Author: Adarini Kanjilal Biswas, Professor. Prokash Biswas & Professor. Santanu Biswas
DOI Link: https://doi.org/10.70798/Bijmrd/02110020
ABSTRACT: In 2005, India’s higher education policy was shaped in large part by the National Knowledge Commission (NKC), which aimed to turn the nation into a knowledge-driven economy. Curriculum development, faculty development, research financing, and accessibility for disadvantaged populations are some of the areas where the NKC has called for changes in higher education, and these suggestions are examined in this study. This research derived deep into implementation of the NKC’s recommendations and how they affected India’s educational landscape. This study found that were lack of empirical assessment of the NKC’s reforms, especially in disadvantaged and rural regions, despite the fact that these initiatives aimed to increase inclusion, strengthen institutional capacities, and promote sustainable development. In addition to making policy suggestions for the future, the research helps shed light on the possibilities and threats that India faces as it strives to establish a knowledge economy.
Keywords: National Knowledge Commission, Higher Education Reforms, Knowledge Economy, Curriculum Design, Accessibility, Marginalized Communities.
Page No: 168-181