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India was perhaps the only country among the developing world with a colonial past to have organised and established national science community much before it attained its independence. Nehruvian science and technology (S&T) policy in India's formative years left a distinct imprint in the post-colonial and post-independent India. With a huge population of nearly 1.35 billion people, India is not dependent on food on outside countries since the 1960s. Green and White Revolutions have made immense contribution to develop scientific and technical capacities in agriculture. India's innovation system, including higher education, has given her some comparative advantage through 'human capital' in information technology, biotechnology, pharmaceuticals, space research and so on. In export promotion and economic competitiveness in technology-based industries, we lag compared with East Asian 'Dragons'. India's informal sector poses a formidable challenge with more than 95% of the total labour force, about 550 million, 90% of which is 8th class dropouts. When we begin to assess our national innovation system, one feature that stands out to research observers is few islands of excellence and vast 'hinterlands' of underdeveloped research potential. There is clearly a gap between theory and practice of science policy in India. Our gross expenditure on research and development as a proportion of gross domestic product remained relatively stagnant and, in fact, receded from 0.8% in the 1990s to 0.7% in 2020. In this period, our neighbour, China, left us far behind in S&T for development.

The advent of modern science, stemming from the colonial context of the eighteenth century, witnessed a long struggle of breaking away from the tentacles of colonial science in the process of professionalisation towards the emergence of what is known as the Indian scientific community and the growth of academic science. Explores different facets of this struggle from the late nineteenth century to the contemporary period. (Original abstract - amended)

The advent of modern science, stemming from the colonial context of the 18th century, witnessed a long struggle of breaking away from the tentacles of "colonial science" in the process of professionalization toward the emergence of what is known as the Indian scientific community & the growth of academic science. This essay will explore different facets of this struggle from the late 19th century to the contemporary period. As it turns out & is expressed in various writings, academic science enjoyed a position of higher esteem, respect, & commitment to the advancement of knowledge in the pre-independence period compared to the post-independence period. In its various ramifications, the contemporary phase witnesses its relegated position characterized by low level of funding, infrastructure, status & support compared to what is known as the mission oriented science agencies under the auspices of governmental science structures. 3 Tables, 26 References. Adapted from the source document.

The NEP 2020 is a visionary policy of the Government of India that promises to transform education for all. NEP 2020 lays impartial to potential of each and every individual and to cultivate ingenuity and skills development. Education is necessary in all aspect of the economy to ensure better growth, employment opportunities, promote innovation, democratic progress, strengthen rule of law, invigorate civic values etc. Teachers are one of the major stakeholders in education. This research is a descriptive study on the perception of college teachers towards the important features of NEP 2020 and brings out suggestions thereby. This study analyses the agreement and disagreement of teachers towards the highlighted features of NEP 2020 on Indian Higher education. Quantitative techniques were used in this analysis and draw conclusion. This research paper analyses the crucial part of policy that aim Indian higher education system like – research culture, use of regional language, privatisation, workload, Establishment of NPST (National Professional Standards for Teachers), training etc. Study is focused on college teachers of southern Kerala and sampling was done through stratified sampling technique.