TOPIC: THE NATIONAL EDUCATION POLICY 2020-WILL IT BE TRANSFORMATIVE?

THE CONTEXT: The Union Cabinet on 29 July, 2020, approved the National Education Policy 2020, aiming at transformational reforms in both school and higher education sectors. This is the first education policy of the 21^st century which replaces the thirty-four-year-old National Policy on Education (NPE), 1986.  Built on the foundational pillars of Access, Equity, Quality, Affordability and Accountability, this policy is  aligned to the 2030 Agenda for Sustainable Development and aims to transform India into a vibrant knowledge society and global knowledge superpower by making both school and college education more holistic, flexible, multidisciplinary, suited to 21^st century needs and aimed at bringing out the unique capabilities of each student.

THE MAIN HIGHLIGHTS

SCHOOL EDUCATION

1.       Universalization of Education:It aims for Universalization of Education from pre-school to secondary level with 100 % GER in school education by 2030

2.       New 5+3+3+4 formula: New 5+3+3+4 school curriculum with 12 years of schooling and 3 years of Anganwadi/ Pre-schooling

3.       Foundational education: Emphasis on Foundational Literacy and Numeracy, no rigid separation between academic streams, extracurricular, vocational streams in schools;

4.       Vocational Education to start from Class 6 with Internships.

5.       Teaching upto at least Grade 5 to be in mother tongue/ regional language

6.       Adoption of school complexes

7.       Breakfast in the school meal programme

8.       360-degree Holistic Progress Card:Assessment reforms with 360-degree Holistic Progress Card, tracking Student Progress for achieving Learning Outcomes

HIGHER EDUCATION

1.       A multidisciplinary system offering choices to students from among a variety of subjects from different disciplines

2.       Integrated (undergraduate, postgraduate and research levels) education

3.       A four-year undergraduate programme

1.       GER in higher education to be raised to 50 % by 2035

2.       Promises to provide higher education free to about 50% of the students(with scholarships and fee waivers)

3.       National Research Foundation to be established to foster a strong research culture

4.       Affiliation System to be phased out in 15 years with graded autonomy to colleges

5.       Technology: Increased use of technology with equity; National Educational Technology Forum to be created

6.       Facilitates selective entry of high-quality foreign universities

REGULATION AND GOVERNANCE

1.       Overhauling of the governance structure in higher education with National Education Commission headed by the Prime Minister as apex body at national level.

2.       One regulatory body for the entire sector KNOWN AS the Higher Education Commission of India.

PROMOTION OF TRADITIONAL LANGUAGE AND CULTURE

1.       New Policy promotes Multilingualism in both schools and HEs; National Institute for Pali, Persian and Prakrit, Indian Institute of Translation and Interpretation to be set up

2.       The policy also places emphasis on the liberal arts, humanities, and Indian heritage and languages

FINANCES

1.       Aims to increase public investment in education to 6% of the GDP from the present over 4%of GDP.

 FOUNDATIONAL PILLARS OF EDUCATION POLICY IN INDIA:

NATIONAL EDUCATION POLICY 2020: MAJOR TRANSFORMATIONAL REFORMS IN EDUCATION SECTOR

SCHOOL EDUCATION

Early Childhood care and Education

1.    This will consist of:

• Guidelines for up to three-year-old children (for parents and teachers), and
• Educational framework for three to eight-year-old children.

2.    This would be implemented by improving and expanding the anganwadi system and co-locating anganwadis with primary schools.

3.    NCERT will develop a National Curricular and Pedagogical Framework for Early Childhood Care and Education (NCPFECCE) for children up to the age of 8 .

Right to Education Act, 2009

1.    It extends the RTE coverage from 6-14 years to 3-18 years by including early childhood education and secondary school education.

The Curriculum Framework

1.    It restructures on the basis of 5-3-3-4 design comprising:

• 5years of Foundational Stage (3 years of pre-primary + Class I and II)
• 3 years of Preparatory Stage (Class III, IV and V)
• 3 years of Middle Class (Class VI, VII, VIII)
• Four years of Secondary Stage (Class IX, X, XI, XII)

2.    Curriculum should be reduced to its essential core to make space for holistic, discussion based, and analysis-based learning.

Reforms in school curricula and pedagogy

1. The school curricula and pedagogy will aim for holistic development of learners by equipping them with the key 21^st century skills, reduction in curricular content to enhance essential learning and critical thinking and greater focus on experiential learning.
2. Students will have increased flexibility and choice of subjects. There will be no rigid separations between arts and sciences, between curricular and extra-curricular activities, between vocational and academic streams.
3. Vocational education will start in schools from the 6^th grade, and will include internships.
4. A new and comprehensive National Curricular Framework for School Education, NCFSE 2020-21, will be developed by the NCERT.

Multilingualism and the power of language

The policy has emphasized mother tongue/local language/regional language as the medium of instruction at least till Grade 5, but preferably till Grade 8 and beyond. Sanskrit to be offered at all levels of school and higher education as an option for students, including in the three-language formula.Other classical languages and literatures of India also to be available as options. No language will be imposed on any student. Students to participate in a fun project/activity on ‘The Languages of India’, sometime in Grades 6-8, such as, under the ‘Ek Bharat Shrestha Bharat’ initiative. Several foreign languages will also be offered at the secondary level. Indian Sign Language (ISL) will be standardized across the country, and National and State curriculum materials developed, for use by students with hearing impairment.

Assessment Reforms

360 degree Holistic Progress Card of Child:All students will take school examinations in Grades 3, 5, and 8 which will be conducted by the appropriate authority. Board exams for Grades 10 and 12 will be continued, but redesigned with holistic development as the aim.  A new National Assessment Centre, PARAKH (Performance Assessment, Review, and Analysis of Knowledge for Holistic Development),  will be set up as a standard-setting body .

School Infrastructure

Multiple public schools to be made part of school complexes. A complex will consist of one secondary school (classes nine to twelve) and all the public schools in its neighbourhood that offer education from pre-primary till class eight.

Teacher Management

1.    Teachers need to be associated with a particular school complex for at least 5-7 years.

2.    Teachers will not be allowed to participate in any non-teaching activities during school hours that could affect their teaching capacities.

3.    The existing B.Ed. programme will be replaced by a four-year integrated B.Ed. programme to enrich the quality and content.

4.    Teachers will undergo a minimum 50 hours of continuous professional development training every year.

Robust Teacher Recruitment and Career Path

Teachers will be recruited through robust, transparent processes. Promotions will be merit-based, with a mechanism for multi-source periodic performance appraisals and available progression paths to become educational administrators or teacher educators. A common National Professional Standards for Teachers (NPST) will be developed by the National Council for Teacher Education by 2022, in consultation with NCERT, SCERTs, teachers and expert organizations from across levels and regions.

Regulation of Schools

1.    The Department of Education of the State will formulate policy and conduct monitoring and supervision.

Equitable and Inclusive Education

Special emphasis will be given on Socially and Economically Disadvantaged Groups(SEDGs) which include gender, socio-cultural, and geographical identities and disabilities.  This includes setting up of   Gender Inclusion Fund and also Special Education Zonesfor disadvantaged regions and groups. Every state/district will be encouraged to establish “Bal Bhavans” as a special daytime boarding school, to participate in art-related, career-related, and play-related activities. Free school infrastructure can be used as Samajik Chetna Kendras.

Other features

• National Mission on Foundational Literacy and Numerace
• Curriculum to integrate 21stCentury Skills, Mathematical Thinking and Scientific temper
• Education of Gifted Children
• NewNationalCurriculumFrameworkforECE,School,TeachersandAdult Education
• Board Examination will be Low Stakes, Based on Knowledge Application
• Tracking Student Progress for Achieving Learning Outcomes
• National assessment center – PARAKH
• NTA to offer Common Entrance Exam for Admission to HEIs
• National Professional Standards for Teachers (NPST)
• Book Promotion Policy and Digital Libraries
• Transparent online self-disclosure for public oversight and accountability

HIGHER EDUCATION

Holistic and Multidisciplinary Education

• 50 % Gross Enrolment Ratio by 2035
• Holistic and Multidisciplinary Education -Flexibility of Subjects
• Multiple Entry / Exit
• UGProgram-3or4year
• PGProgram–1or2year
• Integrated 5 year Bachelor’s / Master’s
• M Phil to be discontinued
• Credit Transfer and Academic Bank of Credits
• HEIs : Research Intensive/Teaching Intensive Universities and Autonomous Degree Granting Colleges
• Model Multidisciplinary Education and Research University(MERU) (in or near every District)

Graded Autonomy

• Graded Autonomy : Academic, Administrative & Financial
• Phasing out Affiliation System in 15 years
• National Mission on Mentoring
• Independent Board of Governors (BoG)

National Higher Education Regulatory Authority (NHERA)

Light but tight approach:This independent authority would replace the existing individual regulators in higher education, including professional and vocational education such as AICTE and UGC. Medical and legal fields have been excluded.

• Single Regulator for Higher Education (excluding Legal and Medical)
• On-line Self Disclosure based Transparent System for Approvals in place of ‘Inspections’
• Common Norms for Public and Private HEIs
• Private Philanthropic Partnership
• Fee fixation within Broad Regulatory Framework

National Assessment and Accreditation Council (NAAC)

Currently, NAAC is part of UGC. The policy recommends separating it from UGC and developing it into an independent and autonomous body.

National Research Foundation (NRF)

As the total investment in R&D in India has been declining, the policy recommends establishing a National Research Foundation, an autonomous body, for funding, mentoring and building the capacity for quality research in India.
It will have four major divisions-

◦      Science

◦      Technology

◦      Social Sciences

◦      Arts and Humanities

EDUCATIONAL GOVERNANCE

National Education Commission

This apex body with PM as the head need to be created for dynamically revising the educational vision of the country. It will overlook the function of NHERA, NCERT and NRF.

Renaming of Ministry of HRD

The Ministry of Human Resources and Development must be renamed as the Ministry of Education.

FINANCING EDUCATION

Investment in Education

The draft policy reiterated the long-standing demand of 6% of GDP to be invested in education.

Public Investment

The draft Policy seeks to double the public investment in education from the current 10% of total public expenditure to 20% in the next 10 years.

TECHNOLOGY IN EDUCATION

Technology in education

• Use of Technology in

1. Education Planning
2. Teaching, Learning & Assessment
3. Administration & Management
4. Regulation – Self Disclosure & Minimum Human Interface

• Increasing Access for Disadvantaged Groups

• Divyang Friendly Education Software
• e-Content in Regional Languages
• Virtual Labs

• National Educational Technology Forum (NETF)
• Digitally Equipping Schools, Teachers and Students

INDIAN KNOWLEDGE, CULTURE AND VALUES

Indian Knowledge Systems, Languages, Culture and Values

• Focus on Literature & Scientific Vocabulary of Indian Languages

• Language Faculty

• Research on Languages

• Strengthening National Institutes for promotion of Classical Languages & Literature

• Indian Institute of Translation and Interpretation (IITI)

• Cultural Awareness of our Indian Knowledge Systems

• Promoting Traditional Arts / Lok Vidya
• HEI / School or School Complex to have Artist(s)-in-Residence

Others

• Internationalisation of Education
• Integration of Vocational, Teacher and Professional Education
• Setting up of New Quality HEIs has been made Easier
• Standalone HEIs and Professional Education Institutions will evolve into Multidisciplinary
• Special Education Zone for Disadvantaged Regions
• National Institute for Pali, Persian and Prakrit
• National Educational Technology Forum (NETF)

 THE REASONS FOR THIS POLICY BEING CONSIDERED AS TRANSFORMATIVE

Considering education as the “public good”

It considers “education is a public good” and “the public education system is the foundation of a vibrant democratic society”. This make the education policy unique in the context of increasing commercialization of education. It is public education that contributes to the building of nations, their growth — socially, economically, politically, culturally, and technologically — and the building of a humane society.

The bold initiatives

• The policy promotes a holistic education as well as “each student’s holistic development in both academic and non-academic spheres”
• The foundational education with integration of 3-18 years age in place of 6-14 years

Linking with conceptual and foundational learning

Rote memorisation and learning has become part and parcel of the education system, hence, emphasis of the concept-building, research, innovation and integration of vocational education from the class 6 itself.

Linking with the cultural roots

The emphasis of three language and linking with ancient languages and culture is another initiative for indigenizing Indian education as against the westernized leaning

Light but tight regulation

Creating a new regulatory framework by merging the UGC and AICTE with emphasis on self-regulation is a step long overdue as India faces problems of regulatory cholesterol.

Institutional autonomy

Giving academic, administrative and financial autonomy to educations institutions are very essential for raising the educational standards

Some key new initiates

The policy also has many new initiatives which have become essential for enhancing the learning outcome and matching to the needs of 21^st century.

THE BACKGROUND OF THE POLICY

The policy also has many new When the present BJP-led government came in power in 2014, it constituted the Subramaniam Panel for education reforms which recommended in May 2016, but the Panel recommendations seem to have not been satisfactory.

The then government constituted the Kasturirangan Committee which recommended in May 2019. The recommendations were put for public comments and review and finally the government almost after a year later approved the draft education policy of the Committee, although all the recommendations have not been accepted.

The approval by the cabinet will largely be also approved by the parliament and it will become a national level policy. It will work as a framework for bringing transformation in the field of education.

THE EVOLUTION OF EDUCATION POLICY IN INDIA

1.       University Education Commission (1948-49), also known as Radhakrishnan Committee

Laid down the foundation for University education in India

2.       Secondary Education Commission (1952-53)

3.       Education Commission (1964-66) also known as Dr. D.S. Kothari Committee

The first policy on education adopted in 1968

4.       42nd Constitutional Amendment,1976-

Education in Concurrent List

5.       National Policy on Education (NPE), 1986

The policy which still remained a guide for education in India

6.       National Policy on Education (NPE), 1986 revised in 1992

Program of Action, 1992

7.       The 86^th amendment act 2002

Made education as fundamental right under the Article 21A

8.       The National Knowledge Commission 2005

The right to education act 2009 which aimed to make achieve the objectives of 86^th amendment act

9.       Yash Pal Committee 2009

On higher education but no implementation of recommendations

10.   T.S.R. Subramaniam Committee Report, May, 2016

No implementation of recommendations

11.   Dr. K. Kasturirangan Committee Report, 31 May, 2019

The National Education Policy 2020

THE CRITICISMS OF THE NATIONAL EDUCATION POLICY 2020

More rhetorical, less realistic

The policy seems to be more transformative in promises and words but less emphasis given on how to achieve them

Foundational education on weak foundation

Relying on anganwadi workers for early childhood education is not based on professional standards. The anganwadi workers are not trained for imparting foundation and conceptual knowledge to children and their resourcefulness is seriously doubted

Poor school infrastructure

Already the school infrastructure is very poor in terms of physical, human and financial. Adopting a new system which demands even greater level of infrastructure will face immense implementation challenges.

Missing link with RTE 2009

The policy doesn’t mention about the objectives under this law and how to overcome its weaknesses.

Commercialization of education

Although it mentions education as public good but it doesn’t have framework how to stop commercialization

Language/culture

It gives more emphasis of language, culture, mother tongue, at early education which may overburden children

Not clear about the three language formula

It says that the mother-tongue or the regional language would be the “preferred” mode of instruction till Class 5, possibly Class 8. It also states that, “wherever possible” these languages will be used in public and private schools. Given the ground realities what does all this entail?

Although the Committee recommended for three-language formula but the policy doesn’t have clear word for its implementation

Some recommendations don’t find place in the policy

• The draft policy promised doubling public expenditure on education to 20% of the total government expenditure, from 10%. The 2020 policy simply reaffirms the commitment to allocation of 6% of GDP.
• A National Education Commission at the national level and a similar one at the State level to be set up. There is no mention of State School Education Regulatory Authorities in the 2020 policy.

The promise of 6% GDP

It has been promised since the Kothari Committee 1964 but still it remains a far-fetched dream in India.

The unitary bias

The policy has unitary bias as education is in concurrent list but states have not been made a strong stakeholder. The establishment of national level policy and institutional framework is disregard to the role of the states. For instance, Andhra Pradesh has been recently promoting English medium education but this policy is giving emphasis to art, culture, Sanskrit and regional medium.

The problems of equity and quality of education to children belonging to vulnerable section of society

The emphasis of mother-tongue/regional medium/Sanskrit, etc in public schools which further affect the children belonging to vulnerable section of society as the children from the rich families will access English-medium education. There is already huge disparity due to this factor which will seriously affect equity in society.

THE WAY FORWARD

The positives of the policy should be welcomed. There are many new and bold initiatives in the policy which are essential for 21^st century. However, the efforts should be made to address the challenges in implementation of the policy. There is a now popular saying in India by academicians about improving education system in India, that we don’t need an education policy to improve the system rather the writing on the wall is very clear about what to improve, for instance:

1. Infrastructure: physical, human and financial
2. Pedagogy: the teaching methodology must change to import concept-based learning
3. Academics: the course curriculum should be reviewed at state level time to time on the pattern of NCERT and for higher education the quality of teaching, syllabus and inter-disciplinary approach
4. Regulation must be facilitatory and to create a level playing field rather than politically motivated and there must not be regulatory capture
5. Non-profit motive: TheCompanies Act 2013 Section 8A makes education as a non-profit sector and the SC has also stated in its judgement like TMA PIE case that profit should be for maintaining efficiency of the institution, hence the same should be ensured by the governments through proper regulation
6. PPP: The education sector demands a symbiotic relation between public, private and the third sector including philanthropy, so that, the needed capital and resource can be deployed to reduce the burgeoning demand and the supply gap.

CONCLUSION: The policy is transformative in promise and content. Now it all depends on implementation.The experience of policy implementation in recent times has been much better than that of past and it is expected that in case of this policy also, the implementation will improve. There is need for horizontal and vertical collaboration between union-states and PPP for effective implementation.

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