Empowering Higher Education: Analyzing the Transformative

Potential of the NEP 2020 Autonomy Model

Sheena Thomas

and Lila Simon

Department of Education, BSSS College, Bhopal. Madhya Pradesh, India

BSSS College, Bhopal. Madhya Pradesh, India

Keywords: National Education Policy (NEP) 2020, Autonomy Model, Higher Education, Transformative Potential,

Educational Reform.

Abstract: The National Education Policy (NEP) of 2020 has introduced a groundbreaking Autonomy Model for higher

education institutions, aiming to revolutionize the landscape of education in our nation. This research paper

critically examines the transformative potential of the NEP 2020 Autonomy Model in empowering higher

education institutions. Through an extensive literature review and comprehensive analysis of policy

documents, we explore the key features and objectives of the Autonomy Model and its anticipated impact on

fostering academic excellence, research innovation, and administrative flexibility in universities and colleges.

Additionally, this study investigates the challenges and opportunities that institutions may encounter during

the implementation of the Autonomy Model and identifies potential strategies to maximize its benefits. By

scrutinizing the experiences of institutions that have already adopted the Autonomy Model, we derive

valuable insights into its efficacy and potential as a catalyst for educational reform. Our findings shed light

on the implications of this policy shift, offering valuable recommendations to policymakers and stakeholders

in higher education for unleashing the true transformative potential of the NEP 2020 Autonomy Model.

Ultimately, this research contributes to the ongoing discourse on educational policy and provides a basis for

informed decision-making in reshaping the future of higher education in our nation.

1 INTRODUCTION

The National Education Policy 2020, approved by the

Central Cabinet and released on the 29

July 2020

presents a novel model of autonomy for Higher

Education Institutions (HEIs). Even though

autonomy has been the backbone of higher education

since its birth, with the establishment of the

University of Bologna, the concept and practice of

autonomy has constantly been curtailed in India. The

NEP 2020 has delineated on the concept and the

method of granting autonomy through the Policy and

also given a roadmap through the establishment of

Board of Governors (BoG). Each institution will have

its own BoG which will be independent and managed

by the experts and the stakeholders.

The University Grants Commission (UGC) had come

up with the concept of Autonomous Colleges and it

had granted autonomy to a number of institutions in

the country. The Bhopal School of Social Science

(BSSS) is one such institution which was granted

autonomy. The BSSS has emerged as one of the most

prestigious and sought-after institution in the region

because of the autonomy it was granted. The NEP

2020 in Chapter 19 has given a roadmap for

establishment of Board of Governors (BoG) in all

institutions in a phased manner so that the decision

making is more relevant and institutions are able to

perform better.

This paper examines the concept of autonomy as

delineated by the sub-Committee of the Central

Advisory Board of Education (CABE) under the

Chairmanship of Kanti Biswas and as proposed by the

NEP 2020. The paper is based on the experiences of

the BSSS and presents ideas for the establishment of

the BoGs.

2 THE CONTEXT

The National Policy on Education 2020 (NEP 2020)

in Sec. 9.1.3. mentions the objectives of education in

the 21

C. Indian context which reads– “The purpose

of quality higher education is, more than just the

Thomas, S. and Simon, L.

Empowering Higher Education: Analyzing the Transformative Potential of the NEP 2020 Autonomy Model.

DOI: 10.5220/0012502600003792

Paper published under CC license (CC BY-NC-ND 4.0)

In Proceedings of the 1st Pamir Transboundary Conference for Sustainable Societies (PAMIR 2023), pages 729-732

ISBN: 978-989-758-687-3

729

creation of greater opportunities for individual

employment. It represents the key to more vibrant,

socially engaged, cooperative communities and a

happier, cohesive, cultured, productive, innovative,

progressive, and prosperous nation.” And then goes

on to say in Section 9.4 “Some of the major problems

currently faced by the higher education system in

India include:(a)With over 50,000 higher education

institutes, the higher educational ecosystem is

significantly fragmented. (b) poor learning outcomes

and development of cognitive skills of students(c)

rigid separation of disciplines(d) Access to higher

education is limited, particularly in economically

deprived communities. (e) limited teacher and

institutional autonomy;” and then goes on to suggest

in Section 9.3. “This policy envisions a complete

overhaul and re-energising of the higher education

system to overcome these challenges and thereby

deliver high-quality higher education, with equity and

inclusion. The policy’s vision includes the following

key changes to the current system (a)moving toward

a higher education system with large,

multidisciplinary universities and colleges in every

district. (b)moving towards a more multidisciplinary

undergraduate education(c) moving towards faculty

and institutional autonomy;” We try to present some

ideas for the creation of BoGs in the light of previous

debates.

It is apparent the policy makers and the government

are aware that autonomy of the faculty and the

institution is of utmost importance for innovative,

progressive, and prosperous nation and in our HEIs

we have limited teacher and institutional autonomy.

It is encouraging to see the government through its

policy itself recognises the importance of ‘academic

autonomy’ and also promises to restore autonomy of

the faculty and the institutions. The University Grants

Commission had come up with the scheme of

extending ‘Autonomous’ status to some good

performing institutions and now it can be seen that in

most cases they have performed better than before.

The Bhopal School of Social Sciences (BSSS) is one

such institution which has been able to use the

‘autonomous’ status to extend good quality education

to learners. It is one of the most sought-after

institution in the state of Madhya Pradesh. The

practices followed by the BSSS can throw some light

on the creation of the Board of Governors (BoGs) as

suggested in Chapter 19 of NEP 2020.

3 UNDERSTANDING

AUTONOMY

Sometimes it appears universities are granted

autonomy as charity by the governments or the

funding agencies. Traditionally institutions have been

funded by the State through the public exchequer

without being treated as a subordinate office. The

Radhakrishnan Commission (1950) highlighted the

point and said “Professional integrity required that

teachers should be free to speak on controversial

issues as any other citizen of a free country. An

atmosphere of freedom is essential for developing the

morality of the mind” (p. 42). Even in the Classical

Indian times the King used to provide funds or the

Gurukulas were maintained on liberal public support

without dictating terms. The rebellion of Chanakya

against the Nanda dynasty was in the larger state

interest. State must extend the autonomy that

academia deserves, failing which the state suffers.

This has been noticed and also highlighted many

times but still the funding agency/state uses funding

as a method to subvert autonomy. Noticing this the

Radhakrishnan Commisison (1950) had mentioned

“Higher education is, undoubtedly, an obligation of

the State but State aid is not to be confused with State

control over academic policies and practices.

Intellectual progress demands the maintenance of the

spirit of free inquiry. The pursuit and practice of truth

regardless of consequences has been the ambition of

universities” (p. 42). It has been reported by many

university administrators that the governments

exercise undue pressure through fund cut or delayed

release of fund, when the university does not dance to

the tune of the government. Often universities are not

released funds in time and also funds for faculty

development (travel grant and research) which is one

of the most important components of institutional

development. The Government is aware and

conscious of this malice so it has committed in the

NEP 2020 – “The new suggested regulatory regime,

with clear separation of roles and transparent self-

disclosures, empowerment and autonomy to

institutions, and the appointment of outstanding and

qualified experts to leadership positions will help to

enable a far smoother, quicker, and more transparent

flow of funds” (Section 26.5). It needs to be

emphasised that autonomy to BoGs with deserving

institutional leaders and mandatory self-disclosures

should be ensured auto-flow of funds. And, most

importantly, what the Prime Minister said on the floor

of the Parliament that public money should be shared

by Private institutions as well, as they are also serving

the learners of the nation. Funds especially for faculty

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development and research on merit should be

ensured.

4 CABE ASSURANCE

Central Advisory Board on Education (CABE) is the

apex policy making body on education of India and

has been in existence for more than a hundred years.

It had constituted a sub-committee to study and report

on the autonomous status of our institutions under the

chairmanship of Kanti Biswas. The Kanti Biswas

committee (2009), very precisely defined autonomy

and the pre-requisites for extending autonomy and

said “Autonomy of Higher Education Institutions is a

pre-requisite for enabling them to achieve their goals

and objectives. An honest exercise of autonomy -

academic, administrative and financial – will lead to

making these Institutions as centres of innovation,

excellence and development. With this in view the

Universities need to be insulated from internal and

external pressures of all kinds, may be bureaucratic,

political and other groups”. It needs to be highlighted

that the Kanti Biswas Committee report was accepted

by the CABE where all the Ministers of Education of

all the states were present and the CABE accepted the

report. The Report needs to be followed in letter and

spirit. It is apparent the Committee was aware that

HEIs suffer from bureaucratic, political and other

pressures. A cursory review of the best performing

institutions will reveal that good performing

institutions enjoy utmost autonomy in deciding on

curriculum, transaction of curriculum, assessment

and certification and also research. Radhakrishnan

Commission had also emphasized on these areas and

pleaded that HEIs be given full autonomy in deciding

on curriculum, transaction of curriculum, assessment

and certification besides research. Unfortunately,

autonomy in some Indian universities was

misunderstood and autonomy became anarchy. This

led to government withdrawing autonomy which has

resulted in poor performance of a number of

institutions.

Universities often have a large number of colleges

affiliated to them but a number of universities do not

revise their curriculum for years. As a result good and

vibrant colleges also have to teach the outdated

curriculum. It has been found that colleges which

were granted autonomy, frequently revise their

curriculum so is the case of BSSS. BSSS has revisits

its curriculum before the start of every session, as a

result learners are imparted up-to-date curriculum.

They also perform well at the job interviews. This

practice has led to constant improvement in

performance.

5 THE BSSS EXPERIENCE

Effective leadership and relevant and up-to-date

curriculum are two most important pillars of a vibrant

educational institution. Chapter 19 of the NEP 2020

says “The common feature of all world-class

institutions globally including India has indeed been

the existence of strong self-governance and

outstanding merit-based appointments of institutional

leaders”(Sec. 19.1). BSSS has a long tradition of

appointment of merit based leadership, which is

performed byBoG, The Principal of the college is

selected by the Chairman who has only one

consideration in mind while selecting the institutional

leader and that is the “Academic and administrative

acumen and the Commitment for serving the society”.

The principal is appointed on merit which is in line

with National Education Policy 2020.

6 ROADMAP FOR BOG

The UGC document on Autonomous Colleges in its

Preamble says “The only safe and better way to

improve the quality of undergraduate education is to

the (sic) delink most of the colleges from the

affiliating structure. Colleges with academic and

operative freedom are doing better and have more

credibility. The financial support to such colleges

boosts the concept of autonomy.” The process of

affiliation had crumbled long back, as the colleges did

not get support from the affiliating university except

supply of question papers and award of degrees.

Selected colleges were given autonomy which has

been largely very successful. The Chapter 19 of the

NEP 2020 recommends “New members of the Board

shall be identified by an expert committee appointed

by the Board; and the selection of the new members

shall be carried out by the BoG itself.”. The BSSS has

been following a process where the members of the

Board are selected through Chairman and Principal

nomination based on expertise and merit of the

individuals based on their experience. While drafting

the guidelines for the BoG the UGC can replicate the

process followed by BSSS and similar other

institutions. Government interference must be

minimised as it has constantly been recommended by

all commissions and committees. Government

departments and officials have little idea of running

academic institutions which thrive on ‘autonomy’

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criterion which is not a criterion in government

offices.

7 CONCLUSION

Indian HEIs have not performed well is the

overarching message of the NEP 2020. The reason for

this poor performance is lack of autonomy to faculty

and institutions. This has resulted in selection of not

the most suitable leaders who can take the institution

to greater heights. Institutions which had been

awarded autonomous status have performed better.

As the NEP 2020 has recommended that HEIs would

be given autonomy to select their leaders, we can

learn from the example of institution like BSSS and

replicate it. This will be a crucial decision and a

challenging job to make “all HEIs in India to become

independent self-governing institutions pursuing

innovation and excellence” (NEP Sec. 19.2). A major

criticism of similar schemes has been subjectivity of

the committees that visit for verification and

accreditation. The NEP 2020 has recommended that

most information will be made available through

website of the institution and the scheme for

autonomous colleges has now made onsite visit

optional. This must be adhered to strictly as visits by

experts have often come under criticism. If we fail to

design a fool proof system now India will again miss

the train for next fifty years or more.

REFERENCES

Ministry of Education, Govt. of India (1950) The report of

the University Education Commission. Govt. of India

Press, New Delhi.

Ministry of Human Resources Development (2009)

‘Autonomy of Higher Education Institutions’ in

Reports of the Central Advisory Board of Education,

(Kanti Biswas Committee Report on Autonomy of

Higher Education Institutions, pp. 529 – 626). National

Book Trust: New Delhi.

Ministry of Human Resource Development (2020) National

Education Policy 2020. Ministry of Human Resource

Development, Govt. of India, New Delhi.

University Grants Commission (2018 Rev.) Guidelines for

Autonomous Colleges,

2239254_FinalRevisedGuidelinesAutonomousCollege

s19-01-2018.pdf (ugc.ac.in) accessed 6

June 2022.

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