Open Forum
New Delhi, 13 November 2019
Draft Natl Ed Policy
NEW VISION IN OFFNG?
By Dhurjati Mukherjee
There is much debate
over the recently released new draft National Education Policy, which has come
out with some encouraging recommendations. Experts believe that the Policy has
been so geared to ensure that institutes act as an incentive to perform. In
fact, discussions on the subject have already started among experts and
educationists in different parts of the country.
However, the most
significant aspect is the proposal of incremental increase in spending in the
education sector till it reaches 20 per cent of the total public expenditure in
next 10 years. Public expenditure, both of the Centre and States, on education
in the country was just 2.7 per cent of GDP in 2017-18, which is about 10 per
cent of the total government spending. The NEP panel rightly suggested that Central
expenditure on education has to double and the State expenditure will also have
to increase significantly to achieve the target.
Another important
facet of the new draft lauds the ancient Indian knowledge system and celebrates
the contribution of people like Aryabhrata, Bhaskaracharya, Chanakya,
Patanjali, Panini etc. in fields as diverse as astronomy, medical science and
surgery, civil engineering and architecture, shipbuilding and navigation. It
proposes integrating the ancient system of knowledge with modern curricula and
aims to phase out single stream higher education institutes by converting them
into multi-disciplinary establishments in keeping with traditional Indian
literature that talks about kala
(crafts), including science, music and dance.
But the most significant
of the updated policy has been that all higher education institutions have to
offer courses in Open Distance Learning so as to increase higher education
enrolment rate among 18 to 24 year olds from the present about 26 per cent to
50 per cent over the next 10 years. The draft also proposes four year
undergraduate programmes with the option to exit at the end of each year with
graded academic qualifications. Those who opt out at the end of the first year
will get a diploma; after two years will receive an advance diploma; after three
years will get bachelor’s degree and those who complete the four-year course
will be entitled to a bachelor’s degree and be eligible to enrol for research.
Students now have to complete their Master’s to join M.Phil programme.
While the National
Assessment and Accreditation Council (NAAC) and National Board of Accreditation
(NBA) now assess accredited institutes, the same process will have to be
followed by private entities.
The new opportunities
that are expected to be thrown up by the new policy was underlined by Dr
Krishnaswamy Kasturiangan, chairman, Committee for Draft National Education
Policy 2019, who also mentioned that different aspects and suggestions of
experts, covering technical, medical and even general areas, were taken into
consideration, at a recent programme of the Indian Chamber of Commerce at
Kolkata.
The need for training
was emphasised in the conference by Dr Bhushan Patwardhan, Vice Chairman, University
Grants Commission, who informed that it will start a one month residential
training programme for teachers below par from the next academic session. “We
are saying that NET/SET and Ph.D qualifications are necessary. But these are
basic qualifications. Before you actually go to a classroom, you need to be
trained properly on what this profession is and how you should teach”. Those
who will train the teachers were recently prepared at the IISER, Pune.
Meanwhile, the debate
of NEP comes in the midst of widespread reports of lack of quality teaching in
schools and colleges as also the lack of initiative of teachers in most of
these institutions. Teacher absenteeism accounts for the loss of one quarter of
primary school spending. A World Bank report estimated the loss to be a
staggering $2 billion a year in the country, just at the primary level. It
needs to be mentioned here that the poor and the impoverished sections suffer
the most for such absenteeism in school and colleges as they cannot afford
private tuition to compensate the loss of institutional teaching.
One may refer here to
a recent study by Niti Aayog and Boston Consulting Group, which found that
though 100 per cent enrolment in primary schools has been largely met, the
problem remains in qualitative improvement. And while India has three times
more schools than China, nearly 4 lakh schools in our country have less than 50
students and a maximum of two teachers. Thus, 1.5-odd crore students study in
such unviable schools, according to the study.
There is no denying
that India needs a totally new education system that emphasises on academic
excellence, world class research and institutions. Unfortunately, no political
party has given the requisite priority to academic excellence and most of their
focus is on creating more quotas in educational institutions and jobs. Though
presently IITs and IIMs are being expanded and a few excellent private
institutions such as the Indian School of Business and Ashoka University have
come up, these are definitely not enough for a country of 1.3 billion people.
The skill gap is a
major area of concern which may be indirectly responsible for the economic gap
between China and India. A decade ago, former Chief Economic Advisor Arvind
Subramanian, stated that while China was well ahead in attracting foreign
direct investment, India had overtaken its neighbour in outward FDI, i.e. in
acquiring companies abroad. But many of those takeovers turned out to be big
mistakes, not game changers. Meanwhile, China managed acquisitions which the US
sees as a security threat.
Thus, while there are
high expectations over the new education policy, a lot will depend on whether
the problem areas will be given the necessary thrust. The first and foremost is
the need for more resources, both for school as also for higher education,
keeping in view the fact that government’s role is most important as the
economically weaker sections and the low income groups cannot afford to send
their children to private institutions. The story of the demographic dividend
can completely go wrong unless we undertake reforms in education on an urgent
footing.
It is expected of the
government that it would focus on this sector by prompt action in allocating
necessary resources for upgrading education, specially at district and
sub-divisional block levels, for dispersal of higher education remains non-existent
in most of these places. The government must make a note that unless 100
million children are not technically educated or gain skills training, India,
shall not grow into a mature economy.---INFA
(Copyright, India
News & Feature Alliance)
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