National Education Policy-2020: Higher Education(Prospects and challenges in implementation)

1. National Education Policy-2020:
Higher Education
Dr. Jagannath K. Dange
Chairman and Associate Professor
Department of Education
Kuvempu University
Shankaraghatta
Dist: Shimoga,
Karnataka
jkdange@gmail.com
http://jkdange.blogspot.com

2. Draft National Education Policy 2019
Draft
National
Education Policy-2019 478 pp
Addresses challenges of Education;
1.Access
2.Equity
3.Quality
4.Affordability
5.Accountability
29th July 2020, 60 page document presented to the reporters, and
Final circulation at website-66 pages,
FULL DOCUMENT NOT YET RELEASED

3. The Policy Journey
Composition of the
Committee
K. Kasturirangan (Chairman)
Vasudha Kamat
Manjul Bhargava
K.J.Alphons
Ram Shankar Kureel
T.V. Kattimani
Krishna Mohan Tripathy
Mazhar Asif
M.K. Sridhar
Shakila T. Shamsu (Secretary)
Process
•
Discussions with educators, researchers, policy
makers, sector experts, industry, academies,
community groups, engaged citizens and more
Consultations with 70 organizations, institutions,
associations and 216 eminent individuals (from July
2017 onwards)
Peer Reviewers: Jayaprakash Narayan, P. Rama Rao,
J.S. Rajput, Vijay Kelkar, Aniruddha Deshpande,
Dinesh Singh, Mohandas Pai
•
•
Relevant work and knowledge base from the past
Policies of 1968, 1986 and 1992
TSR Subramanian Committee Report
MHRD’s Inputs for Draft National Education
Policy
Feedback from ground level consultations since
2015
•
•
•
•
Draft National Education Policy 2019 2

4.  The Education system needs change not fine tuning-
K.KASTURIRANGAN
 Preamble
 The vision of India’s new education system has accordingly
been crafted to ensure that it touches the life of each and every
citizen, consistent with their ability to contribute to this country
on the one hand, and towards creating a just and equitable
society on the other.
 We have proposed the revision and revamping of all aspects of
the education structure, its regulation and governance, to create
a new system that is aligned with the aspirational goals of 21st
century education, while remaining consistent with India’s
traditions and value systems.

6. NEP wants to address the Four major
problems:
1.Eliminate the problems of pedagogy
2.Structural inequalities
3.Access asymmetries(Irregularities)
4.Rampant commercialization

7. NEP-2020 Vision document on Education
system
The Union cabinet approved new NEP on 29th July
and has been not presented in parliament.
NEP-2020 is meant to provide a comprehensive
framework for both school and higher education.
Visions:
 Quality education, Invention, and research are
important in Making India a vibrant country.
 Eliminate the shortage of man power in
science, technology, academic and industry.

8.  Sustainable Development
 Multi-disciplinary liberal Education.
 “Caring and sharing”- Base of NEP.
 Preparing world class higher education
institutions with culturally strong individuals.
 Youth should contribute for Indian in social,
economic and political transformation.
 A single lean body with four verticals for
standard setting, funding, accreditation and
regulation is proposed to provide “Light but
Tight”.

9. • Top Foreign universities will be allowed to set up.
• Introduction of four year undergraduate degrees
with options for entry at various stages, and
multiple exits with certificates, diplomas and
degrees.
• A credit Transfer system
• Abolition of M.Phil programme.

10. Quality early childhood education
available for all children between 3-6 years by 2025
Every student in Grade 5 and beyond will achieve
foundational literacy and numeracy by 2025
New 5+3+3+4 developmentally- appropriate curricular and
pedagogical structure for school education
Integrated, flexible school curriculum
• No hierarchy of subjects; No hard separation of areas;
Integration of vocational and academic streams
100% Gross Enrolment Ratio from pre-school to secondary
levels by 2030
Effective governance through school complexes
Overview of the Policy

11.  Rigorous teacher preparation, robust recruitment, well-
defined career path
 New vision and architecture for higher education with large,
well-resourced, multidisciplinary institutions
 Broad-based liberal arts undergraduate education
• Flexible curricular structures; Creative combinations of
study; Multiple exit points
 Professional education as an integral part of higher education
 Empowered governance and autonomy for higher education
institutions
 ‘Light but tight’ regulation - separation of functions to
eliminate conflicts of interest
 National Research Foundation to catalyze research and
innovation
 Rashtriya Shiksha Aayog - custodian of education in India

13. Quality Universities and Colleges: A New Vision for
India’s Higher Education System
Objective: create world class multidisciplinary higher
education institutions - increase GER to at least 50% by
2035.
HE is a critical contributor to sustainable livelihoods and
economic development of the nation.
HE also plays a large and equally important role in
improving human well being, and developing India as
envisioned in the Constitution - a democratic, just,
socially conscious, self- aware, cultured, and humane
nation, with liberty, equality, fraternal spirit, and justice
for all.

14. higher education must build expertise that society will
need over the next 25 years and beyond.
The future workplace will demand critical thinking,
communication, problem solving, creativity, and
multidisciplinary capability.
Single-skill and single-discipline jobs are likely to
become automated over time.
Therefore, there will be a great need to focus on
multidisciplinary and 21st century competencies for
future work roles.

15. New Architecture of Higher Education: Must convert till 2030
Three Kinds of Institutions
a. Type 1: Research universities.
These will focus equally on research and teaching: offering
the highest quality teaching across undergraduate, masters,
Ph.D., professional, and vocational programmes.
It is expected that, over a period of two decades, a couple of
hundred institutions, say 150–300, will belong to the Type 1
category, and each will aim for on-campus enrolments
between 5000 to 25000 or more students.
They will aim to become world-class research universities
and compete with global institutions.

16. b. Type 2: Teaching universities.
These will focus primarily on high quality teaching across
disciplines and programmes, including undergraduate,
masters and doctoral, professional, vocational, certificate
and diploma programmes, while also significantly
contributing to cutting-edge(progressive) research.
Such institutions will target enrolments between 5,000
and 25,000 or more on their campuses. It is expected that
there will be several hundred such universities, say,
between 1000 to 2000, created over a period of two
decades.
some of them may aim to join the ranks of Type 1 institutions.

17. c. Type 3: Colleges.
These will focus almost exclusively on the goal of high quality
teaching.
These institutions will largely run undergraduate programmes, in
addition to diploma and certificate programmes, across disciplines
and fields, including vocational and professional.
A large number of such autonomous colleges, say 5,000–10,000, will
provide high quality liberal undergraduate education, with a target of
on-campus enrolments of 2,000–5,000 or higher.
These colleges will also be expected to offer certificate, diploma, and
degree courses in vocational education, and in some fields of
professional education.
may thereby aim towards becoming either Type 2 or Type 1
institutions.

18. Type-1. 300 +
Type-2: 2000 +
Type-3: 10000 +
Total=12,300 (There are 993 Universities, 39931 Colleges
and 10725 Stand Alone Institutions= 51649)-AISHE 18-19
1. Can these institutions accommodate all Higher
Education students?
2. How do institutions accommodate 5000-25000
students in their campus?(2000 in colleges –
Taluka and Town)
3. When there is reduction in number of
institutions how can be there increase in
enrollment?

21. P10.13.Degree-granting powers:
Degree-granting powers are, at present, vested only
with universities.
This will change, as autonomous colleges will also gain
the freedom to grant their own degrees.
All institutions of education and research, public as well
as private, will be allowed to award degrees in their
own names, irrespective of whether the word
‘university’ figures in their name or not.
 Among 45000 colleges only 8000 NAAC accredited.
 Is it Apt? and can we expect quality Education?

22. P12.3.3. Both traditional and open and distance
learning modes to be offered by institutions:
All Type 1 and Type 2 institutions will be encouraged to offer
innovative ODL programmes with the help of the very best
teachers at their institutions.
Type 3 institutions may also offer ODL, based on
receiving appropriate accreditation for the same.
1. Is allowing to offer Distance Mode Learning by the
Private Institutions Ideal ? (issue)
2. Whether the all courses teachers trained enough to
develop ODL content?

23. P12.3.9. Massive Open Online Courses: MOOCs have
emerged as an important form of ODL. The demand for
enrolment in high quality MOOCs continues to increase.
Presently, India enrolls the second largest number of
students in MOOCs after the USA. The SWAYAM (Study
Web of Active Learning for Young Aspiring Minds).
1.Students take MOOCs for credits and can be transferred to
the regular programmes.
2.Is it possible to offer online mode of Learning to
the masses of India? (Reachability)
3.Where no free Internet is provided and only 27
crore people use internet….(Infrastructure)

24. Multi disciplinary Higher Education Institutions:
India is known for specialised talents of the
youth….
1. Is it ideal to make all higher education
institutions as multi-disciplinary?
2. IISC, IIM, IIT AIMS – Specialized
Institutions.
3. Can we add courses like B.A., and M.A.
M.F.A ?
4. Can We expect the state universities to
have the courses of MBBS and MS in their
campus?

25. P16.8.3. Centralised exit examination for MBBS education:
Just as the NEET has been introduced as a common entrance
examination for the MBBS, a common exit examination for the
MBBS will be introduced (as has been suggested in the
National Medical Commission Bill) that will play a dual role as
also the entrance examination for admission into post-
graduate programmes.
This exit examination will be administered at the end of the
fourth year of the MBBS so that students are relieved of the
burden of studying for a separate, competitive entrance
examination at the end of their residency period.
Similar common exit examinations can also be conducted for
dental education and other disciplines as needed.

26. The National Higher Education Regulatory
Authority(NHERA) will be the only regulator for all
higher education including professional education.
P18.1.2. The regulatory architecture: NHERA shall be the sole
regulator for higher education, including professional education (see
P18.1.4). The NAAC shall develop an ecosystem of multiple Accrediting
Institutions and oversee the accreditation processes.
The Higher Education Governing Council shall be responsible for
disbursing developmental grants and fellowships across the entire
higher education sector including professional education - the current
UGC shall transform to the HEGC .
All other current regulatory bodies may transform to Professional
Standard Setting Bodies; this includes NCTE, MCI, BCI and AICTE -
they (PSSBs) may set standards for professions (e.g. for teachers,
doctors, engineers, nurses, etc.).
 Can a sole body regulate all the higher education institutions?
 Is it not centralisation of Power?

27. Accreditation as the basis for regulation
P18.2.1. Accreditation of higher education institutions: Accreditation of HEIs shall
be the lynchpin of the regulatory system.
NAAC shall be reinvented and separated from the UGC into a completely
independent, autonomous body and be given the responsibility of overseeing
accreditation of all institutions of higher education, across all disciplines and field.
In its new role, NAAC shall function as the top level accreditor, and will issue
licenses to as many Accreditation Institutions(AIs), which shall be called AIs, as
are needed to cope with the workload of accreditation every HEI in India once every
five-seven years.
An Institutional Accreditation Framework (IAF) for use by AIs shall be established
by the RSA in consultation with multiple relevant stakeholders, including, NHERA,
NAAC, HEIs, AIs, Professional Standard Setting Bodies, and others.
For the next 10 years, the graded accreditation (GA) of HEIs with concomitant
graded autonomy, as per the system already in place, will continue.
After 10 years (by 2030) there shall only be a “Yes or No” accreditation - Binary
Accreditation (BA).
The BA system should be introduced at the earliest, certainly by 2022.
Till 2030, HEIs would be free to choose between the GA or BA regime.

28. Towards More Liberal Education
The concept of ‘liberal arts’ literally means a liberal notion of
the arts.
Banabhatta’s Kadambari, written 1400 years ago and one of
the world’s first-ever novels described the 64 kalas or arts,
wherein a truly educated person was described as one who
mastered all the 64 kalas.
These 64 kalas included music, dance, painting, sculpture,
languages, and literature, in addition to subjects such as
engineering and mathematics as well as vocational subjects
such as carpentry
Indian universities such as Takshashila and Nalanda were the
oldest universities in the world, and of the very highest
quality. These ancient universities definitively emphasised the
liberal arts and liberal education tradition.

29. • Remarked by journalist Fareed Zakaria, the
purpose of a liberal arts education is not simply
to prepare for one’s first job, but also for one’s
second job, third job, and beyond.
• Inclusion of lessons in seva / service as part of
liberal education: one use one’s broad-based
knowledge and rigorous specialisation to improve
one’s own life and the lives of those around.
• Universities and colleges will take the lead in
community service– to address local needs such
as clean water, energy, adult education, issues
with school education, and more.

30. Towards High Quality Liberal Education
3-4 year undergraduate degree
with multiple exit optionsThe Policy envisages an
imaginative and broad-based
liberal undergraduate education
with rigorous specialization in
chosen disciplines and fields.
• 4-year programme - Bachelors of
Liberal Arts/Education in chosen major
and minors
3-year programme - Bachelors' degree
Both 3 & 4 year programmes - lead to a
degree with honours with research
work
Exit with a 2 year advanced diploma or
a 1 year certificate
•
•
Liberal education with broad
multidisciplinary exposure •
• Imaginative and flexible
curricular structures
Creative combinations of
disciplines of study
Multiple exit and entry
points
Masters and doctoral
education provide research-
based specializations
•
Flexible Masters degree
programmes
•
2 years for those with 3 year
undergraduate degree.
1 year for those with 4 year
undergraduate degree with
honours.
Integrated 5 year programme
•
••
•

31. P9.5. Reaffirming the integrity of faculty positions and
institutional leadership through merit based appointments
and career management:
All faculty positions will be filled, based on rigorous recruitment
evaluations, and the practice of contract employment will be
stopped.
Appointment of faculty, their tenures and promotions, and
compensation increases will be on the basis of merit taking into
account teaching, research, and service - the assessment of
which will be carried out through a rigorous process of
evaluation by students, institutional leaders, and committees
consisting of peers, as defined clearly by the HEI governing
boards and institutional leadership.
Institutional leaders will be prepared years in advance through
leadership training and promotion ladders based on merit.

32. FINDING
P10.7. Central government funded higher education
institutions to develop into Type 1 institutions:
The existing Central Universities (CUs), Centrally
Funded Technical Institutions (CFTIs), Institutions of
National Importance (INIs) and other institutions
substantially (around 50% or more) supported by the
Central government (e.g., National Institutes of
Technology), and Research Institutions (RIs) will all be
supported to become Type 1 institutions.

33. P12.2.4. Financial support for students: Financial
assistance to students who need such financial support
shall be made available.
No student will be deprived of higher education because
of financial inability.
A National Scholarship Fund will be established which
will ensure that all students who require financial
support to attend a public HEI will receive it – this could
also cover stipends, and boarding and lodging, and not
just waivers of tuition fees.
 Private HEIs will offer scholarships ranging from 100%
to 50% for at least half of their students.

34. P16.5.1. Fees for professional education:
In line with the spirit of providing autonomy to educational
institutions to charter their own course, fees for
professional education courses will be left to the
management of educational institutions, both public and
private.
They will however, be required to fulfill their social
obligations and provide scholarships to students from the
socially and economically weaker sections of society.
 Up to 50% of students qualifying for admission must
receive some degree of scholarships, and a minimum
20% of these must receive full scholarships.

35. P12.4.11.Inviting foreign universities into India: Select
universities (i.e. those from among the top 200 universities in
the world) will be permitted to operate in India.
 Can our Multi disciplinary Higher Education institutions
compete with foreign universities?
P16.5.1. Fees for professional education:
In line with the spirit of providing autonomy to educational
institutions to charter their own course, fees for
professional education courses will be left to the management
of educational institutions, both public and private.
 Is it not commercialisation of Education?

36. Draft National Education Policy 2019 26
Additional Key Focus Areas

37. Education Technology
This Policy aims at appropriately
integrating technology into all levels
of education.
New National Educational
Technology Forum
• Autonomous body - platform
for free exchange of ideas on
the use of technology to
improve learning, assessment,
planning, administration
Facilitate decision-making on
induction, deployment, use of
technology
Technology in education to be used to
• Improve teaching, learning and
evaluation
Support teacher preparation and
continuous teacher professional
development
Enhance educational access to
disadvantaged groups
Streamline education planning,
administration and management
••
National Repository of Educational
Data - will maintain all records
related to institutions, teachers
and students in digital form
•
•

38. Vocational Education :
The 12th Five-Year Plan (2012-2017) estimated that
less than 5 % of the Indian workforce in the age
group of 19-24 received formal vocational
education; in comparison, the USA has 52%,
Germany has 75%, and South Korea has 96%.
These numbers underline the need to hasten the
spread of vocational education in India.
Inadequate organisational structure for the
provision of vocational education is also a serious
concern.

39. Integration of Vocational Education
Vocational education must be an
integral part of all education - this
Policy aims to provide access to
vocational education to at least 50%
of all learners by 2025.
Capacity and quality of teacher
preparation will be addressed
National Committee for the
Integration of Vocational
Education to oversee the effort
National Skills Qualifications
Framework detailed further for
each of the disciplines / vocations
/ professions
‘Lok Vidya’, knowledge developed
in India, made accessible to
students through integration into
vocational education courses
Vocational education as an integral
part of the larger vision of liberal
education
Vocational education integrated
into all education institutions in a
phased manner over the next
decade
Focus areas chosen based on skills
gap analysis, mapping of local
opportunities

40. Adult Education
This Policy aims to achieve 100%
youth and adult literacy by
2030, and significantly expand
adult and continuing education
programmes.
Cadre of Adult Education Centre
managers and instructors created
through the National Adult Education
Tutors Programme
Existing mechanisms leveraged to
identify participants, community
volunteers encouraged - each literate
member of the community to teach at
least one person to read
Large scale public awareness generated
Special emphasis on women’s literacy
National Curriculum Framework
for Adult Education
Textbooks and learning
materials, criteria for assessment
and certification aligned to this
Framework

41. Energised, Engaged & Capable Faculty
The most important factor for the
success of higher education
institutions is the quality and
engagement of its faculty: this Policy
puts faculty back into the heart of
higher education.
Appropriately designed permanent
employment (tenure) track system in
all institutions by 2030
Continuous professional
development plan for all faculty
Faculty recruitment and development,
career progression, compensation
management to be part of every
Institutional Development Plan
Faculty empowered to make
curricular choices for their courses;
pursue research with academic
freedom
Adequate faculty in every
institution
Prevalent approach of ad-
hoc, contractual
appointments stopped
Faculty recruitment based on
academic expertise, teaching
capacities, dispositions for public
service

42. Promotion of Indian Languages
It is critical to
preserve the
truly rich
languages and
literatures of India
- the Policy will
ensure the
preservation,
growth, and
vibrancy of all
Indian languages
Focus on language, literature, scientific
vocabulary in Indian languages
Strong Indian language and literature
programmes across the country, recruitment of
language teachers and faculty, focused research
Existing national institutes for promotion of
classical languages and literature strengthened
National Institute for Pali, Persian and Prakrit
set up
Mandate of the Commission for Scientific and
Technical Terminology renewed and expanded to
include all disciplines and fields, not just the physical
sciences
• An Indian Institute of Translation and
Interpretation
(IITI) will be established, to carry out high quality
translations of materials of importance between
various Indian languages as well between foreign
languages and Indian languages.

43. Professional Education

44. Professional education in India, in Agriculture, Law, Healthcare, and
Technical education is, however, offered largely in silos of individual
subjects and separate from general higher education.
The practice of setting up separate technical universities, health sciences
universities, legal and agriculture universities (AUs) in each State to
affiliate colleges offering professional education in their respective
disciplines, has resulted in deepening the isolation further.
Integrated education within professional disciplines: All new AUs will be
integrated universities covering all interrelated aspects of agriculture
including horticulture, livestock, agro-forestry, aquaculture, food
production systems and so on.
AUs will also be encouraged to have strong linkages with all relevant
national laboratories and other universities, in terms of training,
business incubation, start-ups, etc. for broadening the horizons of the
graduates in terms of vision and skills.
Similar approaches will be adopted with many areas of technical and healthcare
education.

45. Legal Education- Multilingual:
A new generation of children will grow up to be completely
multilingual through the implementation of this Policy.
Legal transactions at the lower courts are conducted in their
respective regional languages whereas those at the High Courts and
Supreme Court continues to be done in English, in most States in
India.
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 law programme is situated.
To facilitate this transition, a host of measures will be undertaken such
as, inducting teachers who are well versed in the regional language as
well as English, making text books and study materials available in
both languages, and allowing examinees to write their examination in
either medium.

46. 16.9. Technical Education

47. National Research Foundation
This Policy has a strong
emphasis on catalyzing and
energizing research and
innovation across the country
in all academic disciplines.
Scope of work of the Foundation will
include
• Funding research in all disciplines
through a competitive, peer-review
based process
Building research capacity at academic
institutions across the country
Creating beneficial linkages between
researchers, government and industry
Recognising outstanding research
through special prizes and seminars
•
National Research Foundation will
significantly expand research and
innovation in the country
Autonomous body, set up
through an Act of Parliament
Annual grant of Rs. 20,000 crores -
increased progressively over the
next decade
•
•
The Foundation will have four major
divisions to start with - Sciences,
Technology, Social Sciences, Arts
and Humanities
25

48. P10.9. Support from the National Research Foundation:
All HEIs will have the opportunity to access and raise funds for support for
their development, including for development as Type 1 and 2 HEIs.
The NRF will run a special programme till 2040 to support State
Universities to enhance their research capacities, thus enabling them to
transition to Type 1 or 2 institutions.
Under this programme, the NRF will select and offer 500 National
Postdoctoral Fellowships (NPDF) and 500 National Doctoral Fellowships
(NDF) every year across disciplines and fields.
The fellowships will be for 3 and 5 years, and will be awarded on the basis
of a national selection process organised by the NRF.
P10.10. Equal encouragement and empowerment for private higher
education Institutions:
Private HEIs will be encouraged to develop into Type 1 and 2 institutions,
and must develop to become Type 3 institutions. The private HEIs will
have equal access to NRF funding for research support as public
institutions.

49. Rashtriya Shiksha Aayog
The Indian education
system needs inspiring
leadership which will also
ensure excellence of
execution.
Aayog will comprise eminent
educationists, researchers, Union
Ministers, representation of Chief
Ministers of States, eminent
professionals from various fields
All members of the Aayog will be
people with high expertise, record of
public contribution in their fields,
unimpeachable integrity and
independence
Aayog will work closely with every
State to ensure coordination and
synergy
States may set up Rajya Shiksha
Aayog or State Education
Commission
The Aayog will be the custodian of
education in India
Rashtriya Shiksha Aayog
or the National Education
Commission - apex body
to be constituted,
chaired by the Prime
Minister
Union Minister of
Education shall be the
Vice Chairman with direct
responsibilities related to
day-to-day matters

50. NEP’s Emphasis on Technology is Welcome
Technology is antithesis to Equity and Inclusion.
Large share of students are from lower strata such as
schedule castes, schedule tribes and other backward
castes and poor households.
A Significant portion of students come from
government schools, under developed regions, remote
villages and their regional language as a medium of
instruction.
How MOOC can be useful for all range of students?
NIEPA : Rural Urban disparity in conduct of online
classes is alarming high.

51. Model of Graded autonomy: may have adverse
ramifications for accessibility, equity and quality for the
higher education sector.
 Policy’s Dominant opinion holds that, state cannot be
expected to pay for the education for all.
 Widening gap between demand and supply successive
governments have pushed through measures that have
largely allowed greater penetration of private capital in
higher education.
 Better performing Higher educational institutions
(HEIs) will be supported through grant of special funds.
 Rapid expansion of ODL.

52. Regulations of autonomous colleges and
universities shall curtail transparent admission
procedures, which guarantees the
underprivileged students a share of seats in
prestigious institutions.
The struggling affiliated colleges, strive to chalk
out their financial self-sufficiency. This will
pushing out the disadvantaged sections.

53.  In federal system any Educational reform can be
implemented only with support from the state.
• 6% of GDP as public expenditure on Education- Law
should be made…
• No government spent….. Till today
• Till 2014- 3.19%
• Now- 2.88% (99300 Crore)
 Training of School teacher (80 Lakh) and Higher
Education teachers(14 Lakh): World class models in
training.
 Vacancies and fair appointments of teachers….at all
levels.
 Should have been mentioned deadline for
Appointments.

54. Central Universities:
• Orissa-88% Vacancy, Delhi-47%, Allahabad-67%
• AIMS- 80% vacant posts-Run by Guest faculty.
Vacancy: Universities in Karnataka- 10 Yrs No appointments
• Government Colleges -10000 posts
 Regulation for appointment- Transparent Mechanisms.
 Not talked about Teacher Student Ratio- (Now 1:28)
(School 1:25)
 Private University and Multi-disciplinary Institutes Teacher
appointments.(Roaster and women reservation)
 Private sector role in giving Admissions to Low SES
groups.(Single Girl child/ SC/ ST/OBC/Women/ EWS/
Retired Army)
 VC’s Appointment for Private higher Education
Institutes.(Same rules with Government institutes)

55. “No society or Nation will grow above the level
of Teachers”
‘Thinking, Deliberations and Expressions are
Key to Reforms’……..
Dr.Jagannath.K.Dange
Reform Education System

56. Thank You
Dr. Jagannath K. Dange
Department of Education
Kuvempu University
Shankaraghatta
Dist: Shimoga,
Karnataka
drjkdange@gmail.com
http://jkdange.blogspot.com