Design Education and NEP 2020: Synergetic partners for a transformative alliance?

The National Education Policy (NEP) of 2020 is a transformative framework designed to revamp India's education system. It rests on three key pillars: research, multidisciplinary education, and vocational training. These pillars aim to create a knowledge-driven society that empowers individuals with a range of skills and fosters innovation, critical thinking, and holistic development. Notably, this approach aligns closely with the foundational principles of design education, particularly at the higher education level. Let's delve into how NEP 2020 and design education's essence intersect and how their combination can bring about a revolutionary shift in higher education in India.

1. Research in Higher Education: Knowledge Creation and Innovation in Design Education

Research is the life force of design education. Aspiring designers are encouraged to embark on a journey of exploration, seeking insights into user needs, cultural nuances, market trends, and cutting-edge technologies. This research-driven approach empowers designers to create solutions that are not only aesthetically pleasing but also user-centric and practical.

1.1 The NEP-2020 recognizes the integral role of research in higher education and aspires to elevate India's research culture to global standards. The proposal to establish the National Research Foundation (NRF) is a significant step in this direction. The NRF's merit-based and transparent peer review process is expected to provide equitable research funding across all disciplines, including design. Increased public investment in research, as envisioned by the NEP-2020, will create groundbreaking innovations and propel India to the forefront of design excellence. However, there are concerns about the current view surrounding the NRF Bill, which has been approved by the cabinet for introduction in the monsoon session of the Parliament. Some stakeholders fear that the bill's design could potentially make the future of Indian science and higher education more vulnerable. They worry that it might open doors for foreign donors, corporate philanthropists, and domestic big businesses to influence research directions, which could have implications for the integrity and independence of research in India.

1.2 Additionally, the NEP-2020's emphasis on digital infrastructure and e-education complements design education's adoption of technology in research methodologies. Digital platforms enable designers to collaborate globally, access vast repositories of design knowledge, and employ advanced research tools for data analysis and visualization.

The integration of technology in design research can unlock new possibilities. Virtual reality (VR) and augmented reality (AR) technologies allow designers to simulate user experiences, test prototypes, and refine designs with unparalleled precision. Furthermore, advancements in artificial intelligence (AI) enable designers to analyze vast amounts of data, identify patterns, and make data-driven design decisions. By embracing these technologies, design education can foster a generation of designers equipped with cutting-edge research capabilities.

2. Multidisciplinary Education: Fostering Holistic Learning in Design Education

Multidisciplinary collaboration is an inherent aspect of design education. Designers often collaborate with experts from various fields, such as engineering, psychology, marketing, and business, to tackle complex problems. This cross-disciplinary interaction enriches the design process and leads to well-rounded solutions.

2.1 The NEP-2020's focus on promoting multidisciplinary education aligns with design education's long-standing commitment to nurturing a collaborative mindset. Design programs often offer interdisciplinary courses, allowing students to explore the integration of design with diverse domains.

2.2 The proposal to establish Multidisciplinary Education and Research Universities (MERUs) under the NEP-2020 holds promise in creating hubs for cross-disciplinary collaborations, fostering an environment where students can explore the synergies between design and various domains such as healthcare, urban planning, and environmental sustainability.

2.3 Moreover, the NEP-2020's recognition of integrating humanities and arts with STEM resonates with design education's approach. Designers draw inspiration from art, culture, and history, enriching their creativity and understanding of human emotions and behaviors. This integration fosters a broader perspective, equipping designers to address complex global challenges with empathy and creativity.

2.4 Incorporating liberal arts education into design curricula has proven to enhance the intellectual and emotional intelligence of designers. Courses in philosophy, ethics, sociology, and anthropology enable designers to comprehend the broader implications of their creations, ensuring that their work positively impacts society and contributes to sustainable development.

3. Vocational Training: Bridging Skills Gap for Employability in Design Education

Vocational training is central to design education, equipping students with the practical skills required for employability. Designers need hands-on experience to understand materials, fabrication techniques, prototyping, and manufacturing processes. Design education's emphasis on vocational skills prepares students to hit the ground running and contribute meaningfully to industries upon graduation.

The NEP-2020's emphasis on integrating vocational training in higher education aligns with design education's approach of providing students with the knowledge and skills needed to thrive in the design industry. Design programs often include studio-based projects and workshops that simulate real-world design scenarios, allowing students to apply their theoretical knowledge to practical challenges.

The integration of vocational training with design education can foster a culture of entrepreneurship among designers. With the NEP-2020's focus on promoting innovation and research, designers can leverage their vocational skills to create startups and drive economic growth. Design education can equip students not only to work within established industries but also to become pioneers in their fields, creating design-led businesses that contribute to India's economic and social progress.

The flip side

The National Education Policy of 2020 lays out a visionary path for higher education in India, focusing on research, multidisciplinary education, and vocational training. This vision closely aligns with the principles of design education, encompassing research-driven learning, multidisciplinary collaborations, and a practical skill-oriented approach, which have been integral to design education for years.

However, a key limitation emerges from the disparity between the number of students pursuing design education and the ambitious targets set by NEP 2020. In the academic year 2011-2012, a mere 3,385 students enrolled in undergraduate design programs, leading to 942 awarded degrees. However, there has been significant progress in 2020-2021, with 40,586 students enrolling for design degrees and 5,944 students successfully completing their studies. Despite this growth, design education remains a minuscule fraction (approx 0.1 percent) of the overall higher education enrolment in the country. The latest available data from the All India Survey on Higher Education (AISHE) is for the year 2020-21, where the GER in higher education was reported to be 27.3% (equivalent to 4.13 crore students). The National Education Policy 2020 aims to increase the GER to 50% by 2035.

Given the significant gap in reaching students through design education, a crucial question arises: How can design education contribute to the Government of India's transformative objectives on a large scale? Moreover, how can this limitation be addressed to enable design education to play a more substantial role in fulfilling the transformative goals envisioned by NEP 2020?

As we contemplate these challenges, it becomes imperative to explore innovative approaches to broaden the reach and appeal of design education. By fostering awareness, providing financial support, integrating design principles at an early stage, fostering industry collaborations, and promoting innovation and entrepreneurship within the design domain, India can unlock the true potential of design education. Such endeavors can pave the way for design education to become a driving force in achieving the transformative objectives set by NEP 2020, ultimately contributing to a brighter and more inclusive future for the nation.

Easy reads on this subject

University Grants Commission (NEP Salient features): https://www.ugc.gov.in/pdfnews/5294663_Salient-Featuresofnep-Eng-merged.pdf

Outlook India (NEP and Research): https://www.outlookindia.com/outlook-spotlight/new-education-policy-2020-rejuvenation-of-academic-research-in-higher-education--news-203646

The WIRE (Design of the proposed NRF Bill): https://thewire.in/government/the-national-research-foundation-bill-is-a-threat-to-publicly-funded-science

The Hindu (NEP and Digital Technology): https://www.thehindu.com/sci-tech/technology/government-recommends-ai-design-thinking-for-teachers-under-nep-2020/article65749711.ece

Times of India (NEP and Multidisciplinary education): https://timesofindia.indiatimes.com/blogs/voices/adhering-to-the-nep-2020-revolutionizing-the-education-system-with-the-multi-disciplinary-approach/?val=3728

Kashmir Reader (NEP and Vocational Education): https://kashmirreader.com/2022/07/30/vocational-education-in-the-light-of-nep-2020/

Student Statistics used in Conclusion accessed from: https://aishe.gov.in/aishe/BlankDCF/AISHE%20Final%20Report%202020-21.pdf

https://www.thehindu.com/opinion/design-education-is-taking-off-in-india/article66956975.ece#:~:text=According%20to%20the%20All%20India,with%205%2C944%20obtaining%20their%20degrees.