Open Forum
New Delhi, 11 September 2014
Natl Education
Policy
NO PLACE FOR PRIDE & PREJUDICE
By Dr S Saraswathi
It is reported that the Government is formulating a new
National Education Policy (NEP) to meet the challenges posed by lack of
quality, research, and innovations in Indian educational institutions. An education commission is to be set up to
draft this policy. Twenty years have
elapsed since modifications were made in the NEP (1986) in 1992.
At the outset, a neutral observer may be tempted to voice a
note of caution against introducing anything that can be interpreted as politicization of education, which is common
evil across the world. Education had
been used in all ages as an instrument of political power to promote ideas of
the ruling elite. In India,
we are used to perceive politics in anything and everything.
A democratic government believing in good governance and
embarking on reframing policies and reinventing programmes has to view the
issue from present needs. It should remain and also appear to be non-political
in aims and objects.
Today, we want an educational system that will prepare the
coming generations to meet global challenges. Our goal is not to satisfy our
pride or exhibit our prejudices through an educational policy that is out of
context.
A right mixture of utility and values should be the hallmark
of our policy. Not that these are contradictory components, but emphasize two
different aspects, both of which are complementary to each other. The
educational system should help shape the youth his/her physical, mental,
intellectual capacities and moral values.
An educational system that will provide knowledge for
economic, social development and
technological progress, training for skills development, promote national unity
and integration, and cultivate abilities to preserve and pass on to the next
generation the rich heritage of our civilization is what is needed.
Such education should be accessible to all and not the
preserve of a few – a goal set in all previous policies. The first NEP called
for “radical restructuring” and for “equalizing educational
opportunities”. It aimed to promote
national progress, a sense of common citizenship and culture, strengthen
national integration, and development. It laid stress on improving the quality
of education at all stages and paid greater attention to science and technology
and cultivation of moral values. It spoke of closer relations between education
and real life.
This was reworded as “special emphasis on removal of disparities
and equalize educational opportunity” especially for women, SCs and STs”,
minorities, and the handicapped in the 2nd NEP, 1986. It called for
“child-centred approach”, provision of all facilities in elementary school,
expanded Open university system, and laid stress on rural schools and colleges.
A systematic programme of non-formal education, application of technological
aids in teaching, and steps to provide a framework for the curriculum on lines
of national core curriculum was offered.
It specifically referred to the status of teachers and the
need to give them freedom to innovate and devise appropriate methods. Delinking
degrees from jobs in selected areas was mooted along with opening of
job-specific courses and institution of tests to determine suitability of
candidates for a given job.
Modifications made in the policy in 1992 introduced further
stress on skill development for self-employment.
A glance through these lengthy and comprehensive policy
documents shows how wonderful the policies are and how little is left to add.
However, the reality is constant changes in the educational system which
critics found outright politicization of education to suit the rulers’ whims
and fancies. It raises a doubt that the existing system lacks a vision and
direction, which a policy should provide.
Commercialization of educational institutions has taken deep
roots in recent years and successfully defies equalization efforts. Research
has taken a back seat with universities turning into teaching shops to produce
degree holders. Teaching hours are so long that teachers have no time for
research. Facilities and funding for research are minimal making comparisons in
research output with some foreign universities ridiculous. All these need to be
addressed in the new policy
Enrolment in pure sciences is decreasing. The number of
practicing scientists is remarkably low. Technology that promises ready
employment after graduation with salary many times greater than that of their
senior teachers attracts students for no fault of their. If India is to
safeguard its place among scientifically proficient countries (SPC), it has to
promote science education as a policy.
In recent years, poor quality of education is often
mentioned and employability of those who have completed the course is
questioned which are no credit to the system or organization. An international
study covering 74 emerging economies some years ago exposed lack of basic
standards in mathematics and science in students from India. The
students were drawn from Tamil Nadu and Himachal. Comprehension levels were found to be next
to nil. Knowledge of mathematics touched even level zero in secondary school
students in many educationally backward areas.
Such is the result of our efforts at universalization of
schooling. We can produce global rank holders but keep the masses at the
bottom.
The tendency to measure achievements by statistical data
ignores quality in the pursuit of quantity. The NEP currently under preparation
has to lay stress on quality. Equalization process, presently understood as
chopping the top must be reversed to raising the bottom.
The recent protest against compulsory paper in English
language skills and aptitude test by candidates aspiring to get into the Civil
Service itself is a revelation of the growing greed for jobs without acquiring
necessary qualification. Undue stress on regional languages provoked perhaps by
official attempts to promote Hindi is leading to an irrelevant competition and
taking the country backward.
Languages grow on own. However ancient and rich in
literature, and however big the number of people speaking the language, no
language in any part of the world that has not produced original contributions
in science and technology can survive global competition. Translations are only
aids. English language, which is an asset acquired by history, is a window to
knowledge. Learning English is in the interest of the students. It should go on
along with all regional languages necessary for administration.
What has happened today under our narrow language policy is
mushroom growth of private tuition institutions to teach “spoken English” as if
it is a new skill. The incentive comes from the job market that is global and
uses an international language. Spoken English cannot be a substitute for
knowledge and information.
The NEP should also emphasize the importance of building
schools with necessary educational facilities like labs, libraries, and
playgrounds. Several studies have cited lack of toilet facilities as a
principal reason for drop-out of girl students. These elementary facilities do
not of course need policy prescriptions, but the collective will of people.
As part of educational policy or of good governance, schools
must be a safe place for children and youth. They must be insulated from all
kinds of misuse from sexual abuse of kids to indoctrination of youth by terror
groups.
The Constitution enjoins the State “to develop the
scientific temper, humanism, and the spirit of enquiry and reform” as Fundamental
Duties. Evidently, these cannot be promoted by laws and regulations, but can be
fostered as underlying policy prescriptions in education.
Commercialization of education has shifted its focus from
character building. As stated in the NEP 1986, the need for inclusion of values
in the curriculum in order to make education a forceful tool for cultivation of
social and moral values must be stressed.
In our plural society, such education should promote
universal and eternal values oriented towards peace and brotherhood and
eliminate religious fanaticism, violence and obscurantism. In the name of values, backdoor entry of
controversial religion-related notions should not be allowed to sneak in. The
NEP should be acceptable to all and raise no controversies. ---INFA
(Copyright,
India News and Feature Alliance)
|