Goa: Universities must move beyond academic qualifications and career preparation to develop responsible, compassionate and socially conscious individuals, said Dr Kiran Bedi, India’s first woman IPS officer and former Lieutenant Governor of Puducherry, during a fireside chat at the ETEducation Chancellors’ Conclave 2026.
Speaking during the session, “Beyond the Uniform: Stories, Surviving Challenges & Building a Legacy,” moderated by Devina Lason, Editor – Video Initiatives & Senior Anchor, The Economic Times Business Verticals, Bedi emphasised that educators play a defining role in shaping the values, behaviour and leadership capabilities of future generations.
Drawing on her experiences in policing, prison reform and education for underprivileged children, she argued that educational institutions must measure their success not only through professional achievements but also through the character and societal contributions of their graduates.
Leadership must begin in classrooms, not administrative offices
Bedi challenged university leaders to become more directly involved in students’ everyday academic experiences.
She urged chancellors, vice chancellors and institutional heads to regularly visit classrooms, interact with students and understand teaching practices firsthand.
“Leadership is not a given leadership; it’s an earned leadership,” she said, emphasising that genuine leadership is demonstrated through service, mentorship and the ability to improve others’ lives.
Drawing on her policing experience, Bedi explained how regular visits to police stations helped her understand operational challenges directly rather than depend entirely on administrative reports.
She also advocated confidential student feedback systems and regular town hall interactions, enabling institutional leaders to identify problems, improve teaching quality and give students a meaningful voice in decision-making.
Character building and experiential learning must shape education
Bedi argued that university rankings, placements and alumni achievements provide an incomplete picture of educational success.
She called for institutions to evaluate how effectively they develop integrity, empathy, responsibility and social awareness alongside academic and professional capabilities.
Highlighting her work in educating children from disadvantaged communities, including children of prisoners, she described education as an important means of preventing crime and creating positive social change.
She also stressed the importance of exposing students to practical experiences early in their academic journeys.
Universities, she suggested, should connect learners with government departments, industries, community organisations and public institutions through projects, internships and field visits.
Such experiences would help students understand real-world challenges, develop independent perspectives and apply classroom knowledge meaningfully.
Education must balance rights with responsibilities
Bedi also called for a stronger culture of personal and collective responsibility within educational institutions.
She recommended that universities introduce induction exercises encouraging students to identify both their rights and responsibilities, while institutional leaders similarly communicate their obligations towards learners.
According to Bedi, responsibility cannot be developed through instruction alone; it must be reinforced through everyday conduct, mentorship and institutional culture.
She maintained that higher education must equip young people not only to secure employment but also to build fulfilling, emotionally balanced and socially responsible lives.
“We have to prepare them for life, not just livelihood,” Bedi said, reinforcing her central message that the lasting legacy of education lies in the quality of individuals and citizens it helps develop.
