Revitalising the conventional disciplines of Studies and Research in Universities through interdisciplinary and transdisciplinary approaches and strengthening the undergraduate education in colleges in such subjects are very essential for the Nation’s contribution to the knowledge revolution. The Science and Technology establishments and the academic and research institutions in social sciences, humanities, languages and cultural studies need to work in tandem with universities and colleges in the country to achieve this. The National Science & Technology Policy 2003, the changes in economic policies, the cultural policy, international policies on trade and commerce, the language policy of the country, are the factors which have to be taken into consideration in restructuring the content, delivery, governance and practice of the higher education. It is in this context, the University Grants Commission has recently embarked on identifying action points for universities and colleges for translating the policy statements and implementation strategies of the National Science Policy. The Commission with the active involvement of the various government departments of science and technology as well as the various national councils and academies in Sciences, Social Sciences, Humanities, Arts and Languages is working on a time-bound action plan for remodelling the existing schemes and introducing new schemes in teaching, research and extension in universities and colleges. In order to successfully fulfil the education, research and information functions in today’s world, universities need to respond effectively to changing education and training needs, adapt to a dynamic tertiary education landscape and adopt
more flexible modes of organization and
operation. Institutions are transforming themselves to respond to evolving
educational needs in the context of globalization and a borderless market.
New forms of competition and changing information and communication
technologies emerge as part of this. Universities and higher education
institutions have a perceived role in the construction of democratic,
knowledge-driven societies. Supporting innovation by generating new
knowledge, assessing global stores of knowledge and adapting knowledge
to local use is one broad area. Contributing to human capital formation
by training a qualified and adaptable labour force is another necessary
activity. High-level scientists, professionals, technicians, basic and
secondary education teachers and future government, civil service and
business leaders will be the parts of this human capital. Providing
the foundation for democracy, nation building and social cohesion is
another most important role. Universities are the main locus of both
basic and applied research. It is important to maintain advanced teaching
and research programs at the postgraduate level. Countries which have
a major share of their research and development activity in the educational
sector have been able to achieve