Overview of National Education Policy-2020
Dr. Maushumi
Lahon
Dept. Of Computer Engineering.
Ø School Education,
Ø Higher Education,
Ø Other key areas of focus and
Ø Making it happen
The first part covers the modifications to be implemented in the school education system by proposing the basic change from 10 + 2 structure to 5+3+3+4 covering from age 3 to 18 years of a child. Addressing the foundation of learning i.e. early childhood care and education the policy proposes to develop a National Curricular and Pedagogical Framework for children upto 8years in two parts : 0-3years and 3-8 years to ensure appropriate care and stimulation of the brain. The framework is also expected to include multi-faceted, multi-level, play-based, activity based and inquiry based learning containing alphabets, numbers, language, shapes, colours, puzzles, indoor and outdoor games, problem solving, music, craft, drama and other areas to give complete exposure for learning and developing. Along with this the framework is also expected to focus on developing ones social capabilities, ethics, cleanliness, teamwork, communication etc. The ultimate aim is to develop the child in different domains of physical, cognitive, ethical, cultural, communication, literacy and numeracy. The implementation of the above framework is to be jointly carried out by Ministries of HRD, Women and Child Development, Health and Family Welfare and Tribal Affairs.
The policy has placed importance in
curtailing the dropout rates in order to ensure universal access to education
at all levels by bringing the drop-outs back to school and prevent further drop
outs. The policy has laid emphasis on holistic development of learners along
the foundation, middle and secondary stage. The foundation stage of five years
includes play, discovery and activity
based learning along with some formal and interactive classroom learning which
will include reading, writing, art, language, science, mathematics and physical
education. The next middle stage of 3years is to build on the concepts given in
the preparatory stage but with discussion and study of the abstract concepts in
each subject.
The secondary stage of four years is for
multidisciplinary study and build on subject oriented concept with greater
depth, greater thinking, greater flexibility with an option of exiting after
grade 10 and re-entering to pursue any other course of choice. Course choice
flexibility for the students is a major and
observable aspect of this policy. Teaching in more than one language is
proposed in the policy in order to make learning easier. Certain essential
subjects like design thinking, artificial intelligence, environmental education
etc. to be incorporated at relevant stages to develop the important skills.
Knowledge from ancient India, importance of doing ‘what is right’ and
redesigning of curriculum considering societal and scientific needs, traditional,
language, philosophy etc. in Indian and local context for foundation stage
onwards is to be imparted in order to ensure education is relevant, interesting
and effective.
The aim of assessment to be shifted to
promote learning and development and test skills such as analysis, critical
thinking and clarity in conception. Eliminating the need of coaching classes is
one of the objective of the policy and the assessment pattern of board exams is
to emphasize on testing primarily the core competencies. The students are to be
provided with subjects to choose according to individual choice. Talents to be
nurture by teachers by providing supplementary material and guidance. Participation
and holding of competitions across the country is to be encouraged. Empowering
teachers , high respect and high status for teaching profession to be restored
to inspire the best to join the teaching profession. The primary goal is to
maximise the ability of the teachers and include the students, parents,
principals and staff to share a common goal
‘the children are learning’.
In the area of higher education the policy
proposes various changes to the existing system. Addressing the various issues
of higher education which includes
² fragmented higher education system,
² less emphasis on cognitive skills and
learning outcomes,
² rigid separation of disciplines,
² limited autonomy for institution and
teachers etc.,
the
policy proposes several measures. Some
of the key changes to the present higher education system proposed in the
document includes
v setting up of multidisciplinary
universities and colleges offering medium of instruction or programme in
local/Indian languages,
v more multidisciplinary undergraduate
education,
v autonomy for institutions and faculty,
v emphasis on research,
v appointment
to leadership positions and career progression on the basis of merit,
v single regulator for higher education and
v availability of all learning resources for
learners with disabilities.
In the process of attaining holistic and
multidisciplinary education, value based education is to be emphasised and the
structure and length of the degree programmes to be adjusted by allowing
multiple exit options. Continuous and comprehensive evaluation, mentoring and
guiding, support for students from socio-economically disadvantaged background,
preparation of norms and guidelines for ODL (Open an Distance Learning) and the
learning modes for every programmes and courses to achieve global standards are
emphasised in the policy. Internationalization i.e. students from abroad
studying in India and vice versa to be encouraged for the attainment of global
quality standards. Student activity and participation in different activities
to be encouraged. The policy addresses on the financial support for students,
infrastucture and facilities of the institutions, motivation for faculty
members, steps to be taken by Government, education for teachers, reviewing
vocational education, formation of a new National Research Foundation,
transformation of the regulatory system of higher education, restrain
commercialization of education and effective governance. The Institutional
Development Plan is supposed to be the basis on which the progress of the
institution is to be assessed.
The third part of the document places the
other key areas which requires attention for the effective implementation of
the policy. Professionals need to be involved in interdisciplinary thinking and
not on a specific area and professional education to be made available through
institutions/clusters offering professional or general education in an
integrated manner.
Agriculture, legal, healthcare and
technical education will all be reframed for working towards enhancing
employability of the youth. In order to improve literacy the policy addresses
the area of education and lifelong learning by framing guidelines to offer
lifelong learning opportunities to progress personally and professionally.
Emphasis on promotion of Indian languages, arts and culture along with
preservation is prioritised in this part
which is important for a nation’s identity and economy. In this part promoting
Indian/local languages through courses and education offered bilingually is
placed as a measure to preserve Indian culture and heritage. Translation work
is to be given importance in order to facililitate study in local languages.
Efforts to preserve culture and heritage and promote all Indian languages to be
taken.
The policy covers the use and integration
of technology for the purpose of improving multiple aspects of education. The
technological developments involving artificial intelligence, machine learning,
block chains, smart boards, computing devices and different educational
software and hardware is changing the learning environment not only in terms of
what is learned, but also in terms of how it is learned. Setting up of a
National Educational Technology Forum (NETF) is proposed which will provide
technology based interventions to Central and State Government agencies, build
intellectual and institutional capacities in educational technologies and
articulate new directions for research and innovation. The basic purpose of
technological interventions is streamlining educational planning, management
and administration related to the different activities like admissions,
attendance, teaching-learning process and professional development. Development
of educational software in all major Indian languages and availability for
students and teachers at all levels is an objective outlined in this section of
the document. Optimization of ICT-based educational initiatives, training and
development for teachers to become effective online educators, digital
infrastructure, virtual labs, online assessment and examination and many
detailed aspects related to digital learning is emphasised in this document.
The concluding section of this document
addresses the implementation aspect of the educational reforms proposed in the
earlier sections. Strengthening and empowering the Central Advisory Board of
Education (CABE), significant raise in educational investment, in particular
ensuring universal access to learning resources, nutritional support, student
safety measures, adequate number of teachers and many other measures to
cultivate an education system.
The effectiveness of the policy will
require multiple initiatives and actions to be implemented in a synchronized
and systematic manner by the various existing and newly formed regulatory
bodies. The principles of implementation as presented in the policy document
can be summarised as follows:
Ø Implementation of spirit and intent of the
policy
Ø Implementation of the policy initiatives in
a phased manner
Ø Prioritizing of actions to take up critical
and urgent issues first
Ø Comprehensive implementation is the key as
only full fledged implementation is necessary to fulfill the said objectives
Ø Centre and State collaboration in planning
and joint monitoring
Ø Timely infusion of requisite human,
infrastructural and financial resources
Ø Careful analysis and review of the linkages
between the multiple parallel implementation steps.
Finally, NEP-2020 document proposes
subject-wise implementation committees working with Ministers at both Central
and State level for detailed planning and yearly joint reviews on the progress
against set targets for effective implementation of the actions and fulfillment
of the objective in the document.
Reference:
National Education Policy 2020, Ministry of
Human Resource Development, Govt. Of India.