A NEW EDUCATION POLICY

FOR A NEW INDIA

Author: PRERNA JHA

 A NEW EDUCATION POLICY FOR A NEW INDIA

“ Education is the most powerful weapon

which you can use to change the world.”

- Nelson Mandela
The above – mentioned quote was quoted by revered Nelson Mandela who defined education as
an indispensable factor to contribute to the development and reconciliation of a nation and that is
why not only Nelson Mandela but so many great personalities in past have emphasized not only
on the education but also on the quality of education. Where the rationale point of view of Nelson
Mandela on education took South Africa to new heights, in India also, personalities like Dr.
Sarvepalli Radhakrishnan, Dr. APJ Abdul Kalam, Savitribai Phule, Swami Vivekananda
highlighted the importance of education in their era and even worked hard to make layman also
aware of the necessity of education in one’s life as a result of which, the Constitution Of India has
also provided a special place and huge respect to the word ‘education’ in its Article – 21 (A) which
describes – the modalities of the importance of free and compulsory education for children between
the age of 6 to 14 years in India. This clause was inserted in the constitution by the 86 amendment
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Act, 2002 and to implement the same, the New Education Policy of 2005 was framed to not only
provide education but a ‘ Quality education’ to each and every child between the age of 6 to 14
years.

But, do we really see the quality education in our education system (all over India) even in 2019?
unfortunately NO. But why is it so? Where our education system is lacking? These are some major
question marks that arouse on our education system.

 INDIAN EDUCATION SYSTEM AT PRESENT:

It is a well-known fact that an ideal education system should emphasize on the overall development
of an individual. As the great scientist Albert Einstein once said – “ Education is what remains
after one has forgotten what one has learned in school.” Impeccable education system works for
the total development of the young for the whole of life and not only for the time period of school
because its ultimate aim is to produce “ Leaders for tomorrow” and not “types of machinery” out
of human beings.

Presently, there are some drawbacks in our education system which should be improved as earliest
as possible, such as:

 Lack of creativity:

Students of the current generation are not exploring their full creative potentials, rather they have
become “book – worms” day- by- day. It is a stereotype that creativity is only associated with Arts
despite the fact that creativity intrinsically there in all human beings. We must understand that –
‘Good mathematicians have the capacity to be excellent musicians.” There is a misconception that
students in the technical field are not creative because our education system is not trying to develop
the body, mind, and spirit of the students.

 No emphasis on logical thinking and critical analysis:

Though it is the 21 century, still our education system is following the 2 centuries old Victorian
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model introduced by Lord Macaulay. The education system at that time was designed to produce
clerks but not leaders. Any originality or innovations were destroyed. The students were trained to
be obedient without questioning anything because that is what the masters wanted.

Today also, students spend even 12 hours a day to solve the number of mathematics problems for
preparation of exams, but refrain themselves for spending time in critical thinking or thought-
provoking discussions, which are considered to be ‘wasting time.’

 Absence of confidence and practical knowledge of students:

Can anyone imagine himself to learn swimming or cycling within the four walls? obviously NOT.
It is impossible. Similarly, our education system is providing only theoretical knowledge to the
students for skill-based subjects also. Theoretical knowledge needs to be supported by practical
knowledge. The absence of practical knowledge leads to a lack of confidence in students when it
comes to applying their theoretical knowledge in their own business or professional operations.

 One size fits all system:

The Indian education system is based on the presumption that-‘ if something is good for one, it
will be good for all’ which is not so true. Some kids are quick learners, some are comparatively
slow. Some are visual learners, others are auditory learners. But if one massive monolithic
education system has to provide education to everyone, then there is an option arises to assume
that ‘one size fits all’ which further creates the situation of “SURVIVAL OF THE FITTEST”. The
one who gets adapted according to the education system, gets higher grades, stable jobs and start
earning a salary and later comes to know his ordinary learning is totally different from the
practicality of life and the one who does not get adapted according to the education system, gets
depression and even tries to give up his life.

So what do we want? Do we want this kind of future of our nation? absolutely NOT. But only
highlighting the problems would not be enough to find out the solutions. Certain changes must
take place in the education policy in order to build an ideal education system for a new India.

 SUGGESTIONS FOR BETTER EDUCATION POLICIES AND

REVOLUTIONIZING INDIAN EDUCATION SYSTEM:
There are some suggestions for better education policies:

 Entrepreneurship Mindset Curriculum (EMC) started by the Delhi government:

Recently, the Delhi government came up with this idea of Entrepreneurship Mindset Curriculum
(EMC) for the students of class 9 to 12 of all the government schools, to teach them about their
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entrepreneurship mindset. For these classes, there is no module for the students to study the subject
but there is a manual for the teachers to learn how they are going to teach this subject to their
students.

This curriculum is designed to focus on the key qualities and abilities to be like – mindfulness,
creativity, joyfulness, curiosity, self – awareness, empathy, problem-solving, critical
thinking, decision making, dream big, recognize opportunities. Quality will be chosen every
day in class and then that quality will be taught through real-life applications and examples as a
fun activity. The purpose behind the entrepreneurship mindset curriculum is how to dig out the
qualities and abilities hidden within the students. How will they merge? This curriculum has shown
its effectiveness as well in the form of uplifted performance of the students. The curriculum is
designed with the collaboration and cooperation of the government, the officers who work in
government, bureaucrats, NGOs, external volunteers who pitched in to support this work.

So it is advisable that not only the Delhi government but governments of other states in India
should also come up with ideas like EMC.

 Happiness curriculum classes in all of Delhi’s public schools:

The Delhi government with an aim to train young minds to make them happy, confident and
content human beings and for developing their personality has launched a new initiative that
introduces the ‘Happiness Curriculum’ in schools. The curriculum has been introduced in over
1,000 Delhi government schools between nursery and class 8 . The students will have a Happiness
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period which will be for the duration of 45 minutes.

With increasing pressure on students from both parents and teachers to score more marks, this
initiative may help the students to cope up with stress and learn for life, not for just a rank.

 Establishment of better technology in the Indian education system:

Nowadays, technology can be seen as an investment for productive learning as teachers also want
more technology in their classrooms. Similar is the case in India as well with its own challenges.
Effective learning, skill development, visual programs are the major advantages of the presence
of technology in the education sector.

Just like every coin has 2 sides, technology in Indian education has its own challenges too. The
investment in technological infrastructures in schools, teacher training is a costly affair. India is
still a developing country so not all schools can afford technological infrastructure.

Considering the challenges and to cater to the financial constraints there should be a policy for
the schools to develop software that is not only cost-effective but also easy- to- use which would
handle the administration process of schools adequately.

So the above mentioned are some of the major changes in the education system of India which
may help the government to frame A NEW EDUCATION POLICY FOR A NEW INDIA.
  CONCLUSION:

To conclude my say on ‘A new education policy for a new India’, I would like to resonate the
spirit of Mahatma Gandhi’s quote “Literary education is of no value, if it is not able to build up a
sound character,” Which clearly tells us, we are yet to catch up with the real world if we have
never studied any concept outside the school syllabus and textbooks. Indian education system
should frame such policies that will produce educated and not ‘programmed’ students.