Prof. Rasal Singh
rasal_singh@yahoo.co.in
From the very beginning of its second term, the Modi Government has shown a clear intent to undertake structural reforms in the education sector. In fact, the groundwork for these changes had already begun during its first term. As part of this process, the draft of the Higher Education Commission of India Bill, 2018 that envisaged the dissolution of the University Grants Commission was placed in the public domain for consultation with stakeholders. The National Education Policy (NEP) 2020, formulated through extensive deliberation and public participation, marked the next major step towards reforming higher education.
The education system inherited from colonial times, shaped by Macaulay and his intellectual descendants, has failed to meet the needs and aspirations of Bharat and its people. Consequently, there has been a sustained emphasis on transforming this colonial framework, making it Bharat-centric and rooted in Indian realities. The revival and recognition of the Indian Knowledge Tradition have remained a central concern of the National Education Policy. Only by improving educational quality and ensuring universal access can India fully realize its vast inherent resources and the immense potential of its people. National development can be meaningfully advanced only through quality, accessible education, socially relevant and innovative research, and systematic skill development among the youth.
Recently, the Union Government has cleared the path for implementing these reforms by introducing partial modifications to the earlier bill. The “Viksit Bharat Shiksha Adhishthan Bill, 2025,” approved by the Union Cabinet, has been referred to a Joint Parliamentary Committee for detailed examination. This proposed body is envisaged as the sole regulatory authority for the entire higher education sector, though medical education, pharmacy, and legal education will remain outside its purview.
At present, India’s higher education landscape is governed by multiple regulatory bodies, each with its own standards and benchmarks. Institutions such as the University Grants Commission (UGC), AICTE, NCTE, Council of Architecture, Indian Council of Agricultural Research, bodies regulating distance and open education, online and digital education systems, ICSSR, ICAR, NAAC, and NIRF, more than a dozen in total, oversee affiliation, evaluation, accreditation, ranking, funding, and control across disciplines including arts, science, commerce, engineering, education, management, and agriculture. This fragmented regulatory structure has subjected higher education to layered and overlapping controls.
Across the country, many higher education and research institutions offer multiple programmes simultaneously and undertake interdisciplinary research. The National Education Policy strongly emphasizes the gradual transformation of all institutions into multidisciplinary ones. In this process, the rigid separation between professional and traditional institutions, the “steel frame” of isolation, is being systematically dismantled.
However, under the existing system, multidisciplinary institutions were required to approach multiple regulatory bodies for recognition, accreditation, ranking, and funding. This not only created procedural difficulties but also led to allegations of irregularities and bias within regulatory agencies. These bodies have not been free from shortcomings in curriculum design and implementation, nor from inter-institutional conflicts and contradictions. As a result, institutions often faced unnecessary hurdles and delays.
In light of these challenges, the Modi Government has decided to bring all regulatory bodies under a single, empowered authority after evaluating their functioning. The proposed “Viksit Bharat Shiksha Adhishthan” will function under the direct supervision of the Ministry of Education and will replace the UGC Act of 1956, the AICTE Act of 1987, and the NCTE Act of 1993. The idea of a single, centralized regulator had earlier been recommended by the National Knowledge Commission (2009) and the Yashpal Committee (2010). This unified framework aims to eliminate bureaucratic delays, institutional conflicts, and the lack of coordination, while ensuring accountability, transparency, and timely decision-making.
A notable feature of this commission is that it will regulate and oversee all central universities and premier institutions such as IITs, NITs, and IIITs, while also handling their evaluation, accreditation, and ranking. Apart from the Chairperson, the commission will have twelve members. It will function through three verticals: the Viksit Bharat Education Regulation Council, the Viksit Bharat Standards Council, and the Viksit Bharat Education Quality Council, responsible respectively for regulation, recognition, and professional standard-setting.
Earlier, funding responsibilities were shared among multiple agencies such as the UGC. Under the new framework, funding will come directly under the Ministry of Education. Higher education institutions will thus be relieved from navigating multiple regulatory bodies and will be better positioned to work towards achieving the objectives of the National Education Policy.
The commission will be responsible for ensuring quality and universal access to higher education in India. It will standardize curricula, learning outcomes, and academic benchmarks across the country. Institutions that provide value-based, skill-oriented, employment-focused, and inclusive education will be granted autonomy, protection, and encouragement. At the same time, institutions that fail to comply with prescribed standards and procedures may face penalties ranging from ?10 lakh to ?2 crore.
By simplifying the existing system of dual and multiple regulation, the commission seeks to prevent excessive interference in institutional governance. Regulation will be carried out through transparent public disclosure and merit-based decision-making. The commission will focus on learning outcomes, academic quality improvement, institutional performance evaluation, advisory support, teacher training, and the promotion of modern pedagogical methods and educational technologies. It will also have the authority to enforce academic quality standards and shut down substandard or purely nominal institutions.
Historically, India’s position in terms of the number and quality of higher education institutions relative to its population has been less than satisfactory. With nearly a thousand universities and around forty thousand colleges, India possesses the world’s largest higher education system, yet its global standing remains limited. The condition of public higher education is particularly concerning. Nevertheless, the sector holds immense potential for expansion, improvement, and development.
The present state of higher education exposes fundamental flaws in post-independence education policies. The newly proposed body aims to identify and rectify these deficiencies while advancing the goals of standardization, expansion, and Indianization of education. It will also play a crucial role in fully implementing the National Education Policy and in transforming India into a knowledge economy. The policies and standards developed by the commission will be decisive in ensuring competent leadership and qualified faculty in higher education institutions. The creation of a unified and empowered regulatory body is also expected to save time, energy, resources, and public funds.
To achieve these objectives, the Government must significantly increase investment in the higher education sector. Alongside this commission, the Government of India also passed the National Research Foundation Act on 4 August 2023. Like the Higher Education Commission, this foundation represents a transformative initiative to redefine the direction and quality of research in India. It seeks to promote interaction across disciplines, from mathematics and natural sciences to engineering, environmental studies, health, agriculture, humanities, and social sciences, and will serve as the apex body providing strategic direction, resources, and infrastructure for research, innovation, and entrepreneurship.
India’s recent achievement of hoisting the national flag near the Moon’s south pole reflects the outcome of sustained scientific research. Reviving and nurturing India’s ancient research ethos is a core objective of this foundation. By eliminating bureaucratic constraints, addressing resource shortages, and connecting research with society and industry, India can aspire to become a developed nation by 2047.
Since assuming charge of the Ministry of Education in 2021, Education Minister Dharmendra Pradhan has initiated far-reaching reforms recognizing education as a central pillar of national development. At the same time, Indian institutions must prepare for global competition, as several prestigious foreign universities are establishing campuses in India. Competing with them will require strong institutional will, quality enhancement, and substantial resources.
Despite these intentions, apprehensions persist within the academic community. Some view the proposed commission as a step towards privatization and commercialization of education, particularly due to the absence of explicit provisions on fee regulation. Concerns have been raised about the affordability of higher education and the potential exclusion of Scheduled Castes, Scheduled Tribes, women, rural populations, and the economically disadvantaged. State Governments and state universities are also worried about funding and increasing centralization.
These concerns must be addressed through increased public investment and by ensuring that higher education remains inclusive and accessible. The objective of the reform is to strengthen the public education system, enhance accountability, and promote participatory governance. Education cannot remain solely the responsibility of the state; all stakeholders must share responsibility and accountability. Quality and transparency in recruitment, visionary and competent governance, proportional contribution to infrastructure development, and enhanced productivity demand serious engagement from all concerned.
An intellectual community that is conscious only of rights but indifferent to responsibility lacks both the moral courage to question the Government and the capacity to serve society. It is therefore unfortunate that some opposition leaders and MPs from southern India have attempted to portray the name of the proposed body as an imposition of Hindi.
This is a moment to accept positive reforms and work collectively towards their effective implementation. Failure to do so risks pushing the higher education system down the same path of stagnation that has afflicted school education.
(The author is Principal, Ramanujan College, University of Delhi.)
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