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Writer's pictureTanmay Gujarathi
Sep 12, 2020

NATIONAL EDUCATION POLICY IN NUTSHELL

Just a bookish language in the exams will get you a successful score. Yet it is not automatically going to give you work and good academic knowledge. Quoting the very popular line from the song of Gulzar from the movie Mere Apne – “B.A. Kiya hai... M.A. Kiya hai... Lagta hai woh bhi Avi kiya” (All seems pointless, despite having all these degrees).

Up till now, Indian education has been plagued by the 'Russian Roulette' exam system. The Russian roulette is when you take a revolver, fill one of its chambers with a bullet, turn the cylinder and pull the trigger out while holding your mouth on your ear. The probability that one will live is five out of six, but the last one will lead to a bullet in your head that will be shot by you.

Unfortunately, our examination system has become like this for ages; which means- you might pass and get good grades, but if you don’t your career is finished similar to that of a bullet in your head. Similarly, without even knowing the importance and clarity of the subject matter, students were expected to memorize the concepts and sit for the exam. Some of the students do so, and those who don't and doesn’t become history, or even a footnote to history. But even though you're in the five lucky ones, there's no guarantee that you'll be in the best top positions. In this scenario, where are you going to go with your marks?

Measures to resolve these disparities in the education system have been due for a long period. Finally, on 29 July, the union cabinet unveiled a new National Education Policy (NEP 2020) aimed at addressing many of the increasing and emerging changes that are important to the country.

The new policy proposes a revision of India's decades-old education policy and a revision of every aspect of the current educational framework, including its regulation and governance, and the development of a framework that is in line with the goals of the 21st-century education system, while keeping in minds both India's traditions and its value systems.

This kind of program is the first in thirty-four years since the last reforms in the education system were introduced in 1986. The Government believes that these reforms would help turn India into a "World Knowledge Superpower." The Government plans to implement a new system in the coming session.

Background

The First Education Policy (NEP 1968), based on the recommendations of the Kothari Commission, was introduced in 1968 by the Government of Indira Gandhi This policy required free and compulsory education for children up to the age of 14, as enshrined in the Constitution of India.

The second policy on education (NEP 1986) was introduced by the Government of Rajiv Gandhi in 1986. This policy was aimed at eliminating inequalities and providing equal opportunities for education to all, in particular to Indian women and the Scheduled Tribe (ST) and Scheduled Caste (SC) people. The policy of 1986 was later modified in 1992 by the government of P.V. Narshima Rao. After almost three decades, the Modi government has introduced a new education policy intending to revolutionize the Indian education system.

The Government has begun the process of structuring a new education policy through a consultative forum for an inclusive, participatory and holistic approach and incorporating various expert views, analytical research work, field observations, input from stakeholders and lessons learned from all the best experiences.

Keeping this in mind, a nine-member panel was set up, and the former ISRO scientist Krishnaswamy Kasturirangan was appointed the head of the panel. Experts from different fields have been included to the panel by the Ministry of Human Resources Development (HRD).

The Committee submitted its report in May 2019, and the draft of the National Education Policy was uploaded to the website of the Ministry of Human Resources Development and other government portals to invite opinions, suggestions and comments from various stakeholders, including the public. The draft of NEP was based on the basic foundations of access, equity, transparency, efficiency and affordability. This was also posted to the MyGov Portal and was available to public opinion.

After the submission of the draft report, Governments of all states / UTs and various ministries of the Government of India were asked to submit their opinions and comments on the draft National Education Policy 2019. A brief, detailed summary of the proposed draft was then circulated between the various stakeholders and translated into 22 different languages and uploaded on the Human Resource Ministry website.

Several meetings and educational dialogs have been held with the Secretariats of State for Higher and Technical Education and the Secretaries of State Education for School Education. By then, the policy has undergone a variety of revisions, including the most recent adjustment of getting it fit for an education framework relevant to the current scenario of Covid-19 spread. Prime Minister Narendra Modi also reviewed the bill earlier in May 2020 and it was passed by the Cabinet on 29 July.

Development of India's education system

Year of commencement Regulations

Vision of the National Education Policy

  • An education system that leads to an equal and thriving community by offering high-quality education to everyone.

  • Develop a deep sense of respect for fundamental rights, duties and constitutional principles, a connection with one's country, and a conscious understanding of one's position and responsibilities in a changing world.

  • Instilling skills, principles and laws that promote a conscientious dedication to human rights, sustainable development and living and social well-being, representing a genuinely global citizen.

Main improvements brought on by the NEP 2020

The National Education Policy is a new approach to structuring India's masterminds. This is an effort that not only gives priority to nerd graduates, but also to the innovative minds of this new generation. With the changing centuries, the imagination and creative skills that children possess, and in order to make productive use of them so that the country can benefit from these skills, it is important to guide the students along the right path right from their young age.

This strategy was a much-anticipated one, but now it has actually come into effect. The highlights of this policy, as well as the criticism of many people, are given below.

Restructuring of schooling systems

The 10 + 2 system is replaced by a 5 + 3 + 3 + 4 system. The aim of this pedagogical transition is to introduce pathways to learning. This strategy does not raise the number of years it actually takes down and reframes the current framework. The new system is divided on the basis of cognitive developmental stages, i.e., early childhood, school and secondary.

(Image Source: https://www.drishtiias.com)

Stage 1: (5 years)

  • It is given the name of the ‘Foundation stage’.

  • Children from age groups 3 to 8 fall into this category.

  • This covers the first three years of a child in Anganwadi / Preschool / Preschool and kindergarten catering for up to 3 to 6 years of age.

  • In the same group, children aged 6 to 8 years who will be in grades 1 or 2 will also be added to keep up with their language skills, fundamental concepts and activity curriculum.

Stage 2: (3 years)

  • It is given the name of the 'Preparatory stage.'

  • Includes students from the third to fifth standards. Their age ranges from 8 to 11 years.

  • From now on, more focus will be paid to the cognitive growth of children, starting from school exercises to immersive classroom learning sessions, in order to help them understand numeracy skills.

  • Until class 5 the language medium between the student-teacher will be either a regional one or a mother-tongue as determined by the State.

Stage 3: (3 years)

  • It is given the name of the 'Middle Stage.'

  • It came into play for the sixth to eighth class for students.

  • In class 6 onwards, coding will be taught to improve critical thinking.

  • Promote experiential study, sciences, mathematics, social studies and the arts.

  • It discouraged rotten learning and encouraged analytical and critical development.

Stage 4: (4 years)

  • It is given the name of the ‘Secondary stage’.

  • It includes the ninth to twelfth classes.

  • It involves a multidisciplinary study where students can select any combination of subjects they want.

No rigid separation between streams

  • Arts, science, and commerce are now at an equal rate, and no distinction can now be made in the choice of a specific collection of subjects.

  • The inclusive environment among students would not only allow them the freedom to choose their subjects, but it will also eliminate the social stigma attached to will source.

  • The government is now going to adopt a multidisciplinary strategy .i.e. whether a student wants to study fashion with chemistry or if he wants to learn mathematics with psychology, he or she will be allowed to do so.

  • For example, students opting for medical and non-medical streams are viewed as geniuses by their peer group, while students taking humanities are sometimes mocked for not being able to understand subjects such as higher mathematics, accounts, and science, and so on.

Mandatory vocational studies to be part of the curriculum

  • Indian education doesn't teach you to work with your hands, so it's just about 'completing the syllabus.'

  • The aim of solely increasing vocational education as a compulsory subject is to train people to work as a technician or an artist. This helps a person to have an insight into his or her secret abilities, which can make them not only successful but also happy in their lives.

  • Vocational training involves engaging in cross-professional skills such as communication skills, personal development, self-management skills, etc.

  • Examples of such skills include learning pottery, carpentry, changing bulbs, farming, cooking, painting, hairdressing, tailoring, and many others.

The examinations of the board will be at low stake

  • Board exams must, from now on, test real information rather than rote learned concepts.

  • Board exams should be made comparatively simpler. It will test the child's competence.

  • Considering the value of viable modes, the analysis will now take place in two parts: objective and subjective.

  • NCERT will now be responsible for preparing guidance in coordination with the State Council of Educational Research and Training (SCERTs) and the Boards of Assessment (BoAs) and PARAKH.

  • All subjects would be provided with two levels based on the difficulty of the standard and the higher level. This has already been implemented in mathematics.

  • Teachers will be ready for a redesign of the evaluation framework by 2022-23.

  • Each school board will ensure the equivalence of the academic requirements for the achievement of the learner.

  • Norms, standards and guidelines for school boards through the PARAKH-National Center.

No bypassing of comprehensive education: Introduction of holistic progress card

  • The states / UTs ought to update the report cards to make them 360 degrees comprehensive. They will no longer be based solely on theoretical subjects, but students will also be provided with 'credit points' to participate in or engage in co-curricular and extracurricular activities.

  • Progress cards should contain self-assessment, teacher, and peer review.

  • These cards will serve as a success meter for students, representing their ability and growth in social, mental, cognitive and psychomotor skills.

  • The active engagement of the learner in competitions, quizzes, games, role-playing, portfolios and community events will also be included.

  • The mechanism outlined above will not only improve the student-teacher relationship at a personal level, but will also include the appreciation of the parents of the infant.

  • Proper software must be developed to maintain a record of the student's education, which will also allow the student to choose a suitable profession in the future.

Optimizing cultural values with multilingualism

  • One of the stated objectives of the policy is to convey "deep-rooted pride" in being an Indian, not only in thinking but also in spirit, intellect, and action, as well as in developing awareness, skills, values, and provisions that foster a conscientious commitment to human rights, sustainable development, living and global well-being.

  • The medium of education up to 5th grade will be the home language / mother-tongue or some other local language.

  • Every student must participate in a fun 'Language of India' exercise.

  • The three languages that would be taught to students will be decided by the State / UTs.

  • All the classical languages would be given to all the students as an option. One of the language formulas would be to give Sanskrit more value in secondary and higher education.

  • Sanskrit universities will now become multidisciplinary institutions.

  • The e-content will be accessible in 8 regional languages.

Single Regulatory Authority

  • The Ministry of Human Rights will now be renamed the Ministry of Education.

  • 6% of GDP to be allocated to the educational sector

  • The UGC and AICTE will be combined to create a new regulatory body and will be renamed the Higher Education Commission of India (HECI).

  • A common entrance examination for all higher education institutions to be conducted by NTA would be optional and would take place twice a year.

International university campus will be setup in India

Major Reform: Higher Education

  • The integration of UG and PG courses in a 5-year course would be considered.

  • College credit transfer and academic credit bank will also be considered.

  • The plans are to include three-and four-year undergraduate and one-and two-year postgraduate programs.

  • MPhil will be discontinued as a course. Institutions such as the IITs will be required to become more inclusive and offer more courses in the arts and humanities.

Best use of the school space

  • Use of school complexes beyond school hours and public library space for adult education courses to be equipped with ICT.

  • Sampling significant technical skills such as carpentry, electronics, metalwork, and so on will be taught in the sixth to eighth grades.

  • Free boarding facilities will be designed to meet the expectations of Jawahar Navodaya Vidyalayas, particularly for students from socio-economically disadvantaged backgrounds.

Other essential improvements

  • The policy also calls for the establishment of an Academic Credit Bank that will digitally store the academic credits earned by students from different Higher Education Institutes (HEIs) so that HEI degrees can be awarded by taking into account the credits earned. There will be separate divisions for languages, science, literature, painting, etc. Credits will be granted in all Bachelor programs for these subjects if they are provided from such departments or via ODL mode when they are not offered in the HEI class.

  • An autonomous body, the National Educational Technology Forum (NETF) will be set up to provide a platform for the exchange of views and ideas on how technology can be used to enhance learning, assessment planning and so on for both schools and higher education universities. NETF will have a permanent task to evaluate and categorize emerging technologies in the field of education based on their potential and to present them to the Ministry of Education. On the basis of these inputs, the Ministry will then formally classify certain technologies that need responses from the education system.

Paradoxical issues raised

  • Under the NEP 2020, children up to class V will be taught in their home language or mother tongue. This raises a question about the medium of instruction: how will they can learn the English language which is spoken throughout the world? India is made up of the cosmopolitan population, and the people living here are also familiar with the different languages. If students are not fluent in speaking English before the fifth grade, they will leave school as part of the communication process.

  • Privatization and centralization of education are taking place as UGC and AICTE will be replaced by a common body. This would be a blow to the federal government, because it will be run by only one body, and the education sector will become a focal point.

  • Which body will be responsible for overseeing that 6% of GDP is spent on the real economy in the education sector? At present, the country is already facing a crisis due to the COVID pandemic. How can it afford to have more money in education than before? It appears far too far to be done, as only 0.86 percent of GDP was invested in higher education and innovation research in 2008, and the situation deteriorated in 2018 when just 0.06 percent of GDP was spent on higher education and innovation research.

  • Despite such a positive move, there was no intervention of the Parliament and it was totally bypassed. There were no debates or discussions.

Conclusion

The shortcomings in the education system differ from generation to generation, often the vintage of the person questioned. Some of the common complaints in the system are that - degrees do not take you to work, so half of the population is labeled 'Unemployed educated youth'. India's study pattern is more of rote learning and less of practical knowledge, most of the study material is irrelevant in real life, the exam system is focused on examination, and so on. It's the time to repair India's wasteful graduation exam tragedy. The Government of India has therefore adopted a new strategy that involves numerous improvements to the current system.

The goal of the policy is to make "India a global intelligence powerhouse." The proposal is also aimed at 'light but secure' oversight by a single higher education regulator, as well as expanded access, equality, and inclusion.

 

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