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National Education Policy 2020 for India NEP2020

Chapter 20.Professional Education

20.1. Preparation of professionals must involve an education in the ethic and importance of public purpose, an education in the discipline, and an education for practice. It must centrally involve critical and interdisciplinary thinking, discussion, debate, research, and innovation. For this to be achieved, professional education should not take place in the isolation of one's specialty.

20.2. Professional education thus becomes an integral part of the overall higher education system. Stand-alone agricultural universities, legal universities, health science universities, technical universities, and stand-alone institutions in other fields, shall aim to become multidisciplinary institutions offering holistic and multidisciplinary education. All institutions offering either professional or general education will aim to organically evolve into institutions/clusters offering both seamlessly, and in an integrated manner by 2030.

20.3. Agricultural education with allied disciplines will be revived. Although Agricultural Universities comprise approximately 9% of all universities in the country, enrolment in agriculture and allied sciences is less than 1% of all enrolment in higher education. Both capacity and quality of agriculture and allied disciplines must be improved in order to increase agricultural productivity through better skilled graduates and technicians, innovative research, and market-based extension linked to technologies and practices. The preparation of professionals in agriculture and veterinary sciences through programmes integrated with general education will be increased sharply. The design of agricultural education will shift towards developing professionals with the ability to understand and use local knowledge, traditional knowledge, and emerging technologies while being cognizant of critical issues such as declining land productivity, climate change, food sufficiency for our growing population, etc. Institutions offering agricultural education must benefit the local community directly; one approach could be to set up Agricultural Technology Parks to promote technology incubation and dissemination and promote sustainable methodologies.

20.4. Legal education needs to be competitive globally, adopting best practices and embracing new technologies for wider access to and timely delivery of justice. At the same time, it must be informed and illuminated with Constitutional values of Justice - Social, Economic, and Political - and directed towards national reconstruction through instrumentation of democracy, rule of law, and human rights. The curricula for legal studies must reflect socio-cultural contexts along with, in an evidence-based manner, the history of legal thinking, principles of justice, the practice of jurisprudence, and other related content appropriately and adequately. State institutions offering law education must consider offering bilingual education for future lawyers and judges - in English and in the language of the State in which the institution is situated.

20.5. Healthcare education needs to be re-envisioned so that the duration, structure, and design of the educational programmes need to match the role requirements that graduates will play. Students will be assessed at regular intervals on well-defined parameters primarily required for working in primary care and in secondary hospitals. Given that people exercise pluralistic choices in healthcare, our healthcare education system must be integrative meaning thereby that all students of allopathic medical education must have a basic understanding of Ayurveda, Yoga and Naturopathy, Unani, Siddha, and Homeopathy (AYUSH), and vice versa. There shall also be a much greater emphasis on preventive healthcare and community medicine in all forms of healthcare education.

20.6. Technical education includes degree and diploma programmes in, engineering, technology, management, architecture, town planning, pharmacy, hotel management, catering technology etc., which are critical to India ’s overall development. There will not only be a greater demand for wellqualified manpower in these sectors, it will also require closer collaborations between industry and higher education institutions to drive innovation and research in these fields. Furthermore, influence of technology on human endeavours is expected to erode the silos between technical education and other disciplines too. Technical education will, thus, also aim to be offered within multidisciplinary education institutions and programmes and have a renewed focus on opportunities to engage deeply with other disciplines. India must also take the lead in preparing professionals in cutting-edge areas that are fast gaining prominence, such as Artificial Intelligence (AI), 3-D machining, big data analysis, and machine learning, in addition to genomic studies, biotechnology, nanotechnology, neuroscience, with important applications to health, environment, and sustainable living that will be woven into undergraduate education for enhancing the employability of the youth.

( Source : PDF of National Education Policy 2020 at Ministry of Education, India website.)

< 19. Governance and Leadership for HEIs   |   20. Professional Education   |   21. Lifelong / Adult Education >

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NEP 2020 Introduction

Part I. SCHOOL EDUCATION

1. ECCE Early Childhood Care and Education : The Foundation of Learning
2. Foundational Literacy and Numeracy: An Urgent & Necessary Prerequisite to Learning
3. Curtailing Dropout Rates and Ensuring Universal Access to Education at All Levels
4. Curriculum and Pedagogy in Schools: Learning Should be Holistic, Integrated, Enjoyable, and Engaging
5. Teachers
6. Equitable and Inclusive Education: Learning for All
7. Efficient Resourcing and Effective Governance through School Complexes/Clusters
8. Standard-setting and Accreditation for School Education

Part II. HIGHER EDUCATION

9. Quality Universities and Colleges: A New and Forward-looking Vision for India’s Higher Education System
10. Institutional Restructuring and Consolidation
11. Towards a More Holistic and Multidisciplinary Education
12. Optimal Learning Environments and Support for Students
13. Motivated, Energized, and Capable Faculty
14. Equity and Inclusion in Higher Education
15. Teacher Education
16. Reimagining Vocational Education
17. Catalysing Quality Academic Research in All Fields through a new National Research Foundation
18. Transforming the Regulatory System of Higher Education
19. Effective Governance and Leadership for Higher Education Institutions

Part III. OTHER KEY AREAS OF FOCUS

20. Professional Education
21. Adult Education and Lifelong Learning
22. Promotion of Indian Languages, Arts and Culture
23. Technology Use and Integration
24. Online and Digital Education: Ensuring Equitable Use of Technology

Part IV. MAKING IT HAPPEN

25. Strengthening the Central Advisory Board of Education
26. Financing: Affordable and Quality Education for All
27. Implementation
Abbreviations used in NEP 2020
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