Events& Issues
New Delhi, 6 August 2020
New Education Policy
A MINI REVOLUTION
By Dr S. Saraswathi
(Former Director, ISSCR, New Delhi)
Prime Minister Narendra Modi has said that
the new National Education Policy (NEP) will mark a shift from “the burden of
school bag” to “experiential learning” with focus on “job creators” instead of
“job seekers”. The NEP seems to usher in a mini revolution in education system
leaving no aspect of it untouched.
Nearly three decades have passed since the revision
in 1992 of the National Education Policy (NEP) of 1986 and the nation has been
adjusting to numerous educational problems with experimental solutions from time
to time. A thorough overhaul of public education system at all levels is now
proposed keeping in mind our commitments to education for all and for reaching
Sustainable Development Goal No. 4, i.e. “to ensure inclusive and equitable
quality education and promote life-long learning opportunities for all” by
2030. The NEP has the broad objective of nurturing abilities to cope with the
tremendous changes taking place in the world in the beginning itself of the new
millennium.
By restoring the name Ministry of Education to
the Ministry of Human Resources Development,
concentration is now placed on school and college education at all
stages to prepare coming generations to new responsibilities and tasks
developing every day in the changing world. It will address two big challenges
in education - equity and quality - that have to be overcome to take the
country forward.
In the words of the Prime Minister, the NEP
is based on the pillars of “access, equity, quality, affordability, and
accountability”. There can be no political or non-political opposition to these
supportive features, but the road to attain these will not be smooth. It needs
ability and aptitude to come out of the comfort zone of the familiar to adopt
changes that require efforts.
Magical changes are not possible; nor are
they expected. The policy sets a fairly long time frame to transform education
in India in the next two decades by 2040 so as to have “one of the best
education systems in the world”. Indeed, a realistic approach. Action plans are
many and will be introduced gradually providing time for the switch over.
Mention must be made of the National
Foundational Literacy and Numeracy Mission expected to be launched by this year
end and which will come into full operation in five years. Elementary education
in many States has come under severe criticism where most students fail to show
expected standard of literacy and arithmetic. Cent per cent enrolment and
prevention of drop-out are not the only aims of universal education. Learning
is the principal objective of school education.
Education hitherto viewed as a passport for
jobs will now aim at “enhancing the creative potential of humankind”. It has an
ambitious objective of shaping youngsters as ideal human beings endowed not
only with knowledge of various subject matters, but also with qualities that
mark good citizens and human beings. This is what the concept of value-based
education aims at.
Among the salient changes envisaged are
removal of strict separation of arts and science courses and the barrier
between academic and vocational streams. Former is necessary for holistic
education, but likely to be resented by students who want to choose their line
according to their liking and take no interest in other lines as if work life
consists of water tight compartments. The latter is required for changing the
common perception of vocational learning as inferior to mainstream education,
but in this caste-ridden society, fear of resurrecting occupational castes may
be raked up as a political issue. The advantages of the combinations have to be
clarified to people to make them understand and accept.
So also, curricular and non-curricular
activities are not strictly demarcated. Thus, many cultural, sports, and
economic activities get their base in education expanding the contents of
learning. This will also lead to
removing existing barrier between school/college education and other types of
learning - all of which are necessary to enrich human life. The NEP is designed
to encourage different talents in students and does not stop with textbook
learning and examinations.
The policy expands the age-group of 6-14 for
mandatory schooling to 3-18 and brings 3-6 age-group under school curriculum.
The existing 10+2 schooling is to be replaced by 5+3+3+4 corresponding to foundational
course (3-8), preparatory (8-11), middle (11-14), and secondary (14-18). It means
12 years of schooling with 3 years of Anganwadi/pre-schooling. It is doubtful
whether all States are ready to bring 3-6 year age-group under an all-India
pattern of schooling.
Politics is sure to enter in the language
sector. Wherever possible, the medium of instruction until Class V and
preferably until Class VIII is to be the mother-tongue or regional/local
language. Children will be exposed to various languages with particular
emphasis on mother-tongue. Policy is firm on continuing the three language
formula, but assures that no language will be imposed on any State. Two out of
the three languages should be native to India. A “Fun Project” is recommended
on languages of India to introduce students to the rich variety of Indian
languages. Vociferous sections in Tamil Nadu are already rising against the
very mention of three language formula.
Option is given to study one classical
language of India and also one foreign language which may not be a popular
idea.
Examination will be to test “core
competencies” and board exams will be conducted twice a year. They will be
redesigned and a National Assessment Centre, PARAKH (performance assessment,
review, and analysis of knowledge for holistic development) will be set up as a
standard-setting body.
Digital infrastructure will be built for use
of technology in imparting education. Online education becoming common
throughout the world, India cannot lag behind and has to make a beginning at
various stages. Progress will depend on the strength of infrastructure and
response of teachers and students.
A major change is provision for multiple
entry and exit points at the undergraduate level which will facilitate a large
number of students to get education in their speed and according to their
personal convenience. It is to be welcomed by both slow and fast learners. It
will be of great help to students unable to pursue the courses at a stretch and
help drop-outs to pick up again. This provision, if it materializes, will
doubtless become the most popular change to be used by thousands of aspiring
learners of any age-group.
Higher Education Commission of India (HECI)
will be set up for regulation as an umbrella institution along with four
independent bodies for Regulation, Accreditation, Funding, and Academic
Standard Setting. These regulatory
bodies will ensure implementation of the changes envisaged in the policy.
However relevant it may be, the National Education
Policy will yield its full benefits only with the cooperation of Union and
State Governments. Education is in the Concurrent List in the constitutional
distribution of powers between the Union and States.
We have to watch how the “Opposition Dharma” that
is active in India will receive the policy that will unsettle the present
settled pattern. But, it cannot be denied that the present education system
needs total rethinking and reorganisation.--- INFA
(Copyright, India
News & Feature Alliance)
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