By Dr Bhumika Modh
The Viksit Bharat Shiksha Adhishthan (VBSA) Bill, 2025, marks an important moment in India’s ongoing efforts to strengthen and modernise its higher education system. By proposing a unified regulatory architecture to replace multiple existing bodies, the Bill reflects a clear intent to improve coherence, efficiency, and global competitiveness—objectives that align with India’s broader national aspirations.
As the country reflects on education as a public good and a pathway to national development, it is equally important to examine how regulatory reforms can advance both excellence and inclusion. In a diverse democracy like India, these goals are not competing priorities; rather, they are mutually reinforcing. A closer reading of the VBSA Bill suggests that, while the pursuit of excellence is articulated clearly, the principles of inclusion and accessibility could benefit from more explicit and structured integration.
At its core, the Bill positions excellence as the central objective of higher education governance. A streamlined regulatory framework has the potential to reduce duplication, enhance accountability, and enable the adoption of innovative and inclusive practices. However, international and domestic experience indicate that inclusion does not automatically emerge from efficiency alone. It requires intentional design choices, representation in governance, and clearly articulated standards that recognise the varied realities of learners across regions, languages, socio-economic contexts, and abilities.From unification to participation
This becomes particularly relevant in the context of the proposed Commission. Clause 6 provides for the appointment of “five eminent experts” as Members, without specifying principles of representation. Eminence, in the Indian context, can be meaningfully strengthened when it reflects the country’s social and regional diversity, including the perspectives of persons with disabilities. Explicit attention to representation can help ensure that regulatory decisions remain grounded in lived realities and responsive to the needs of a broad spectrum of students.
Similarly, Clause 9 outlines the functions of the Regulatory Council, including the requirement for a fair and transparent grievance redressal mechanism. While this is an important safeguard, it primarily addresses concerns after students have entered the system. Complementing grievance redressal with a stronger focus on access to institutions themselves—physical, digital, linguistic, and socio-economic—would further strengthen the Bill’s commitment to equity. Access and redressal are most effective when they operate together, rather than sequentially.
The Regulatory Council’s authority to determine norms for establishing constituent colleges, off-campus centres, and multiple campuses presents a valuable opportunity. By explicitly incorporating principles of universal design, accessible infrastructure, assistive technologies, and inclusive campus planning into these norms, expansion efforts can ensure that growth does not inadvertently reproduce existing barriers.
Designing access, not assuming it
Within the unified VBSA framework, the Accreditation, Standards, and Regulatory Councils each play distinct roles. The Accreditation Council’s mandate to develop an outcome-based Institutional Accreditation Framework and encourage Institutional Development Plans is particularly significant. Embedding guiding values—such as inclusion, sustainability, equity, and social responsibility—within these frameworks can help institutions pursue excellence while remaining aligned with national priorities and constitutional values.
The Standards Council carries a critical responsibility in shaping inclusive academic environments. Its role in framing learning outcomes must take into account India’s linguistic diversity, varied schooling backgrounds, and the needs of students with disabilities. The reference in Clause 16 to student support and innovative pedagogy is a positive step. This could be further strengthened by clearly recognising disability support services as an integral and well-resourced component of academic standards, ensuring consistency and accountability across institutions. Greater clarity on the proposed “perspective plan” for academic standards would also enhance transparency and implementation.
The integration of the National Council for Teacher Education (NCTE) into the VBSA framework offers an opportunity to strengthen teacher preparation. Ensuring that teacher education programmes systematically include training on inclusive pedagogies and classroom diversity will be essential for translating regulatory intent into everyday educational practice.
The provisions on penalties and enforcement are intended to ensure compliance with the new framework. As the Bill delegates the development of adjudicatory mechanisms to subsequent regulations, careful attention to timelines and institutional clarity will be important to maintain confidence and consistency during the transition to a unified system.
Looking ahead, the VBSA framework could be further strengthened through structured coordination with other professional and statutory bodies, such as those governing rehabilitation, legal, and medical education. Thoughtful alignment across sectors can enhance the spirit of unification while respecting domain-specific expertise.
Finally, the Bill’s objectives are best realised when read in harmony with India’s existing legal framework, particularly the Rights of Persons with Disabilities Act. Together, these frameworks can reinforce a shared commitment to equality, dignity, and meaningful participation. When regulatory reform and disability rights operate in tandem, they contribute to an education system that is not only globally competitive but also socially responsive.
A truly Viksit Bharat is built through institutions that combine excellence with access, ambition with empathy, and growth with inclusion. By explicitly embedding these principles in its regulatory design, the VBSA Bill can strengthen India’s higher education system in ways that serve all learners and reflect the nation’s democratic ethos.
Dr Bhumika Modh is the Head – Policy Research and Collaboration, APD (The Association of People with Disability).
DISCLAIMER: The views expressed are solely of the author and ETEDUCATION does not necessarily subscribe to it. ETEDUCATION will not be responsible for any damage caused to any person or organisation directly or indirectly.
