Second-generation reforms required in higher education to make India a developed nation

As India approaches the centenary of its Independence, the aspiration of becoming a developed country by 2047 has renewed attention on the role of educational institutions in national development. Higher education, in particular, occupies a significant place in this journey. Over the past decade, India has expanded access, improved enrolment levels, and articulated a comprehensive reform framework through the National Education Policy (NEP), 2020. As implementation progresses, it is becoming increasingly clear that while policy direction is in place, institutional capacity and system design now merit greater focus. In this context, the idea of second-generation reforms in higher education assumes importance. While first-generation reforms primarily addressed issues of access, inclusion, and structural reset, the next phase of reform needs to engage more closely with the everyday functioning of universities, how institutions manage time, organise academic work, support research careers, and develop leadership. Strengthening these operational dimensions will be essential for translating policy intent into sustained outcomes. Second-generation curriculum reform represents a shift from structural change to qualitative enhancement. By focusing on coherence, learning outcomes, skills integration, assessment reform, and faculty capacity, India can ensure that curricular flexibility translates into meaningful learning. Reform in pedagogy represent a shift from experimentation to consolidation. By strengthening faculty capability, aligning pedagogy with assessment, embracing inclusivity, and embedding reflective learning practices, higher education institutions can move towards more effective and equitable teaching-learning environments. Such reforms are essential for ensuring that curricular and institutional changes translate into meaningful student learning outcomes including innovation, inclusion, and excellence that support India’s broader vision of a Viksit Bharat. #### IKS in curricula Reforms in integrating Indian Knowledge Systems with curricula represent a move from intent to implementation. By embedding IKS within disciplines, strengthening academic rigour, investing in faculty capacity, and aligning assessment and research frameworks, India can ensure that its civilisational knowledge traditions contribute meaningfully to contemporary education and innovation. Such an approach aligns with the broader vision of Viksit Bharat, where tradition and modernity inform each other in building a confident and inclusive knowledge society. One area that deserves closer attention is academic time management. Disruptions in admission cycles, examinations, and doctoral completion timelines affect institutional efficiency. In an increasingly interconnected academic environment, predictability and timely processes support student mobility, research collaboration, and international engagement. Greater emphasis on transparent academic calendars, supported by digital systems and institutional accountability, could help address these challenges. Another important consideration is the distribution of faculty responsibilities. Faculty members are expected to balance teaching, research, mentoring, and a range of administrative tasks. Over time, this has affected the time available for research and academic innovation. Exploring clearer role differentiation between academic and administrative functions, supported by professional management capacity within universities, may help improve overall productivity and academic outcomes. The research career pathway also warrants careful review. While doctoral enrolments have expanded, opportunities for structured postdoctoral research remain limited. Gaps in funding continuity and uncertainty in career progression can discourage sustained engagement with research. Developing more predictable postdoctoral opportunities and enabling mobility between academia, industry, and public policy could strengthen research retention and capacity. #### Research funding Reforms to research funding and governance may also be considered. Existing mechanisms often prioritise predictable outcomes, which is understandable from an accountability perspective. At the same time, a balanced approach that allows space for exploratory research and learning-oriented evaluation could help foster innovation, while maintaining appropriate oversight. India’s efforts to promote innovation would also benefit from greater attention to intellectual property awareness and knowledge transfer. While research output has increased, many institutions are still developing the capacity to translate knowledge into practical applications. Enhancing faculty familiarity with IP processes and strengthening technology transfer mechanisms could improve the societal and economic impact of public funded research. At the student level, mental health and wellbeing are increasingly recognised as important contributors to academic success. Competitive pressures and uncertainty about future opportunities leading to decision fatigue are adding to student stress. Integrating counselling services, mentoring systems, and balanced academic workloads into institutional planning can support healthier learning environments. Second-generation reform also presents an opportunity to strengthen the linguistic inclusivity of research. Although Indian languages are being encouraged as media of instruction, research output remains largely English-centric. Supporting multilingual journals, translation initiatives, and digital platforms can broaden participation and make knowledge more accessible. Institutional leadership is another area where incremental strengthening could yield benefits. Universities today manage complex responsibilities related to academics, finance, and public accountability. Processes that recognise leadership capabilities, strategic thinking, and institutional vision, alongside experience, may help improve governance outcomes without undermining autonomy. Finally, discussions on reform need to be grounded in a realistic understanding of employability. Although universities play an important role in building capability, employment outcomes are also shaped by broader economic architecture. Better alignment between higher education, skill development initiatives, and labour market strategy can help manage expectations while promoting academic objectives. As India looks ahead to 2047, the effectiveness of higher education reform will depend on steady institutional strengthening. Second-generation reforms focus on building systems that function reliably, adapt over time, and deliver at India scale. By addressing these operational dimensions, India’s higher education system may fully support the nation’s long-term developmental goals. Raghavendra P. Tiwari is the Vice-Chancellor of the Central University of Punjab, Bathinda. Views expressed are personal Published - January 22, 2026 12:36 am IST ### Related Topics higher education