APPROACH AND STRUCTURE
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- Brief intro about NEP 2020
- Explain how NEP restructures education system to achieve SDG 4.
- Give criticisms.
- Conclude with RTE.
INTRODUCTION: NEP 2020 is the first education policy of the 21st century which proposes the revision and revamping of all aspects of the education structure to create a new system that is aligned with the Sustainable Development Goal (SDG) 4 of inclusive and equitable quality education and lifelong learning opportunities for all by 2030.
National Education Policy 2020 is in conformity with the Sustainable Development Goal-4 (2030) in following way:
Pre-school education:
- Early Childhood care and Education: The policy recommends a two-part curriculum for early childhood care and education. This will consist of:
- Guidelines for up to three-year-old children (for parents and teachers)
- Educational framework for three to eight-year-old children.
Primary education:
- Right to Education Act, 2009: It extends the RTE coverage from 6-14 years to 3-18 years by including early childhood education and secondary school education. It asks for review of the recent amendments to the RTE Act regarding no detention policy and seek no detention till class VIII.
- Curriculum Framework: It needs to be restructured 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)
- School Exam Reform: State Census examination to be held in class III, V and VIII. Board examination to be restructured to test only core concepts, skills and higher order capacities. Students will have the flexibility to choose their subjects and the timing of board exams. In- school final examination to be replaced by these board examinations.
- Teacher Management: Teachers need to be associated with a particular school complex for at least 5-7 years. Teachers will not be allowed to participate in any non-teaching activities during school hours that could affect their teaching capacities.
Higher education:
- National Higher Education Regulatory Authority (NHERA): This independent authority would replace the existing individual regulators in higher education, including professional and vocational education such as AICTE, Bar Council of India, UGC etc.
- 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.
- Establishment of Higher Education Institutions: Currently, higher educational institutions can only be set up by Parliament or state legislatures. The policy recommends that these should be allowed to be setup through a Higher Education Institution Charter from NHERA.
- 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.
- Optimal Learning Environment: All higher education institutions must have complete autonomy on curricular, pedagogical and resource-related matters.
Vocational education:
- Integration of Vocational education with Formal Education: It recommends integrating vocational educational programmes in all educational institutions (schools, colleges and universities) in a phased manner over a period of 10 years.
- Vocational Courses: All school students must receive vocational education in at least one vocation in grades nine to This needs to be aligned with the National Skills Qualifications Framework
Educational governance:
- National Education Commission or Rastriya Shiksha Aayog: This apex body with PM as the head need to be created for dynamically revising the educational vision of the It will overlook the function of NHERA, NCERT and NRF.
Financing education:
- Investment in Education: The policy reiterated the long-standing demand of 6% of GDP to be invested in education.
It intends to restructure and reorient education system in India in following way:
- Earlier the three-language formula was introduced from Class VIII onwards as shown above. However, in NEP 2019, it has been introduced from the foundational stage, i.e. early childhood education, based on the premise that the students of age 2-8 are better equipped to learn language.
- Curriculum design:Curriculum Framework restructured 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)
- Integration of Vocational education with Formal Education: It recommends integrating vocational educational programmes in all educational institutions (schools, colleges and universities) in a phased manner over a period of 10 years.
- Changes in institutional design and structure: National Higher Education Regulatory Authority (NHERA) as independent authority would replace the existing individual regulators in higher education, including professional and vocational education such as AICTE, Bar Council of India, UGC etc.
- Earlier there was provision of “temporary” teachers. This was causing a lesser dedication from the teachers towards teaching as they were fearful of their employment. Under this new policy, no temporary teachers will be allowed.
CONCLUSION:
NEP 2020 must consider linking the RTE to the goal of universalisation of education at pre-primary, middle and secondary level. Without this legal backing NEP 2020’s target will remain unmet. The policy must also incorporate the Common School System which will ensure equal opportunities for all.
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