NEP 2020 has helped in making Engineering courses inclusive and modern: On July 29, the National Education Policy (NEP) 2020 celebrated the completion of three years since its beginning. Since then, the NEP has introduced multidisciplinarity and implemented many entry and departure choices, bringing about significant changes in the educational ecosystem. To guarantee the successful implementation of NEP 2020, teacher training has been highlighted in addition to policy changes in schools and institutions. With the implementation of a few inclusive initiatives that support using regional language as a learning medium, technical education will receive a significant facelift.
Q1: Now that NEP 2020 has been in effect for three years, what difficulties did it encounter?
The implementation of a Multiple Entry and Exit System (MEES) in the engineering programmes, which requires an implementation plan, is the major issue facing the engineering educational ecosystem under NEP 2020. Any student cannot be arbitrarily enrolled in an engineering college mid-course. We are also trying to come up with a means for students to re-enter the programme in the middle. Finding a method to enhance the placement system in engineering colleges situated in the rural and tribal area is another difficulty. To support the students, we must establish a solid AICTE placement platform. This action will help to advance the NEP 2020 goal, particularly in rural areas and small cities.
Q2: Do you believe that NEP 2020 ought to be modified in light of shifting consumer preferences and Industry 4.0?
NEP 2020 is particularly adaptable and inclusive because it was created to meet the needs of the developing labour market. Its broad set of values encompasses inclusiveness and equity. The strategy has been successful in ensuring linguistic inclusion, the inclusion of physically challenged pupils, and a focus on research and innovation at the school level. A culture of innovation has been successfully implemented in educational institutions thanks in large part to the Atal Innovation Mission. To systematically promote the culture of innovation and start-up ecosystem at educational institutions, the MoE’s Innovation Cell (MIC) at AICTE has developed the Institution’s Innovation Council (IIC) project in all AICTE and other HEIs. The MIC will concentrate on developing ideas from ideation to pre-incubation, incubation, and graduation as successful start-ups. Numerous hackathons have been planned in conjunction with business and government.
Q3) How has NEP 2020 affected technical education? What are the main areas that need reform in this section?
In the past three years, engineering education has become more multidisciplinary as a result of NEP 2020’s implementation goals. The technical curriculum has been updated in light of market demands. To boost diversity, the choice-based curriculum now includes courses in the humanities, social sciences, and liberal arts. Additionally, students who have completed their education in the regional medium will benefit from engineering texts that have been released in regional languages. 218 engineering books for UG and diploma students in the first year have been developed by 226 authors. There are also other yearbooks in the works.
41 courses in nine different disciplines have been made available in Bengali, Gujarati, Kannada, Marathi, Tamil, Telugu, and Oriya at 39 engineering institutes spread across eleven states. The course material was translated by AICTE using cutting-edge digital technology, specifically the AICTE Anuvadini tool, a deep learning AI tool.
Q4) How has NEP 2020 added a multidisciplinary component to engineering colleges? Has that also altered how people view conventional disciplines?
NEP 2020 has played a key role in introducing a multidisciplinary component, which is clearly evident from the fact that engineering students are taught about universal human values. The development of soft skills for the pupils is given particular priority. Engineering students are now able to earn a minor in universal human values in addition to being taught about these values.
Q5) How should the academic staff be prepared to execute NEP 2020 successfully? What are some of the most important projects the AICTE is working on for this?
The successful execution of the policy depends on teacher preparation. The role of engineering lecturers has fundamentally transformed as a result of disruptive technologies and new developing fields. Engineering educators must adopt a lifetime learning philosophy and keep up with rapidly evolving technologies and hands-on learning. The reform of the curriculum has significantly altered the course curricula. Teachers have changed the way they ask questions in topics like computer science as a result of the use of AI tools like ChatGPT.
The AICTE outlined precise standards for the appointment of teachers in its gazette notification. The National Initiative for Technical Teachers Training (NITTT), which comprises of eight online modules, was recently developed by AICTE to help teachers improve their instructional techniques. AICTE Teaching and Learning Academy (ATAL) has also developed a number of courses for teachers that are applicable to the sector. These eight modules must be finished by any teacher applying for a promotion or regularisation as a permanent employee. Additionally, we support educators in obtaining training through partnerships with business. The teachers are routinely evaluated on the AICTE Parakh portal as well.
Q6) Do you believe NEP 2020 has successfully integrated AI into the educational ecosystem during the past three years?
On July 29, the National Education Policy (NEP) 2020 celebrated the completion of three years since its beginning. Since then, the NEP has introduced multidisciplinarity and implemented many entry and departure choices, bringing about significant changes in the educational ecosystem. To guarantee the successful implementation of NEP 2020, teacher training has been highlighted in addition to policy changes in schools and institutions. With the implementation of a few inclusive initiatives that support using regional language as a learning medium, technical education will receive a significant facelift.
Q7: Now that NEP 2020 has been in effect for three years, what difficulties did it encounter?
The implementation of a Multiple Entry and Exit System (MEES) in the engineering programmes, which requires an implementation plan, is the major issue facing the engineering educational ecosystem under NEP 2020. Any student cannot be arbitrarily enrolled in an engineering college mid-course. We are also trying to come up with a means for students to re-enter the programme in the middle. Finding a method to enhance the placement system in engineering colleges situated in the rural and tribal area is another difficulty. To support the students, we must establish a solid AICTE placement platform. This action will help to advance the NEP 2020 goal, particularly in rural areas and small cities.
Do you believe that NEP 2020 ought to be modified in light of shifting consumer preferences and Industry 4.0?
Q8: How has NEP 2020 affected technical education? What are the main areas that need reform in this section?
In the past three years, engineering education has become more multidisciplinary as a result of NEP 2020’s implementation goals. The technical curriculum has been updated in light of market demands. To boost diversity, the choice-based curriculum now includes courses in the humanities, social sciences, and liberal arts. Additionally, students who have completed their education in the regional medium will benefit from engineering texts that have been released in regional languages. 218 engineering books for UG and diploma students in the first year have been developed by 226 authors. There are also other yearbooks in the works. 41 courses in nine different disciplines have been made available in Bengali, Gujarati, Kannada, Marathi, Tamil, Telugu, and Oriya at 39 engineering institutes spread across eleven states. The course material was translated by AICTE using cutting-edge digital technology, specifically the AICTE Anuvadini tool, a deep learning AI tool.
Q9: How has NEP 2020 added a multidisciplinary component to engineering colleges? Has that also altered how people view conventional disciplines?
NEP 2020 has played a key role in introducing a multidisciplinary component, which is clearly evident from the fact that engineering students are taught about universal human values. The development of soft skills for the pupils is given particular priority. Engineering students are now able to earn a minor in universal human values in addition to being taught about these values.
Q10: How should the academic staff be prepared to execute NEP 2020 successfully? What are some of the most important projects the AICTE is working on for this?
The successful execution of the policy depends on teacher preparation. The role of engineering lecturers has fundamentally transformed as a result of disruptive technologies and new developing fields. Engineering educators must adopt a lifetime learning philosophy and keep up with rapidly evolving technologies and hands-on learning. The reform of the curriculum has significantly altered the course curricula. Teachers have changed the way they ask questions in topics like computer science as a result of the use of AI tools like ChatGPT.
The AICTE outlined precise standards for the appointment of teachers in its gazette notification. The National Initiative for Technical Teachers Training (NITTT), which comprises of eight online modules, was recently developed by AICTE to help teachers improve their instructional techniques. AICTE Teaching and Learning Academy (ATAL) has also developed a number of courses for teachers that are applicable to the sector. These eight modules must be finished by any teacher applying for a promotion or regularisation as a permanent employee. Additionally, we support educators in obtaining training through partnerships with business. The teachers are routinely evaluated on the AICTE Parakh portal as well.
Q11: Do you believe NEP 2020 has successfully integrated AI into the educational ecosystem during the past three years?
Because AI as a stream has played and will continue to play a crucial role in all technological fields, including mining, armament, satellites, medicine, and IT, among others, NEP 2020 places a lot of emphasis on incorporating AI in engineering education. To stay up with the most recent technological advancements and satisfy the changing demands of the industry, engineering education is always being updated. AI would more effectively replace people, benefit engineering education, and change the employment landscape. Our major priority is AI, and the curriculum is being revised in line with this. The Engineering programme now includes comprehensive courses on topics including Block Chain, Cyber Security, Robotics, Internet of Things (IoT), Data Science, 3D printing, and Design.
The AICTE has gone above and beyond to upgrade the fundamental engineering courses in civil, mechanical, electrical, and electronic engineering. We do not intend to eliminate any of the fundamental engineering courses, which form the basis of all technologies.
AI as a stream has played and will continue to play a crucial role in all technological fields, including mining, armament, satellites, medicine, and IT, among others, NEP 2020 places a lot of emphasis on incorporating AI in engineering education. To stay up with the most recent technological advancements and satisfy the changing demands of the industry, engineering education is always being updated. AI would more effectively replace people, benefit engineering education, and change the employment landscape.
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