The vision of India’s new education system has accordingly been crafted to ensure that it touches the life of every educators across the nation writes TAHIRUZZAMA AND IBRAHEEM KHAN.
India’s new education policy revived the previous National policy on education [1986-1992]. This new education policy has several attributes which requires an analysis and commentary. The purpose of government is to provide a better education platform to citizens of India because nation’s future is in the hand of students.
Right to education is a fundamental right for every citizen that enshrined under the part III of Indian constitution. Universal Declaration of Human Rights adopted at the General Assembly in 1948, declared that “Everyone has the right to education”. The article of the declaration stated that “education shall be free at least in the elementary and fundamental stages and elementary education shall be compulsory.
As per the report of International Commission on education by Jacques Delores this report declared that education throughout life was based on four pillars, which are as follows
(i) Learning to know
(ii) Learning to do
(iii) Learning to live together
(iv) Learning to be
Such an utterance of this broad opinion of education encompassing the holistic development of educators across the nation with special emphasis on the development of the creative potential of each individual.
Here, a key focus is put not only the development of the cognitive skills -both foundational skills of literacy and numeracy and higher order cognitive skills such as critical thinking and problem based solving skills-but social and emotional skills of the students.
This new education policy is important to conceive education in a more encompassing way, these principles will guide in relation to the orientation of the contents and operation of education.
EDUCATION AT AN EARLY STAGE FOR CHILDREN
The neuroscience tells us that 85% of a child’s cumulative brain growth occurs prior to the age of 6 years. At the age between 0-3 years and 3-6 years nutrition and healthcare facilities must have to provide during early stage of child but also stimulation of the infant through talking, playing, moving, listening, to music and sounds and stimulating all others senses particularly sight and touch.
From age 3-6 years children will learn about cleanliness, physical activities, ethical and moral growth (such as the difference between good habit and bad habit, right and wrong) ECCE amid this period entails learning about languages, colours, numbers, puzzle and logical thinking, virtual art, drama and music etc.
Currently, childhood education delivered in the Aganwadis and private pre-schools. Aganwadis plays a pivotal role in the development of child during foundational stage, Aganwadis workers aid in providing nutrition and healthcare of children.
Now furtherly Government will look at the improvement of Aganwadis so that they will handle the foundational stage’s needs of children. For the betterment of early care of childhood education, education material will be provided as per the curricular and pedagogical frame work for ECCI.
NEW CURRICULUM AND PEDAGOGICAL STRUCTURE FOR SCHOOL EDUCATION
One of the most important legacies of the NEP 1968 was the “10+2” format of the school education platform. “10 +2” platform have been referring to as grades 1-12, With grades 1-5 primary stage, Grades from 6-8 upper primary stage, Grades 9-10 secondary stage, 11-12 higher secondary, pre-university, intermediate etc.
The curricular and pedagogical structure and curricular framework for school education shall therefore be guided by a 5+3+3+4 design.
● 5 years of the Foundational Stage: 3 years of pre-primary school
and Grades 1, 2.
● 3 years of the Preparatory (or Latter Primary) Stage: Grades 3, 4, 5.
● 3 years of the Middle (or Upper Primary) Stage: Grades 6, 7, 8.
● 4 years of the High (or Secondary) Stage: Grades 9, 10, 11, 12.
DELIVERY OF EDUCATION IN THE HOME LANGUAGE/MOTHER TONGUE
“The first inculcation is our mother tongue which we learn in childhood that unconsciously shapes our perceptions for life at its most unusual form. It is well known that, at the foundational stage children learn and grasp non-trivial concepts quickly in their home language/mother tongue. As the children went to school and the classes conducted in a language that children don’t understand will create chaos, so in order to be free from these types problem we need to organise classes in local language
For the betterment of local language, government textbooks shall be provided in “local Language.”
NEP 2020 and its initiatives toward organising classes in home language shows the efforts of the government to use the regionally profound home language as the medium of instruction.
BENIFITS OF FUTURE ONLINE EDUCATION
Online education is the solution of increasing population. As we know that population is increasing day-to-day and we have less universities, colleges and schools in India. To come out these problems for future education we should concerned about online learning.Online education saves both time and place. Online learning means “education anytime and anywhere” across boundaries. We don’t need to arrive at a particular place and accurate time. Therefore, virtual learning shall be effective for future education platform.
BENEFICIAL POINTS OF NEP 2020
(a) Human Resource Development (HRD) will be transmitted into educational ministry because human development is one of the parts of Educational Ministry and Educational Ministry is not a part of HRD. By bringing Educational Ministry under this policy, Indian government is putting good efforts.
(b) NEP 2020 added early education of children in the main framework. According to various reports that delivery of education at an early age will make children more intellects, sensitivity, skilled, creativity as compare to other general students.
(c) Prior to NEP 2020 only mid-day meal was provided to the children but now Breakfast shall be given along with mid-day meal.
(d) Now students will have the right to choose their subjects freely. Students of science stream may choose arts subject and students of arts stream may choose science subject.
(e) Through this policy, education will be imparted to the children in their mother tongue. As per many reports furnishing education in mother tongue is better and easy to understand.
Opportunities to Internship and Research
Rearmost, as the segment of a liberal education, educators will be furnished with numerous opportunities for internships at local industries as well as research internships with department and other Higher Educational Institutions or research institutions. By furnishing internships and researches, there will be enhancement of creative skills, analytical skills, research skills. In short, Liberal education develops human skills who are capable enough to think and use their brain for themselves. Primary objective is not to develop professional competency among educators. It purposes to develop analytical skills, effective communications, practical skills, ethical management and social responsibility. By NEP 2020, another important motive of liberal education i.e., to create a sense of belonging, obligations, and responsibilities with respect to state and fellow human beings.
DRAWBACKS OF NATIONAL EDUCATION POLICY 2020
(1) NEP 2020 is very highly regulated and poorly funded policy in its nature. It states that we will have bodies which are as follows:
(a)Education department who will make policy.
(b)Directorate of Education that will look at the operation of private and public schools.
(c)Education Commission which will have its own directorate.
(d)National Council of Education and Research Training (NCERT), State Council of Education and Research Training (SCERT).
Is that possible these bodies will not collide to each other in their decision making power?
(2) On the recommendation of Kothari Commission, we have been discussing that government shall spend 6% of (GDP) in education industry since 1968. But how it will implement within 10 years, where we have worked 52 years over this how it will implement within 10 years, so policy here is utterly silent.
(3) NEP 2020 says that compulsory education from nursery to 12th class standard shall be delivered. Prior to this policy, we had compulsory education for the children between the age of 6-14 years. How this current leadership will provide fund for this compulsory education from nursery to 12th.
(4) It emphasises on the equality in education to both rich and poor children, suppose one student is studying in pre-primary school of DPS whereas one studying in government school so here the standard of education is high in pre-primary school of DPS as compare to governmental schools because teachers of pre-primary school of DPS are well trained, skilled, creative in compare to others. NEP 2020 is failed in its model.
(5) For the first time, NEP 2020 encourages benevolent private schools but on the other hand government ignores on the development of public schools. For better education platform for both rich and poor government has to be worried about infrastructure facilities, qualitative teaching, study materials at public schools across the nation.
(6) Currently, we have 80 lakhs teacher and 30 crores educators across country. NEP 2020 discusses that we will provide trainings, skills, qualitative approaches to teachers in future but policy is dumb about the exposure of current 80 lakhs teachers, their skills, trainings for furnishing 30 crores students’ education.
(7) By NEP 2020, government is planning to make easy board exams rather than focussing learning method. Board exam requires to evaluate what to be taught? Government should have to work over better learning and understanding approach for students instead of rote memorization and easy board exam.
(8) We have been arguing on vocational education system since 1968 but trouble is that degree with vocational subject is not acceptable, valuable in jobs recruitment. There are numerous B.voc students but they are not honoured with their degree in vocational education. After 52 years, NEP 2020 is still looking like dumb and blind with respect to vocational education system in India.