For NEP 2020 to succeed, it will require significant partnerships and global collaborators. On this accord, Torrens University is ready and well-positioned to support these efforts, as I am sure colleagues and institutions are worldwide. I believe this is an exceptional moment for partnership and genuine advancement of our shared values – particularly on building sustainable and equitable futures for young people globally.
Q- What are the challenges in implementing the NEP2020 in India?
I have served as Director-General of four Queensland Government Departments – Main Roads, Education, Employment and Training, and Primary Industries and Fisheries. I am also the Government champion for Lockhart River – a remote community in Cape York. In many instances, I have been in the privileged position of leading change and reform. Still, frankly, very few people globally (from either a public service or commercial perspective) have taken on work the size and scale of NEP2020. The vision and potential impact are almost unparalleled.
I want NEP2020 to succeed triumphantly. For this to happen, it will involve persistence, partnership, and ongoing collaboration across government, educational providers, industry, and all parts of the Indian community, including diaspora.
Two immediate challenges come to mind.
To re-imagine something as complex as an education system requires drastic simplification of structures. Simplification is never simple! I jest but simplifying such a complex web of systems requires time, patience, and diligence.
Second, we must remind ourselves time and time again; this is the largest scale implementation of change in an education system ever attempted anywhere in the world. This says that we must assume that not everything will be 'correct' in implementation with the best of intentions. This envisaged change will, in fact, require years of careful management, methodical and honest review, and commitment from successive generations of governments and consecutive generations of educators. The world now watches with interest.
Q-Do you think that NEP 2020 is a game-changer and has the potential to place India as a world leader in education?
Yes.
An essential aspect of the New Education Policy 2020 is to better synchronize or integrate India's education system with the global education system – so that India's students are more readily accepted in universities globally. There is also an opportunity for foreign universities to establish campuses in India. This exchange and collaboration is important. It provides opportunities locally and internationally.
I have read in the press some commentators suggest that India needs to open a 'university each week' to achieve the target of doubling the gross enrolment ratio in higher education by 2035. I don't believe this is so, because the answer should not just be to open new universities. The answer lies in innovation, partnership, and collaboration, including radically reconsidering what a higher education institution is in design, delivery, and scale and not just to recreate universities as we know them now. I genuinely believe if NEP 2020 opens greater cooperation, it will ultimately make India THE world leader in education. Universities like Torrens are ready to partner with institutions in India to help design a future-focused education together.
There are many compelling reasons India can end up as the world leader in education due to this. India is already a global economic force. We see plenty of evidence of how successful India continues to be – with diaspora leading global companies, massive investments in key industries around the world and world-class (including Nobel Prize-winning) researchers. India has produced these leaders and executives, driving these companies and innovation. The country now deserves an education system that reflects these achievements and opens an innovation, ingenuity, and equity ethos.
I genuinely believe the coming decade is the moment for India to shine on the global educational stage.
Q- How do you compare the Indian Education System under NEP with other country's Education System?
The sheer scale, and what amounts to visionary reforms under NEP sets India’s education system apart from education systems such as Australia, Europe and the United States.
However, the NEP’s vision is not unlike the direction countries like Australia are taking – investing more in vocational courses, encouraging online learning, short term certificate courses, exposing school and higher education students to vocational education, which means more engagement with industry.
Q- How must Holistic Learning be successfully achieved?
Applied learning is essential. That is academically sound learning that is clearly applicable to industry, business, and the future of work. This is Torrens University's approach and why we work closely in partnership with industry to ensure our curriculum is current, relevant, focussed and delivered efficiently – including in short course, online and micro-credential formats.
In reality, at Torrens University this is all curriculums industry-endorsed; examples of this are curriculum endorsed by organisations like Xero, Amazon Web Services, and IBM. In turn, our campuses are industry immersive, designed with and alongside industry, and bringing work/industry to the heart of the student experience. This means campuses are not separate or removed from the action and energy of industry, and students build natural pathways into work. Let me provide you with some examples. We operate a student-run elite restaurant in the Rocks, a major tourist district in Sydney, open to the general public and highly rated on Trip Advisor as one of Sydney's most popular restaurants. Our student-run design studio serves major clients globally, particularly doing design work for charities and not for profits. Our health clinics allow students to work and practice with local communities.
In these instances, we create real-world environments for holistic learning, which opens more potent possibilities for learning and ultimately industry connection, so students build better skills and greater networks. So ultimately, success is achieved through incubators, shared spaces, industry alignment and engagement, work-integrated learning, research, micro-credentials, and new ways of learning. But it's more than this. It's also about a mindset. If education is a continuum, then connection with industry is vital. The ultimate measure of success should be that students get the jobs they love and build a career with purpose.
Q- What could be the role of the Indian Diaspora’s role in improving and making Employable Education in India?
The Indian diaspora has played an important part in ensuring the growth and evolution of industry and business in India – especially since the 1990s and economic reforms. This has included Indian diaspora leading/influencing essential business deals, which has introduced new practices, technologies, and processes in the process.
The IT industry is a great example of this where diaspora IT experts have engaged with the IT industry in India. But this has also included Indian diaspora attendance at conventions (an example is Pravasi Bharatya Divas) which enables Indian diaspora [including policy makers] to share knowledge, skills and expertise.
I think in short, we Indian diaspora can advocate and support the vital work happening to reimagine the Indian education system, and where possible, we should provide connections to ensure stronger industry relationships with higher education– so industry needs and requirements are reflected in courses, pedagogy and curriculum.
Q- How can we ensure our Indian Diaspora’s greater participation in enhancing the education scenario in India?
Institutional links are quite important. For example, through the Australia India Council, many initiatives have involved Indian diaspora academics and education experts contributing to innovative education initiatives. Two examples come to mind. The first is the development of a Digital STEM Professional Learning Platform for Indian Teachers (examples can be found here: website and news ) – focussed on science learning. The second is university partnerships, which are also very important. An important point to consider is that role of diaspora at the Australian universities is critical to the success of these programs. Institutes and partner Institute relationships have been critical (E.g Australia India Institute and counterpart in India)
Q- In your views what are the major Challenges and Opportunities for Education in the Year 2022 globally?
The key challenges will be related to the pandemic. This is impacting a vast number of areas – from face-to-face teaching and learning disruptions to the impact on international education (e.g. students from India studying abroad in countries like Australia)
But the pandemic has also enabled and even accelerated new approaches to education. At Torrens University, we have made strides in the last two years in hybrid teaching and learning, and we are now building a significant online offshore community of learners globally. This is about recognising students are now agnostic regarding how and where they study. The possibility of this is to ensure greater access and equity to high-quality education and to offer students genuine choice, flexibility and opportunity. I find this deeply exciting.
Q- Education industry is today massively bogged-down because of several lockdowns and as every institution was compelled to adopt the Online and Study from Home options. How do you see the sufferings of Educational Institutions and fraternity during this period?
There were impacts on several fronts. I note some of these:
- International students globally were impacted and institutions had to readjust plans.
- The initial adjustment to online teaching and learning – both staff and students
- Concerns about the impact of face-to-face interactions and campus life experience
- Concerns about anxiety and mental health of students and staff
There were various ways Torrens University navigated and addressed the 'sufferings" you described. The institution maintained an open dialogue with Federal and State Governments and ministers (each with their own plans for international students' return) to reduce uncertainty, obtain clarity on border closures, and ensure the government heard student concerns.
We provided ongoing community and connection for students by having regular community meetings, town halls, and group forums to ensure students had the most relevant information and had a safe space to ask questions and seek support.
As South Asian countries were gripped by the second wave of the pandemic crisis, we recognised how vital it was to offer solidarity and community to our staff and students. So, in Sydney, Adelaide, Brisbane and Melbourne we held on campus Community Support Forums and a special online forum to provide support as well as direction and focus during an extraordinary time of disruption. The forums were well received, and advice and guidance shared inspired and motivated staff and students alike.
What has stood out for me is the way Torrens University went above and beyond to provide extra support for cohorts impacted – by way of meetings and special enquiry 'desks', special bursaries for all students impacted (e.g.income loss), in some instances providing free food and fruit boxes, and little touches like calling students up to ask simply 'how are you doing, and how can we help?'
Q- What are your suggestions to revive the derailed education systems in the world in the post Covid era and how to rehabilitate it?
I don’t believe Covid 19 entirely derailed education systems. Some players, like Torrens University, have, in fact, thrived. Why is this? Because we have come from an innovative and agile mindset. We have already been designing a University for The Future.
The pandemic has reinforced some of the decisions and choices made in designing a new approach to university. 2020/21 was a time of great upheaval for the education sector in the wake of COVID-19. Yet we continued to deliver on our promise to keep our students learning and our staff working.
Our technology base, student centricity, and decentralised model of 16 unique, bespoke campuses allowed us to provide for our learners' complex needs and ensure our institution thrived during a global pandemic. This work now continues in earnest. The most important thing to continue to do is, for institutions globally to lead with care, connection, creativity and community.
Every day, we at Torrens University step up to deliver on our promise to increase opportunities through access, choice and quality education. In 2020-21, we handed out over AUD 89 million dollars in scholarships and support to our students. Then we targeted the broader Australian community, designing innovative digital solutions for tens of thousands of people left exposed by the pandemic. This included releasing a suite of free online short courses which tens of thousands of people have completed - many seeking to upskill after losing their jobs. In short, we have led with purpose and with a sense of public good, and these two elements are crucial in ensuring or re-designing the future of education globally.
The Australian government had launched a new 10 year InternationalEducation Strategy – focusing on the recovery of the sector and the opportunities that the pandemic has accelerated. If all countries take this approach – then recovery of the sector will be strong.
Q- The back-to-back online classes due to Covid19 lockdowns are taking a toll on the mental and physical health of students at large. What are the ways to address this alarming issue?
For Higher education Institutions, staying in touch with students and providing support that matters is critical as we continue dealing with the pandemic. Since the pandemic began, we have provided special bursaries for students hardest hit by the pandemic.
But it is also about care and connection. For instance, Torrens University partnered with local social enterprises to provide food packages, including international students. The institution ensured students were supported by organising special support forums for international students and staff from India and South Asia when the pandemic was hitting India hard in 2021.
An innovative example of how we supported mental health and wellbeing was partnering with Beyond Blue, a major mental health initiative in Australia, to develop a free short course called ‘Understanding Depression.’ 3000 participants from 60+ countries participated in our Understanding Depression free short course. What set this short course apart is the fact that it elevates the voices of people with lived experience.
Aligned with the UN Sustainable Development Goals to provide open access to education, this mostly video-based Massive Open Online Course (MOOC) was ultimately released at a critical time – when mental health problems were surging during the pandemic. It was designed as a resource for participants to step into the shoes of people living with depression. We’re proud we can use our expertise, technology and innovation to positively influence people’s daily lives. But this is also an innovative example of addressing a problem through our role as an innovative education provider.
Q- What India can learn from Australia in terms of creating welfare for its people, providing Job and business Opportunities and Skill Developments?
Australia has taken an approach that recognises that people are critical to society's success. People are its most valuable resources as workers, creators, innovators, business and industry leaders, educators and scientists.
So providing the people of Australia, businesses and industries support, through the pandemic was a key focus (for example, through national initiatives like Jobseeker allowances) – because this enabled Australia to recover strongly after difficult periods.
At the same time, where there were job losses, initiatives were introduced by the government to support the re-skilling of the labour force. This was hugely important.
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