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The Need to Add Social Viability in the Indian Context
In light of the National Education Policy, which outwardly emphasises on equity and inclusion, this article critically examines the implication of the professor of practice scheme as announced by the University Grants Commission draft guidelines. It is argued that a dogmatic implementation of such a policy holds the potential of keeping the system of Indian higher education exclusionary. There is a need to contextualise such a policy in the Indian social milieu to make it socially viable in the wake of exclusionary consequences.
‘Professor of Practice’
To promote skill-based learning, as highlighted in the new National Education Policy (NEP) 2022, the University Grants Commission (UGC) announced the recruitment policy for “professor of practice” in the higher education institutions (HEIs). When looked at from the perspective of disadvantaged sections, the caste-equality proposition in the policy may have disastrous consequences for the learning outcomes as well as the existing social disparity. This is so because “equality” as an outcome critically depends upon the existing equity framework under which the policy will become operational. In the long run, instead of being a harbinger of social as well as economic change in the country, the higher education system in India will end up becoming instrumental in promoting the status quo through such policies.
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