Sunday Posts

As it rolls out its National Education Policy (NEP), India is faced with the dilemma that every other post-colonial nation has to answer: Whether to 'nationalise' higher education, by privileging traditional languages and 'Indian' knowledge over liberal humanities and cosmopolitan outlook? This is not the first time India is dealing with this question. The first time, just after the Independence, the answer was a resounding endorsement of cosmopolitan science, based on a modernist view of nation-building. Nehru wanted an India that looked forward, not backwards. The second time, in the 80s, shorn of the optimism and adrift in the neoliberal world, the answer was low on nation-building aspiration and overtly focused on technological cold-start.  This road now leads us to where we are - a deja vu all over again! The country has been a major beneficiary of globalisation, but its blessings were mixed. A lot of people has been left behind, communities have been replaced by a...

India's employment data is sobering ( see here ). The pandemic has wrecked havoc and the structural problems of the economy - service sector dependence, uneven regional development and health and education challenges - are more evident than ever. Something needs to happen, and fast. To its credit, the government acknowledges the education challenge. Belatedly - it took more than 30 years - India has come up with a new National Education Policy. It is a comprehensive policy, which covers the whole spectrum of education and perhaps overcompensates the previous neglect by advocating radical change. As I commented elsewhere on this blog, it shows a curious mixture of aspirations, cultural revival and global competitiveness put under the same hood.  However, despite its radical aspirations, the policy document often betrays same-old thinking. One of these is India's approach to foreign universities. The NEP makes the case for allowing foreign universities to set up operations in Ind...

In 1921, just after the Influenza pandemic, H G Wells was writing "Human history becomes more and more a race between education and catastrophe." As we strive to look beyond the pandemic, it's a useful place to start. Of course, we are still counting the bodies and the public health challenge must be met first. But it will be a mistake not to think about what comes after, as otherwise, the after-effects will linger on and may eventually break the society as we know it. In the influenza pandemic, India lost approximately 5% of its population. This time around, even with the near-collapse of the healthcare system in some cities, the toll is likely to be lower. But the economic and social impact of the Pandemic would be far more severe, with the global supply chain reaching a breaking point and the dislocation of the health and education systems due to the pandemic.  However, my objective here is to try to look beyond the pandemic and what needs to happen to contain the afte...

India's New Education Policy - which sets the legislative agenda for Indian education in the coming years - recommends that the core of India's higher education should be a system of 'liberal education'. It cites several reasons for this: Human capital justifications such as the changing nature of work and workplaces and the need to be broadly educated (what some will call 'T-skills'). What I want to argue here is that this is only a limited view of the requirement and we need to define what kind of 'liberal education' India may really need. The central problem of Indian nationalism has been that while it defined itself against the European, and more specifically the British, imperialism, it was itself built upon essentially European concepts and ideas of nationhood and self-determination. Not only such concepts were only understood by a small, European-educated elite, these did not provide the broader populace any clearer definition  of their own role i...

A close reading of India's New Education Policy illustrates a dilemma at the heart of India's Higher Education: Whether to become more Indian or more global?  For a service economy servicing a global clientele, a Higher Education system that prepares people with global service economy skills is critical for India to build. Higher Education is one sector in India that needs 'liberalisation', thirty years after the rest of the economy opened up. And, besides, it is hard to avoid the global drift when the Higher Ed policy narrative is framed within the human capital paradigm. On the other hand, there is a deep cultural agenda of the policymakers to make Indian Higher Ed more Indian. It is not just revivalism or Hindu fundamentalism. This is also based on an accurate reading of the chasm at the heart of the Indian society, between an English-speaking elite and vernacular rest, which is threatening the cohesion of the state. This is also about undoing the colonial legacy, th...

India - with its new education policy - wants to make a new start. In a world of weakening institutions, China-US competition and a rapidly changing climate and disease environment, this is overdue. India's young millions is great power, but also great responsibility: If not tended, its demographic dividend can turn into a demographic disaster. But the first call of duty for an Indian educator is to address the elephant in the room. For far too long, Indian higher education carried on the colonial legacy, casting successive generation of Indians in the empire's shadow. Despite its independence, and perhaps because of the troubled legacy of its partition, India remained a marginal player in the world higher education scene, consigned to following the agenda rather than shaping it. Its higher education system, always big and now the second biggest in the world, curtailed its own aspiration and carried on the business as usual. It has failed its people, comprehensively and spectac...

India's new National Education Policy argues for a new Higher Education system, which will have a Liberal Education undergraduate curriculum at its heart. This is great news. Globalisation since the 1990s shaped the Indian economy and particularly its service sector, which, in turn, shaped the priorities of the Indian Higher Education system. But, of late, populist politics in the Western nations and automation of work have started changing the shape of the global value chain. India, which banks its future on 'demographic dividend', must adjust to this emerging economic reality - and must construct a new model of Higher Education alongside.  But, while we should welcome the commitment to reimagine the undergraduate education, and free the Indian student from the Engineering fetish which has stunted a generation, it's important that we don't just mimic some American formula of Liberal Education. We must keep in mind that in the United States, Liberal Education colleg...

India's New Education Policy, which got cabinet approval on the 29th of July, is to be celebrated just for itself. A nation of 1.3 billion people, most of whom are young, which claims its population to be its chief strength, had its first education policy update since 1986. So the last time Indian Parliament and Cabinet agreed on an education policy just as Microsoft released the first version of Windows (which no one used yet), the Domain Name System for a future Internet was just being finalised and mobile phones took 10 hours to charge for a 30-minute talk time. A country called Soviet Union was engaged in something called a Cold War with the United States of America. The point being, the world has very rapidly changed since, without an education policy update in India. This anomaly is less significant than it sounds. That the government did not update its education policy does not mean nothing changed in education. A lot changed: Literacy rates jumped (though it's still not...

When India was made, no special need for making Indians was felt. That should be somewhat surprising. There was this great aspiration of building a republican polity based on universal suffrage.  The whole Indian freedom struggle was a long pedagogical project, led by Gandhi but also enthusiastically enjoined by leaders at various levels, of transforming the political imagination and creating new rules of engagement. 1947 was not just the realisation of that project, it was to be a beginning of a more comprehensive transformation of what it means to be an Indian. As Independence unfolded, various leaders, Nehru and Ambedkar among them, stressed how this would require a new political imagination. There was the vast and ambitious project of the constitution, pulling the disparate communities together into the union. And, yet, precise little was said about what it means to be this new Indian; the debate was muted and deemed unnecessary. The educational enterprise that the new country ...

  It's not often that I get to do things I like, but, as it happens, the lockdown came with a little gift. I was asked to develop, by an Indian entrepreneur with a strong commitment to education, a framework for a Liberal Education for one of his schools. And, as a part of this exercise, I was asked to develop a critique of Indian Education, if only to set the context of the proposal I am to make.  I claim to have some unusual - therefore unique - qualification to do this job. I am, after all, an outsider in all senses. I have lived outside India for a long time, but never went too far away, making it my field of work for most of the period. I have also been outside the academe but never too far away: Just outside the bureaucracy but intimately into the conversations. I worked in the 'disruptive' end of education without the intention to disrupt and in For-profit without the desire for profit. Along the way, the only thing I consistently did is study educatio...

The use of the English language has always been a contentious subject in independent India.  It was after all the language of the colonialists, imposed on a subject people by force. It was then, as it is now, spoken by a tiny minority of Indians. It never became the Lingua Franca that some claim it to be. In fact, it never could attain, despite Macaulay's dream, the status of Sanskrit or Arabic, as those languages shaped the religious and spiritual lives of Indians the way English never would. In that sense, it was never the equivalent of Latin in England: It was rather like the French of the Normans, a symbol of a scandalous subjugation. The argument that colonialism civilised India has been long debunked. The import of English education in India was the cultural side of de-industrialisation, an act of destruction rather than creation. It was no mere coincidence that abolition of East India Company's monopoly on India trade moved lockstep with the introduction ...

The most intriguing - and the most timely - policy pronouncement in India's new education policy is its emphasis on a Liberal Education undergraduate. While this is inspired by the American model (at a time when Americans seem to be going the other way) and also the more recent Chinese example, this cuts against the grain of the structure of Indian higher education.  It will be an exercise of fresh imagination altogether, as what a Liberal Education would mean in context have to be defined from scratch. 'Liberal Arts' may have become a trendy subject area to study in some of the new private universities in India, but its object and structure remain largely undefined ( see my earlier post ). The high-level policy intention of unveiling a 'Bachelor of Liberal Arts' gives little detail on what this means. And, indeed, the current theocratic mood of Indian politics anticipate this to mean the opposite of 'liberal'; more scholastic and revivalist, but n...

The new education policy that the Indian government is rolling out is significant, only if it's the first such policy pronouncement in over 30 years.  The last one was in 1985. As the saying goes, past was a different country and they did things differently then. In the meantime, India has grown to be reasonably prosperous, demographically vibrant and disproportionately confident. The geopolitically realities have changed: The cold war is distant past, Russia has fallen and risen again in a new guise as China shook the world in the meantime. This new education policy, therefore, has to be really new and see the world with a fresh pair of eyes. From that perspective, the refreshing honesty of the draft of the policy is a great start. One huge obstacle of any change in India is that no one wants to admit that there is any problem. Kishore Mahbubani's diagnosis of India being an open society with a closed mind is right on the money. What's worse is that any dis...

As India's universities fail to cling to their already precarious positions on global league tables, old concerns about Indian higher education have been newly voiced. There is much to be unhappy about, not just the position on the league tables. The skewed structure of Indian higher education means the significant number of bright graduates, educated at great expense by the Indian state, leave India every year for fortunes abroad. Despite the overt focus on technology education in India, the technology gap with its neighbour and competitor for global influence, China, is alarmingly wide. And, for the all their swagger, Indian business schools have languished at the bottom of global league tables and their graduates still struggle to find good jobs in India. But I don't want to lament here about the obvious. In fact, I wish to make a point which is its opposite: The obsessions about global league tables, technology lead or employability, the three key factors dr...