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14 States and UTs Yet to Sign MoU for National Education Policy Implementation

  • 16 Aug 2023

Several States, including Kerala, Tamil Nadu, and West Bengal, are among the 14 States and Union Territories that have not yet signed a crucial Memorandum of Understanding (MoU) with the Union Education Ministry, which mandates the implementation of the National Education Policy.

Key Points

  • Objective of the MOU: This MoU is a prerequisite for accessing funds amounting to nearly Rs. 13,000 crore over the next three years under the Pradhan Mantri Uchchatar Shiksha Abhiyan (PM-USHA), the flagship scheme for State-run higher education.
  • The PM-USHA scheme aims to enhance the quality of higher education in State Universities through various means, including curriculum enhancements, teacher training, infrastructure development, and employability improvements.
  • Signing of Agreement: The MoU signifies the States' willingness to participate in PM-USHA and supports its effective implementation.

Significance of PM-USHA Scheme

  • Upgraded Education: The PM-USHA scheme, an upgraded version of the Rashtriya Uchchatar Shiksha Abhiyan (RUSA 1 and 2), aims to enhance access, equity, and excellence in State higher education using central funding.
  • Balancing Flexibility and Integration: PM-USHA builds on the vision of the earlier Rashtriya Uchchatar Shiksha Abhiyan (RUSA) by streamlining components and granting more flexibility to States/UTs for tailored activities.
  • Empowering States with District Focus: The scheme allows States and UTs to prioritize specific districts based on indicators like enrolment ratios, gender parity, and population proportions of marginalized groups. This district-focused approach enables targeted interventions to meet the diverse needs of each State or UT.
  • Equity, Access, and Inclusion: PM-USHA places a strong emphasis on promoting equity and gender inclusion within the higher education system.
  • Inclusivity: It strives to provide ample opportunities for marginalized groups, including women, minorities, SCs/STs/OBCs, and individuals with disabilities.
  • Raise Enrolment: By fostering inclusivity, the scheme aims to augment the Gross Enrolment Ratio (GER) in higher education.
  • Enhancing Teaching and Learning Quality: The scheme aims to enhance the quality of teaching and learning processes by facilitating upgrades to both physical and digital infrastructure within educational institutions.
  • Furthermore, it supports the transformation of single-stream higher education institutions (HEIs) into multi-stream institutions, thereby diversifying academic offerings.
  • Accreditation of Institutions: PM-USHA underscores the significance of accreditation in driving institutions to uphold and elevate educational standards.
  • Quality Improvement:By promoting accreditation, the scheme seeks to cultivate a sense of trust, confidence, and accountability among the public regarding the quality of education provided by these institutions.
  • Integration of ICT-based Digital Infrastructure: Recognizing the pivotal role of technology, PM-USHA emphasizes the importance of ICT-based digital infrastructure.
  • Accessibility: This infrastructure aids in overcoming language barriers between educators and students, facilitates the establishment of digital libraries, encourages language learning, and introduces Open Distance Learning (ODL) programs to enhance educational access.
  • Fostering Employability through Multidisciplinary Approaches: PM-USHA underscores the importance of collaboration between academia and industry to drive innovation and career growth.
  • Collaboration: By encouraging Higher Education Institutions (HEIs) to establish links with the industry and the job market, the scheme aims to enhance skills, promote innovations, and bolster overall employability prospects.

Challenges in Implementing Memorandum of Understanding (MoU)

  • Memorandum of Understanding (MoU) Commitments to NEP Guidelines: The scheme mandates the formal agreement between States and the Department of Higher Education through a MoU, outlining adherence to NEP-related directives such as the National Credit Framework and Choice Based Credit System for Four Year Undergraduate Programme.
  • Concerns over Funding Allocation and NEP Reforms: States have highlighted that the PM-USHA budget requires States to bear 40% of the expenses, and no additional funds have been allocated for National Education Policy (NEP) reforms.
  • Comprehensive NEP Reforms through MoU: The MoU stipulates that States must undertake a comprehensive range of reforms detailed in the NEP, encompassing administrative, academic, accreditation, and governance aspects.
  • Debate Over Centralization and Policy Consensus: Demands for the restoration of education to the State List from the Concurrent List reflect apprehensions about centralization and the lack of consensus during the policy's execution.
  • States' Varied Responses and Independent Policies: Several States, citing opposition and concerns about NEP 2020, have expressed dissent, leading some to draft their own independent State Education Policies as an alternative approach.
  • Entry and Exit Options Impact on Dropout Rates: The PM-USHA scheme introduces the requirement of multiple entry and exit options in degree programs, a development that has sparked worries about a potential rise in higher education dropout rates.
  • Challenges of a Four-Year Undergraduate Program: The emphasis on a four-year undergraduate program has raised accessibility and affordability concerns, particularly for socially and economically disadvantaged students.