opinion on the above problemstatement.
23. For the dimension, “Will the initiative of Internationalization of Higher Education help in making our learners 'Global Citizens'?”. 27.3% of the respondents each Strongly Agree and Agree, 14.1% each Disagree and StronglyDisagree,andtheremaining17.2%hadnoopiniontoshare.
24. Opinionon,“Quantity&QualityofTeachersTraininginIndia”.27.3%of thetotalsamplerespondentseachStronglyAgreeandAgreethatqualityof TeacherstraininghasimprovedinIndia,19.1%eachDisagreeandStrongly Disagree, and the remaining 7.2% had no opinion on the above problem statement.
25. Will the NEP-2020 bring better accreditation for Global Quality Education?37.3%oftherespondentseachStronglyAgreeandAgree,4.1%each DisagreeandStronglyDisagree,andtherest17.2%remainedNeutralwithoutsharingtheiropinionontheaboveproblemstatement.TheResearcher discoveredthatawhoppingmajoritynearly74%agreedthatNEP-2020can bring accreditation for Quality Education in India. This finding is very muchinlinewiththepurposewithwhichtheNEP-2020hadbeeninitiated byIndia'sEducationalPolicyMakers.
26. WillSWAYAM/MOOCplatformachievethethreecardinalprinciplesof India'sNewEducationalPolicy,Access,EquityandQuality?32.3%ofthe respondentseachStronglyAgreeandAgree,9.1%oftherespondentseach DisagreeandStronglyDisagree,andtheremaining17.2%hadnoopinion ontheaboveproblemstatement.
27. Is there a Road map for 'Brand Building by HEIs' considering the future readiness of Global Citizens who will contribute in multiple contextsLocally, Nationally, Internationally ? 27.3% of the respondents each StronglyAgreeandAgree,9.1%eachDisagreeandStronglyDisagree,and theremaining27.2%hadnoopinionontheaboveproblemstatement.
28. ForthedimensionOpinionon,“InternationalizationStrategiesincontext with the National Education Policies”. 27.3% of the respondents each StronglyAgreeandAgree,9.1%eachDisagreeandStronglyDisagree,and
theremaining27.2%hadnoopinionontheaboveproblemstatement.
29. Forthedimension,“WillincentivizingHEIimprovetheInternationalization of the Indian Higher Education System?”, 27.3% of the respondents eachStronglyAgreeandAgree,36.4%remainedNeutral,4%Disagreeand 5% Strongly Disagree. It is healthy to note the researcher's discovery that nearly 54% majority of the respondents have faith that incentivizing HEI willcertainlyimprovetheInternationalizationoftheIndianHigherEducationSystem.
30. Will the implementation of NEP-2020 improve employability Globally? Forthisproblemstatement,18.2%oftherespondentseachStronglyAgree andAgree,27.3%ofrespondentseachDisagreeandStronglyDisagree,and therest9%remainedNeutral.
Suggestion-WayForward
'IndiaaGlobalStudyDestination'isattainable;unlesstheIndianHigherEducationSystemthinksqualitativelywiththeInternationalizationperceptionforSustainableGlobalEducationalGrowth&Developmentthefuturereadinesswillbe incomplete with respect to the Global Standards desired for 'Premium Education'.TheultimateaimofInternationalizationofLearning&HigherEducationis toprepareStudentsforaSustainable-GlobalKnowledgeSociety
Conclusion
Today,HigherEducationisnotonlythecornerstoneinthefoundationofNation Building but equally responsible for Global Building. India's aim of becoming 'GlobalEducationHub'thus,inthepursuitofInternationalization-Teaching& Learning must create continual opportunities to attract international students, academics, researchers and teachers from numerous subject areas and faculty acrosstheGlobe.
Indian Higher Education should move towards less content, and more towards learningtothinkcriticallyandsolveemergingproblemsglobally Thequestion is, how to be creative and multidisciplinary, and how to innovate, adapt, and absorb newmaterialinnovelandchangingfields.
TheGlobalPedagogy(ANewEducationMix) isevolvingtomakeHigherEducation more enthusiastic, experiential, holistic, multidisciplinary integrated, inquiry-driven,discovery-oriented,learner-centered,discussion-based,flexible, and,ofcourse,enjoyable.Itisnotonlythe“CollaborationofGlobalTechnologies”buteventhe“CollaborationofGlobalCultures”isequallytobeaddressed bytheIndianHigherEducationSystemstrivingtoGlobalizethroughthephilosophy of Internationalization.At present the investments in Internationalization programme has been not much brainstormed and channelized for successful implementationinIndia.
The pursuance of NEP-2020 is promisingly going to improve and attain the objectivesofGER,PTR,VET,SWAYAM,MOOCandGlobalCitizensgivinga newglobaloutlooktoIndia'sHigherEducation.Moreoverthoughthepolicyof commercialization&corporatizationhavebeencriticized;themandateof“Access ,Equity and Quality” is certainlygoing to revolutionizethe overall supply chainandtransformIndia'sHigherEducationSystemtoattain“InternationalizationatHome”.
IndiawasaVishwaGuru(TheSeatofKnowledge)andwillremaina VishwaGuru.
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