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1720322 Vol 9 · Issue 9 Download Paper

Reimagining Higher Education Towards Viksit Bharat Abhiyan 2047

Shailendra Kumar Singh

Subject area: Arts, Social Sciences and Humanities  ·  Area of research: Reimagining Higher Education

DOI: https://doi.org/10.64388/IREV9I9-1720322

Abstract

The idea of making our country a developed nation and a 'Vishwaguru' by the 100th year of Independence in 2047 is not only about economic growth; it is also a cultural and intellectual renaissance. The role of Higher Education is going to be special, as the future 'factories and markets' will be created in the classrooms of universities. Though the current education system is vast, it still has a long way to go in terms of quality, resources, and employability. It becomes essential to restructure higher education around three pillars of economic, social and democratic development. There is a need to focus on skill development for future industries, make education more accessible in regional languages and develop the ability to think critically and lead. To achieve these goals, higher education needs to see an increase in funding with greater autonomy, industry partnership, and a shift in focus from research papers to patents and products. The regulator must leave the teaching-learning process alone, so that universities can themselves take up the responsibility to design their syllabi and hire and manage best in class faculty, and develop partnerships with foreign universities. Similarly, teachers need to think out-of-the-box and become mentors and facilitators. The single most important aim of education must be to create a 'job-generating' generation and not the other way around. India can become a global leader in innovation, peace, and prosperity by 2047 only when our labs create products that make the common man's life easy.

Keywords

Viksit Bharat Abhiyan 2047, Higher Education, Restructuring of Education System, Intellectual Renaissance.

References

[1] Arora, Pankaj and Sharma, Usha (2021). National Education Policy 2020: Towards Creative Reforms. Shipra Publications, Delhi.

[2] Drèze, Jean and Sen, Amartya (2013). India: Economic Development and Social Opportunity. New Delhi: Penguin Books India.

[3] Drishti IAS. (2024). Reorienting Indian education system. Drishti IAS Editorial. https://www.drishtiias.com/daily-updates/daily-news-editorials/reorienting-indian-education-system.

[4] Government of India (2022). Periodic Labour Force Survey. New Delhi: Ministry of Statistics and Programme Implementation.

[5] Government of India (2022). Digital India Initiative: Progress Report. New Delhi: Ministry of Electronics and Information Technology.

[6] Government of India (2023). Economic Survey. New Delhi: Ministry of Finance, Government of India.

[7] Government of India (2023). Status of School Education. New Delhi: Ministry of Education, Department of School Education and Literacy.

[8] Mehta, A. C. (2024). The crisis of quality in higher education in India. Education for All in India. https://educationforallinindia.com/the-crisis-of-quality-in-higher-education-in-india-2023/

[9] NITI Aayog (2021). India@2047: Vision Document for a Developed India. New Delhi: NITI Aayog, Government of India.

[10] Ministry of Education. (2020). National Education Policy 2020 [Policy Document]. Government of India. https://www.education.gov.in/sites/upload_files/mhrd/files/NEP_Final_English_0.pdf

[11] Rao, S. (2024). One aspirational future for India’s higher education sector. Daedalus, 153(2). American Academy of Arts and Sciences. https://www.amacad.org/publication/daedalus/one-aspirational-future indias-higher-education-sector

[12] Sharma, R. (2022). NEP 2020 and the transformation of Indian higher education. Journal of Education and Practice, 13(9), 45–53.

[13] Sharma, Y. (2019). Governance related issues and reforms in higher education institutions with special reference to private universities. ResearchGate. https://www.researchgate.net/publication/334964259

[14] Singh, M. (2021). Research and innovation culture in Indian universities. Higher Education for the Future, 8(2), 101–114.

[15] Tilak, J. B. G. (2020). Higher education, public policy and development in India. Economic and Political Weekly, 55(36), 32–40.

[16] Varghese, N. V. (2021). Higher education and India’s development agenda. International Higher Education, 105, 10–12.

How to cite this paper

Shailendra Kumar Singh "Reimagining Higher Education Towards Viksit Bharat Abhiyan 2047" Iconic Research And Engineering Journals Volume 9 Issue 9 2026 Page 4093-4097 https://doi.org/10.64388/IREV9I9-1720322
Shailendra Kumar Singh "Reimagining Higher Education Towards Viksit Bharat Abhiyan 2047" Iconic Research And Engineering Journals, vol. 9, no. 9, Mar. 2026, doi: https://doi.org/10.64388/IREV9I9-1720322
Shailendra Kumar Singh (2026). Reimagining Higher Education Towards Viksit Bharat Abhiyan 2047. Iconic Research And Engineering Journals, 9(9). doi: https://doi.org/10.64388/IREV9I9-1720322
Shailendra Kumar Singh "Reimagining Higher Education Towards Viksit Bharat Abhiyan 2047" Iconic Research And Engineering Journals, vol. 9, no. 9, Mar. 2026. Crossref, https://doi.org/10.64388/IREV9I9-1720322
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      author = {Shailendra Kumar Singh},
      title = {Reimagining Higher Education Towards Viksit Bharat Abhiyan 2047},
      journal = {Iconic Research And Engineering Journals},
      year = {2026},
      volume = {9},
      number = {9},
      pages = {4093-4097},
      issn = {2456-8880},
      url = {https://www.irejournals.com/formatedpaper/1720322.pdf},
      abstract = {The idea of making our country a developed nation and a 'Vishwaguru' by the 100th year of Independence in 2047 is not only about economic growth; it is also a cultural and intellectual renaissance. The role of Higher Education is going to be special, as the future 'factories and markets' will be created in the classrooms of universities. Though the current education system is vast, it still has a long way to go in terms of quality, resources, and employability. It becomes essential to restructure higher education around three pillars of economic, social and democratic development. There is a need to focus on skill development for future industries, make education more accessible in regional languages and develop the ability to think critically and lead. To achieve these goals, higher education needs to see an increase in funding with greater autonomy, industry partnership, and a shift in focus from research papers to patents and products. The regulator must leave the teaching-learning process alone, so that universities can themselves take up the responsibility to design their syllabi and hire and manage best in class faculty, and develop partnerships with foreign universities. Similarly, teachers need to think out-of-the-box and become mentors and facilitators. The single most important aim of education must be to create a 'job-generating' generation and not the other way around. India can become a global leader in innovation, peace, and prosperity by 2047 only when our labs create products that make the common man's life easy.},
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      month = {March},
      doi = {https://doi.org/10.64388/IREV9I9-1720322}
  }