AANO BHADRA KRTAVO YANTU

VISHWATAH
LET NOBLE THOUGHTS COME FROM ALL DIRECTIONS
This profound concept from the Rigveda illustrates the recognition of
limitless learning in the Vedic period. India has had a rich tradition of
the multidisciplinary approach over the ages, as exemplified by
ancient institutions such as Nalanda and Takashashila. These higher
learning centers of ancient India were known for teaching every
branch of knowledge such as singing, painting, chemistry,
mathematics, vocational fields such as carpentry, and cloth making
and soft skills such as communication, discussions, and debate.
Over the centuries the broader
learning opportunities got narrowed and gradually in recent years
the focus moved to specialization in particular subjects resulting in
the growth of single-stream institutions. The National Education
Policy (NEP 2020), suggests several policy directions for offering
multidisciplinary education.
The NEP 2020 aims to develop the
intellectual, aesthetic, social, physical, emotional, ethical, and moral
facets of an individual in an integrated manner, thereby contributing
directly to the transformation of the country and making India a
global knowledge superpower. What constitutes an HEI, that is, a
university or a college is also defined in the NEP 2020. Large
multidisciplinary HEIs to be established in or near every district by
2030 is one of the most significant recommendations in the NEP
2020. A multidisciplinary institution should not only have different
department but also should have innovative programs of a multi-and
interdisciplinary nature to help widen learners thinking and learning
capability and train them to address emerging challenges.
 Even in multidisciplinary HEIs, the
disciplinary boundaries are so rigid that the opportunities to learn
and explore different disciplines are less explored. Internationally, the
culture of establishing a multidisciplinary university is increasing fast,
thereby maximizing productivity with an enhanced focus on research
and development, innovation, and incubation. The Higher Education
System will further enhance the performance of Indian institutions in
terms of teaching, learning, and research to new and greater heights.
The way proposed in the NEP 2020 to
end the fragmentation of higher education is by transforming HEIs,
into multidisciplinary universities, colleges, and knowledge hubs. The
types of HEIs are
1. Multidisciplinary research-intensive universities (RUS)
2. Multidisciplinary teaching-intensive universities (TUS)
3. Degree-awarding multi-disciplinary autonomous colleges.
The overall higher education sector will be an integrated higher
education system, including professional and vocational education.
The policy also suggests opening departments needed for
multidisciplinary subjects including languages, literature, Philosophy,
Art, Dance, Theatre, Education, Mathematics, Statistics, Applied
Sciences, Sociology, Economics, and Sports.

OBJECTIVES
a) Transform single-stream institutions into large multidisciplinary
universities and autonomous degree-awarding HEIs.
b) Strengthen institutional infrastructure necessary for
multidisciplinary education and research.
Framework for Implementation of
Multidisciplinary Education
i. Academic collaboration between institutions, through
HEIs clusters, leading to multidisciplinary education and
research in different modes.
ii. Merger of single-stream institutions with other
multidisciplinary institutions under the same
management or different management.
iii. Strengthening of institutions by adding departments in
subjects as Languages, Literature, Music, Philosophy,
Theatre, Education, Mathematics, Statistics and Applied
Sciences, Sociology, Economics, Sports and interpretation,
and other subjects as needed for a multidisciplinary
institution.
iv. Colleges which are the bedrock of the Indian Higher
Education System are connected with universities through
an “Affiliating System”, where universities design the
syllabi, conduct the examination, and award degrees,
while teaching is done in colleges.
With NEP 2020 recommending the transformation of all HEIs
into large multidisciplinary degree-awarding autonomous
institutions, the challenges lie in bringing the affiliated colleges
on the track of progressive autonomy leading to a degree-
awarding institution and finally into a university as envisioned
in the NEP 2020. Consolidation of existing HEIs, into
multidisciplinary degree-granting autonomous colleges through
cooperation and collaboration among institutions is outlined in
these guidelines.
Many industries now look for graduates
with sound knowledge of different disciplines. In sync with the
 market demand, majority of students aspire to acquire multiple
skills. Although there are many single-stream institutions in
subjects such as Education, Law, Engineering and Management
exist in close proximity, rigid disciplinary boundaries and lack of
collaboration between institutions deprive students of the
opportunity of multidisciplinary learning. It is, therefore,
essential to capitalize on the proximity of HEIs, in offering
multidisciplinary programmes. Collaboration and cooperation in
offering degree programs in innovative ways is in the large
interests of aspiring students, parents, industry, government,
and the nation.

Holistic and Multidisciplinary

Education

The policy on ‘Holistic and Multidisciplinary Education’ underlines the

pulling of courses and resources from a variety of disciplines and
annual enrollments of less than 100 students, rendering them
ineligible to improve education quality. The following are a few of the
causes identified for the fragmentation of the Indian higher
education system.
By 2030-32, it is anticipated that India will
have a GDP of ten trillion dollars, making it the third largest economy
in the world. The ten trillion economies will, without a doubt, be
driven by knowledge resources rather than the country’s natural
resources. The current government of India made the decision to
overhaul the education sector by introducing a comprehensive
National Education Policy of 2020 in order to boost growth. This is in
line with the Prime Minister’s recent request that India take
advantage of the Fourth Industrial Revolution. The Current National
Education Policy 2020 envisions an India-centred system that,
through the provision of high-quality education to all, directly
contributes to our nation’s sustainable transformation into an
equitable and vibrant knowledge society.

Concerns of Multidisciplinary
Education
Early placement of students into various fields of study. There was a
lack of access to higher education, particularly in economically
disadvantaged areas, and providing flexibility to students to choose
courses and pathways such that holistic individual development takes
place in intellectual, aesthetic, social, physical, emotional, and moral
dimensions and that 21st-century skills (including social and life skills)
of critical thinking, problem-solving, communication, leadership,
teamwork, mastery of circular across fields, increase in social and
moral awareness and creativity and innovation are fully developed
and put into practice. The teaching-learning has to be linked to life,
community, and the world of work, including the environment across
all disciplines of study, including STEM education.
India, which is
becoming more liberal in its educational reforms, has approximately
42,000 higher education institutions and 1070 universities. This
reflects the country’s overall high fragmentation and the large
number of small HEIs that are affiliated with these universities. Over
40% of these small institutions are only offering a single program,
which goes against the planned shift to a multidisciplinary model of
higher education, which is a necessary part of the country’s
educational reforms for the 21st century.
In addition, it is noted
that only 4% of the colleges enroll more than 3,000 students annually
due to regional imbalance and the quality of education they provide,
while over 20% of colleges have which is why the current gross
enrollment ratio (GER) is only 25%.
1) Teachers and institutions lack the autonomy to innovate in HE
to attract a large number of students.
2) Insufficient mechanisms for faculty and institutional leaders'
career advancement and management
3) The majority of colleges and universities lack innovative
research
4) A tainted regulatory system that restricts excellent, cutting-
edge institutions while allowing fraudulent colleges to flourish.

Issues and Challenges in the

Implementation of Multidisciplinary
Education

a) Lesser Students Enrollment = The National Education Policy

2020 intends to reintegrate 2 crore children who are not
currently enrolled in schools. The figures are just as startling
when it comes to reforms to our educational system. Regardless
of how you look at it, in order to accomplish this is 15 years,
approximately 50 schools must be established each week.
b) Requirement of large pool of trained Teachers = In school
education, the policy envisions a comprehensive structural re-
design of the curriculum, which is a welcome step that will help
to create a large pool of trained teachers. However, teachers
who are trained in and comprehend the pedagogical
requirement are necessary for the effective delievery of this
curriculum. Teachers and parents alike will need to make
significant mental shifts as a result of many of the curriculum
changes.
c) Funding in Covid Era = From a funding standpoint, this is not a
challenge for the faint of heart in the Covid era. Funding is a
significant challenge. The National Educational Policy 2020
proposes increasing education spending by approximately INR
2.5 lakh crores annually from 4.6% of GDP to 6%. This money
will be well used to build schools and colleges all over the
country, hire teachers and professors, and cover operational
costs like giving schoolchildren free breakfast. The fact that this
policy is implemented at a time when the economy has been
harmed by COVID-19-related lockdowns, government tax
collections.
d) Formula for three Languages = Even though the policy does not
require this provision, it is written in a way that leaves students
teachers, and schools with little choice and flexibility.
Additionally, it is in direct opposition to a decision made by the
Supreme Court. This will undoubtedly bring back memories of
the 1965 anti-Hindi agitation against the Central government’s
plan to make Hindi an official language. This is perceived by
political parties in the South as an attempt by the Modi
administration to impose Hindi on slates that do not speak
Hindi. This is, of course, in spite of the fact that the center has
made it clear that it will not impose any languages on any state
and the state will make the final decision on this.
e) Lesser Number to Reform School System = The NEP 2020
intends to reintegrate 2 crore children who are not currently
enrolled in schools. The figures are just as startling when it
comes to reforms to our educational system. Regardless of how
you look at it, in order to accomplish this in 15 years,
approximately 50 schools must be established each week.
f) Over-exaggerated = All of the aforementioned policy changes
require a lot of money. A lofty goal of 6% of GDP for public
spending has been established. Given the current tax-to-GDP
ratio and completing demands on the national purse from
 healthcare, national security, and other key factors, this is
undoubtedly an impossible task. The current expenditures are
overwhelming the public purse itself.
g) The use of the mother tongue as a medium of instruction = The
NEP 2020 recommends using the mother tongue, local
language, home language, or regional language as a medium of
instruction until the fifth grade, ideally until the eighth grade, if
at all possible. However, there are requirement, it has sparked a
lot of debate and left us with many questions.
The most
common criticism is that it will make it harder for people who
don’t speak English to communicate. Another obstacle is that it
will be difficult and expensive to create new learning materials
for languages that have not been standardized.

Conclusion
Every nation’s economy, social status, adoption of technology and
healthy human behavior are all influenced by higher education. The
education department of the country government is in charge of
expanding GER to include all citizens in higher education offerings.
The NEP 2020 is moving in the right direction toward achieving this
goal by implementing novel policies to increase supply, quality and
affordability while simultaneously opening higher education to the
private sector and enforcing stringent quality controls at all higher
education institutions.
The committee that is writing NEP 2020
has tried very hard to come up with a policy that takes into account a
variety of points of view, global best practices in education, field
experiences, and feedback from stakeholders. Although the goal is
lofty, the implementation plan will determine whether this will lead
to an all-encompassing education that prepares students for the
workforce and the future.
All higher education institutions
currently referred to as affiliated colleges will either become
constituent colleges of their affiliated universities or multidisciplinary
autonomous colleges with degree-granting authority in their names.
Innovative projects in crucial areas of basic, applied and social
sciences and humanities research will be supported by an
independent organization known as the National Research
Foundation.

REFERENCES
1. UGC - Transforming Higher Education Institutions into
Multidisciplinary Institutions
https://www.ugc.gov.in/KeyInitiative?
ID=4PzbK0f3O6dVw2WyUV0xtg==#:~:text=The%20way
%20proposed%20in%20the,research%2Dintensive
%20universities%20(RUs)

2. A Review of the multidisciplinary application of experiential

learning theory in Higher education – Alice Y. Kolb and David A.
Kolb
https://www.researchgate.net/profile/David-Kolb-2/
publication/
291046218_Learning_styles_and_learning_spaces_A_review_o
f_the_multidisciplinary_application_of_experiential_learning_t
heory_in_higher_education/links/
56b2556608ae795dd5c7b304/Learning-styles-and-learning-
spaces-A-review-of-the-multidisciplinary-application-of-
experiential-learning-theory-in-higher-education.pdf
3. E-Portfolios in Higher Education a Multidisciplinary Approach –
Tushar Chaudhuri and Beatrice Cabau
https://link.springer.com/book/10.1007/978-981-10-3803-7

4. General Google Search for definitions