Status, Emoluments and

1. The
Education of Teachers
Commission observed that of all the
Cation and its factors which determine the
most contribution to national
qualty
inportant. It is personal development,
oi his the teacher is
ons and
professional competence that qualities and undoubtediy ne
character, his educational
the success of all
uitiately depend. Teachers nmust, therefore, be qualnca
educational endeavour
Their emoluments and us
other service conditionsaccorded an honoured place in sociey
having regard to their should be adequate and satistactory
2 The academic qualifications and
responsibilities.
freedom of teachers to pursue and publish
Tesearches and to speak and write about significant national
independent studies and
should be protected. and international issues
3 Teacher education, particularly in-service education, should receive due emphasis.

Development of Languages
1. Kegional Languages: The energetic development of Indian languages
ture, the Commission report states, is a sine qua non for educational and cultural
and litera
development. Unless this is don the creative energies of the people will not' be
released, standards of education will not improve, knowledge will not spread to the
people and the gulf between the intelligentsia and the masses will remain static if not
WIden further. The use. of regional languages should not be only at the primary and
secondary stages, but urgent steps should be taken to adopt them as media of educa-
tion at the university stage.
2 Three-language Forimula: At the secondary stage, the state governments should
adopt and vigorously imiplement the three language formula which includes the study
of a modern Indian language, preferably one of the southern languages, along with
regional languages, Hindi and English.
3. Hindi: Every effort should be made to promote the development of Hindi as the link
language. Due care should be taken to ensure that it will serve as provided for in the
Article 351 of the constitution, as a medium of expression-for-all.the.elements.of-the--
composite culture of India.
4. Sanskrit: Considering the special importance of Sanskrit to the growth and develop-
ment of the Indian languages and its unique contribution to the cultural unity of the
country, facilities for its teaching at the school and university stages shguld be oftered
on a more liberal scále.

Equalization of Educational Opportunities

1. BThe Policy documents said that strenuous elforts should be nmade to equalize educa-
tional opportunity. Regional imbalances in the provision of educational facilities
should be corrected and good educational facilities should be provided in rural and
other backward areas. To promote social cohesion and national integration in the com-
mon school system as recommended by the Eaducation Commission should be adopted.
Efort should be made to improve the standard of education in general schools. All spe-
cial schools, like the Public schools should be required to admit students on the basis
of merit and also to provide free studentships to prevent segregation of social classes.
2 The education of girls should receive emphasis, not only on grounds of social justice but
also because it accelerates social transtormation. More intensive efforts are needed to
develop education among the backward classes and especially among.the tribal people.

198
 Chapter 8 Education Policy in
India
Identification of Talent
For the cultivation of excellence, the Commission felt that it is
fields should be identified at as necessary that talent in diverse
early a stage as
possible, every stimulus and opportunity
and
.

given for its full development.

Work Experience and National

The
Service
Commission also felt that the school and the
Suitable
prOgrammes of mutual service and community should be brought closer
through
t including participation in meaningful and support. Work experience and national service
reconstruction and should challenging programmes of community service
and national
1
Emphasis in these programmes should accordingly become an integral part of
a sense of
social commitment.
be on
self-help, character-formation and on education.
developing
Science Education and
With
Research
a view to
should receive accelerating growth of the national economy, science
high
education till the endpriority. Science and mathematics should education and research
of the school be an integral
stage. part of general

Education for Agriculture and

1.
Industry
Special emphasis should be placed on the
industry. development of education for agriculture and
2. There should be at least
cation, practical training in agricultural university in every state. In technical edu-
one

industry shouid form an integral part of such

Technical education and research
should be related education.
16
provision for continuous cooperation between closely to industry. There should be
the two.
Secondary Education
The
. . .

**

17 Commission observed that educational

is a major instrument
of social
opportunity at the secondary (and higher) level
should change and transtormation.
Facilities for
accordingly be extended to areas and classes in which these havesecondary
There
education
past. is need to increase facilities been
for technical and vocational educationdenied
a in the
Provision of facilities for secondary and vocational education should conform at this stage.
requiremenits the developing economy and real
of broadly to
Y technical and vocational education employment
should be suitably diversified opportunities. Facilities for
to cover a
fields, such as agriculture, industry, trade and large number of
commerce, medicine and public
management, arts and crafts, secretarial training and so on. health, home

University Education
For quality input in higher education, the Commission recommended that:
1. The number of full-time students to
be admitted to a college or university department
should be determined with reference to the laboratory, library and other facilities and
the strength of the staff.
2. Considerable care is needed in establishing new universities. They should be started
only after an adequate provision of funds is made and due care should be taken to
ensure proper standards.

199
Public Policy

3.
Special attention
the
improvement should be
of standardsgiven to the
4. There is need of organization of post-graduate
to give increased training.and
support to
research at this level.
courses and
research in the
The Educational Structure universities.
The
Commission report says that it
structure in all parts of the
will be
advantageous to have
broadly unitorm eauaational
a
country.
pattern, the higher secondary stageThe ultimate objective should be to
according to local conditions. being located in schools,adopt the l t
of two years
colleges or o0
hus, the Education
Policy recommended free and
Eounents and education of
teachers, developmentcompulsory education, respectable status,
of languages,
OPportunities,
was an
identification of talents, linking of education withequalization of educational
t important historical education in independentagriculture
and
he first time when
event for industry.
India, because this was
an
attempt was made to give some sense-of direction
uucational
irom the
system. The three-language formula
proposed
to the
in this policy was very
countrys -

point of view of national integration: Overall, important

the policy was a landmark in the
education history
of India.
In the
following section, we shall focus on one of the important initiatives of the Government
Ot lndia towards democratizing education. This is reflected in the National Policy of Education,
1986 which was modified in 1992 as
'Programme of Action'.

Education Policy 1986

In 1968, when the National Policy of Education was formulated for improving the educational
Scenario in our country, it was envisaged that it would be followed by a "five yearly review to
progress and working out new policies and programmes". The National Policy of Education of
1986 is the result of such reviews which were discussed and adopted during the budget session
of 1985.

Aims of National Policy on Education, 1986

The aims and objectives of the National Education Policy as per the policy documents are the
foHowing:
1. Education is essential for all. It is fundamental to all-round development-material and
spiritual. t

Education should further the goals of socialism, secularism and democracy, as enshrined
in our constitution.
3. Education should develop manpower for different levels of economy. It should give
further guarantee of national self-reliance.
4. Education' is a unique investment in the present and future. This cardinal principle is
the main aim of the National Policy on Education."

According to the policy document, the 1968 policy goals have already been achieved.
More than 90% of the country's rural population was within a kilometre of schooling
facilities and most states had adopted a common education structure. The prioritization of
science and mathematics had also been effective. However, change was required to increase

11
Government of India, National Policy on Education, 6.
200
 Chapter 8 Education Policy in India

education system to tackle problems of access.

financial and organizational support for the
and quality. The policy documérnt reads:

ndia's political and social life is passing through a phase which poses the danger of
erosion to long-accepted values. The goals of secularism, socíalism, dèmocracy and
protessional ethics are coming under incsecasing strain. Education in India stands at the
crOSSTOads today.1?

In this context, the New Education Policy (NEP) was intended to raise education standards and
increase access to education. At the same time, it would safeguard the values of secularism,
socialism and equality which had been since promoted independence.
Main Provisions of the National
Policy on
Education 1986
The National
Policy on Education is an extensive document that covers all
education from
elementary to university level and even ådult education. In -an aspects of
remove
inequalities in the education system, the policy emphasizes the attemnpt to
programmes for marginalized groups, such as
importance of specia
schedule tribes (STs),
(SCs),
other
handicapped, etc. The policy identifies thewomen,
need to pay attention to
schedule castes
backward sections of minority groups and
society.
Recognizing the impact of
early years to the
for early childhood care and education development of a child, the policy makes room
programme. With regard to elementary education through the
Integrated Child
commitments. These are: universal access the policy makes Development
three very
Services
to age 14 and a
much needed
and important
enrolment, universai education of children
n
to achieve a
certain level of improvement in the
quality of education that allows for children up
learning.
The policy
süggested that education will adopt a chiid-centred
individual level to the needs
the teaching
system-Asper
of the child.
Corporal punishmentapproach,
is to be
hence it caters on an
firmly
Operation there shoulk-be-one teacherexcluded
and teaching Blackboard,
all necessary from
equipment materials should per class, and
According to the policy, the highest priority will be be
provided for by the programme.
and ensuring placed
retention at the school on
level. This effort will besolving the problem of
Education (NFE). The dropouts,
policy states that it be ensured that supplemented by Non-formal
of
satisfactory quality is provided to all shallchildren up to 14
free and
compulsory
twenty-first century. years of age before we education enter the
d
In order to enhance the quality
education will be higher education, the policy states
granted autonomy. that boards of
higher education to enhance individual The policy introduced generic vocational secondary
growing economy. Children wlho have employability and meet the manpower needcourses in
enhance their aptitude 'special talent' would be given the of India's
through Navodaya Vidyalayas. opportunities to
According to the policy
values in children and, document, education must be culturally
in education. There is ahence,
the society. There is applicable and must
need for
low-price
need to
books and develop the use of local inculcate
bf as well as
additional libraries. Insisting on work languages
improvement in library management
experience as part of education, the policy
12
Government of India, National Policy on Educution (New Delhi:
Resource IDevelopment, 1998), 3: TDepartnent of Education, Ministry of
Human

201
 Public Policy

documents also underlines the

supporting science education, importance of mathematics as a tool to teach
nurture an'enviroment physical
for inclusive education and yoga: The policy seeks to
analytical thinkITg
youth and revision of the education. It called for ereae and
greater participation or euu
evaluation
emphasizes the importance of teacher system so that it does not
devotes an entire training simply reflect rote learning
and continual teacher
section to
education at
national, overhauling the planning and managementeducation. The poy
need to raise state, district and local levels. Like the system suru
to policies
expenditure 6% of the GDP in the Eighth Five Year Plan. it empnasiaco
before,
1o sum
up, the new
policy called for
"special
to
equal1Ze educational opportunity", especiallyemphasis on the removal of
disparities
and the Schedule
Caste (SC) communities. To
for Indian women, Schedule Castes a
achieve
SCholarships, adult.education, recruiting more teachersthese,
the policy called
for ep
from the SCs, incentives
tor po
1amines to send their children to school regularly, development of new institutions anu.
providing housing and services. The NPE called for a. 'child-centred approach' in primaly
eaucation and launched 'Operation Blackboard' to improve primary schools nationwide, 1ne
exanded the Open University system with the Indira GandhiNational Open University
d a been created in 1985. Thepolicy also called for the creation of the 'Trural university
model, based on the philosophy of Indian leader Mahatma Gandhi, to promote economic and
SOcial development at the grass-root leyel in rural India. "

Revised National Policy on Education and

Programme of Action, 1992
The National Policy of Education (1986) had stipulated revision in everyfive years. Such
revisiondid take place in 1992. In this regard a committee was set up under the chairmanship
of Acharaya Rammurti in May 1990 to review National Policy of Education (NPE) and to make
recommendations for its modifications. The Rammurti Committee issued a Perspective Paper
1990 in which it highlighted three basic concerns:
on Education in September,
1. The right to work which is proposed to be enshrined in the Constitution
2. The unity and integrity of the nationareseriousty threatened
3. The impoverishment of the men in India.

The paper points out that it is directed towards an enlightened and human society. The review
starts with early childhood care and education and deals with adult education, right to job,
It that every educated person has
higher education and resources for education. suggested
a right tojob. A link should be established between the world of school and world of work.
It suggested that development of higher education should follow the system of the UGC.
Degtees should be delinked from jobs.

National Programme of Action (1992)

The Central Advisory Board of Education (CABE) appointed another committee in July 1991
under the chairmanship of Shri N. Janardhana Reddy, Chief Minister of Andhra Pradesh. The
committee considered some modifications in NPE taking into consideration the report of the
on the policy. This
Rammurti/ Committee and other relevant developments having bearing
a
Committee submitted its report in January 1992, which is known as National Programme
of Action of 1992. Commenting on the relevance of the National Policy of Education, the
document on Programme Action reads:

202
 Chapter 8 Education Policy in India

NPE has stood the test of time. Based on an in-depth review of the whole gamut of. the
educational situation and formulated on tthe basis of a national consensus, it enunciated
à conmprehensive framework to guide the development of education in its entirety. That
iramework continues to be of relevance. However, the developments during the last
lew years and
experience in the implementation of the policy have necessitated certain
moditications.

While broadly endorsing the NPE, CABE recommended a few changes in the policy. The policy
aimed to promote national progress, a sense of common
citizenship and culture and national
integration. It laid stress on the need for a radical reconstruction of the education
improve its quality at all stages, and therefore, gave much system, to
greater attention to science and
technology, the cultivation of moral values and a closer relation between
ife of the education and the
people.
In the
Programme of
Action, 10 + 2 + 3 educational structure was
System of
Fducation. Education for women's accepted as the National
the overall equality was
considered
strategy of securing equity and social justice. It also a vital component of
incentives were to be given to suggested
access to education and to ensure universal
Reservation of seats in adequate
schools for women was children, particularly the girls.
Operation Blackboard was to cover all schools inalsotribal
suggested to make education inclusive.
areas and
features of the higher education Harijan bastis. The main
were to
institutions giving impart dynamism by consolidation and expansion of
autonomy to
teachers, strengthening research colleges
and
departments, redesigning of courses,
efficiency and c0ordination at thetraining
and improving of
national levels. state and1
In 1992, when education policy was
for india's education re-examined, the NPE was found to be a sound
system, although way forward
undertaken in relation to adult and some targets were recast and some re-formulations were
expansion of secondary education, whileelementary education. The new emphasis was on the
the focus on education for
continued. minOTities and women

The Yash Pal

The Yash Pal
Committee Report (1992-93)
Committee was set to
observed that "the tendency on upthe examine the Programme of
Action (1992) which had
of
recommend a large numbers of books,part some schools,
had contributed to particularly
in urban
areas, to
criticism and questioned raised
by R.K. overburdening of students". The
regarding overburdening of students withNarayan
in the Parliament
and by the mass media
the books was taken note
the committee advise of. In this
reduce the burden of the background,
was to on the ways and mcans to
After studying the problem of curriculum load in school child.
following as manifestations of the existence of the
detail, Yash Pal Committee
identified the
problem:
1. It has been observed
during the last few
been progressively lowered down to the years
that admission
age to nursery classes has
age of two and a half
appears that the perception has taken a deep root that if a years at some places. It
he or she must start cducation child has to succeed in life,
early in life.
2 So far as physical load of the school
bag is concerned, the situation has become worse
over the past few
years. However, the weight of the school
sion of the problem, another dimension can be bag represents one dimen-
seen in the child's
daily routine which
1 Government of India, National Policy on Education 1986, Programme
tion, Ministry of Human Resource Development, 1992), 2. of Action (New Delhi: Department of Educa-

203
ublic Poliey

includes conpletion of homework and attendance

ditterent kinds. at tultions and coachlng classes o
3. The major, well mdèrstodd delect ofthe
examination system is that it focuses on
dren's ability to reproduce infornmation to the chi
exclusion of the ability lo apply conCepts
and intormation on untamiliar new
problems or simply to think. Both the teaclhers and
the parents constantly reinforce the fear of
exNamination and the need to for
This sortit
prepare
by memoizing a whole lot of inlormation from the texthook and guide books.
of perveption about the examination makes
things diflcult for children.
A. Majority of our school-going children view learning at school as a boring and even
unpleasant and bitter experience. The limited purpose of preparing for examination is
indeed a veny important factor for the unpleasarntness of learning. The child-centred
ecducation and activity-based teaching leaning method are talked about but are sekioin

practised in our sehools.

the syllalbi and textbooks, if not prepared properly, lead to the problem of curriculu
5.
load. It has been observed that most of the textbooks have high density of concepts and
some cases is teyorid
the style ot The language used inn the books in
writing is very terse.
the comprelhension of many students.

curriculum load was not an

urban phenomenon
The Committee concluded that the problem of the problem or
students have not to carry heavy bags,
but, even in rural areas, where the of children. The feeling
diflicult for nmajority
non-comprehension makes things extremely matler included in.
the
out of non-comprehension of subject
of academic burden arising the achievement of the target of
is indeed a serious problem as it
is a major hurdle in
Sylabus
universalization of elementary educatio the
of the problem of curriculum load,
manifestations
After discussing the indicatorS or

the following as the roots of the problem:

committee identified
renewal exer-
most curriculum
the assumption underlying there is a valid
1. The committee questioned therefore
explosion has taken place,
cises that s o m e sort of knowledge information with
and to the existing syllabi. By equating children.
reason to add more- more
it heavier for Experts
more things are
added to the syllabus making teali-.
knowledge, wTite.textbooks.for school
students:are-isòlated from-classroom
commissioned to the textbooks prepared
with
familiar process of children,
learning
not
ties since they are children.
too difficult for majority of
by them prove
not relevant to the
local needs of different parts
is
development centrally in the process of
participation of teachers
2. Curriculum
There is need for increasing
of the country.
curriculum development. urban areas is now fully
that our sOcial ethos, particularly in
committee observed Rising aspi-
3. The which is last becoming
our way of life.
entrenched in the competitive spirit and the growing realization that educa-
all sections of the society resulted in a craze for
rations of people in their aspirations have
instrument to fulfill
tion is an important education too early
start imparting formal
medium schools which
admission to English
in the child's life. funds, pedagogical
accommodation and its maintenance,
school
4. Adequate time, stafl, are essential pre-rCquisites
lor etlectively imparting
curriculum
mini-
equipment, playgrounds of schools do not have even the
an overwhelming majority teachers is devoid
but unfortunately, of
facilities. The method
of teaching used by majority
mum essential Children are harcdly provided any opportunity
for the stucdents.
of any type of challenge The concept of lilbrary as a readily
available
to observe and explore natural phenomenon. schools. Similarly, science laboratories
does not exist in most
source for learning simply and discovery.
used lor experimentation
not
well-equipped and
are
are not

2004
 Chapter 8 Education Policy in India

The Yash Pal Committee submitted its report in July 1993. On receipt of the Committee's
of Shri Y.N. Chaturvedi.
report, a group was set up in August 1993 under the chairmanship
Additional Secretary, Department of Education to examine the-feasibility of implementing
the recommendations made in the report of Yash Pal Committee. The group submitted its

report in October 1993. While forwarding the report of the Committee, Prof. Yash Pal, the
chairman of the Committee advised that wide-ranging debates on the report are necessary.
In the 49th meeting of the Central Advisory Board of Education (CABE) held on 15 October
I993, both the reports of Yash Pal Committee and MHRD Group were discussed and the
CABE decided to generate a countrywide debate in composite groups of teachers, parents
andother interest groups. In December 1993, the State governments were urged to conduct
Workshops on these composite groups. In the 50th meeting of the CABE held on 2 March
1994, the Education Ministers of a number of States/UTs
with the recommendations of Yash Pal expressed their broad agreement
Committee along with suggestions of MHRD Group
and the CABE advised effective
in the matter. dialogue and follow up action with the State/UT gOvernments
Based on the consensus of
State/UT views, two sets.of action-plans, one for States//UTs and
other for central
agencies, like
NCERT, CBSE, KVS, NVS were circulated in June and
respectively. The main recommendations of the Committee which July 1994,
have been included in the
broad framework suggested to State/UT
governments in June 1994 are:
Greater involvement of teachers in franming curriculum and
State/UT level. preparation of textbooks-at
2. Amendment of School Education Acts or Rules
of State/UTs for
preschools. laying down norms for
Abolition of tests/interviews for admission in
books and homework at the preschools and discontinuance of text-
4. Abolition of homework preschool stage.
and
Extensive use of audiovisual project
work at the primary
5.
material and stage.
enforcing teacher-pupil ratio of 1:40.
A monitoring committee for
process
making periodical review of the pace of the
was up in the Ministry of Human
set
Resource Development. It can be implementation
iotbepöaaible to enhanceovernight the leveldí said that it may
teachers, provide the facilities required to all the competence, motivation and commitment of
in education, charnnelize the schools, check the growth of
parental ambitions and aspirations and minimize the commercialization
of annual examinations. But this should
not mean that we are importance
nothing in this regard. A package of suitable measures, both altogether helpless and can do
shore
to be initiated
urgently to tackle the problem. The measures will term and long term, needs
to reform
curriculum, raise the level of teachers' naturally include attempts
strengthen the system of supervision to make competence, motivation and commitment,
teachers responsible for
provide minimum essential infrastructural facilities to schools and to
nonperformance,
homework assignment. regulate the system of

Right to Education 2009

The coming into effect of the
Right of Children to Free and Compulsory Education Act
2009 marks a historic moment for the
children of India. This act serves as a (RTE),
ensure that
every child has the right to guaranteed quality building block to
with the help of families and elementary education. The state,
communities, has a legal obligation to fulfil this duty. The Act
provides a ripe platform to reach the unreached, with
groups. With the view to reducing disparities, specific provisions for disadvantaged
private schools must admit at least 25% of
children belonging to disadvantaged groups.

205
Public Policy

The Act strives for

quality with equity
anxjety as well as by by banning corporal punishment to ensure
free of fear and
School management committee will providing mother tongue education to extentclassroOns
teachers and children themselves. be made up of parents 'along withthelocal possibie
from disadvantaged The inclusion of 50%
women and
authorlne
The committees will
groups in these
committees parents
should also help overcome
of
chilarend
support to form school past dispariies
environment as a whole, development plans and monitor the sco
including sanitation and hygiene practices
midday meals. It will definitely and the
increase girl's enrolment schools.
in
manageine
Right to Education' does posea number of
challenges. There challenge of trained manpowct
Currentiy; more than 5.23 lakh teachers' posts is a
are vacant. To bring the
30:1 as
prescribed by the RTE Act, 5.1 lakh additional teachers pupil-teacher ra
are required.
are 5.I lakh schools
with a pupil-teacher ratio of more than 30:1. On Alreaay,
top of that 5.48-ta
untrained teachers at the primary and 2.25 lakh at upper primary level have to acquire necessary
qualitication within five years of the RTE Act coming into force. Bringing eight
School children into classrooms at the millnon ot o
age-appropriate level with the support ta. stay in.seoo
and succeed poses a major challenge, necessitating flexible and innovative approaches. States,
Such as Bihar and Uttar Pradesh, which have the largest numbers of children out of scho0o,
WIll also require strong support to close the gaps.5 To be sure, a citizen can now 8o to the
court if a child i_ denied the right but such is the condition of the poor families, especially ot
the disadvantaged sections, that they want their children to work rather than go to school,30
here is a dilemma. Development cannot take place without universalization of education, but
universalization is not possible without improvement of economic conditiorns.

NDA's Proposed New Education Policy (NEP)

The Union Human Resource Minister Smriti Irani announced on 14 November 2014 that, her
is on a new National Education Policy, which would be
framed by December
Ministry working
2015. Irani said:

Till now, the country's education policy has been determined by some handful of experts
will be
only. But things would changesoon. Next yeat 1when the new education.policy
prepared discussions will not be confined to the experts alone but the opinion of those
living in villages will also be solicited.6

The NEP is the first policy where feedback from every village in the country would be
included. In the recent events, the HRD Ministry has organized 2.5 lakh village-level meetings
for the consultation of formulating the NEP. The process for crafting the education, according
to HRD sources, has undergone months of brainstorming in the ministry and many other
autonomous bodies.
The Ministry of Human Resource Development's websitels states that The National Policy on
Education was franmed in 1986 and modified in 1992. Since then several changes have taken
Government of India would like to bring out
place that call for a revision of the policy. The
a National Education Policy to meet the changing dynamics of the population's requirement

Akshaya Mukul, "Right to Education Comes into Force Today" The Times ofIndia, NewDelhi, (1 April 2010).
1S
Karin Halshof, "Follow the Learning Curve," The TimesoflIndia, New Delhi, (1 April 2010).
1 Singh, Binay, "NDA New Education Policy to Come out by 2015, The Tümes ofIndia, 16 November 2014.
7Solomon, Ánisha Jenyfer, "All about New Education Policy by Government of India" 7 April 2015. http://
www.prepsure.com/current-affairs/all-about-new-education-policy-by-government-of-india/ (accessed on 12
November 2015).
15 https://mygov.in/new-education-poliey-group.html (accessed on 11 November 2015).
19

206
 Chapter 8 Education Policy in India

to make India a knowledge

innovation and research, aiming
to quality education,
with regard
students with the necessáry
skills and knowledge and to eliminate
Superpower by equippiing its the first time,
academics and industry. For
the shortage of manpower in science, technology, time-bound grass-root
the statement reads that the Government of
India is embarking on a
out to individuals across
the Ministry of HRD to reach
Consultative process, which will enable also taking input from citizens
the country through over 2.75 lakh direct consultations, while
online.
To facilitate the discussion at each level, the government has shortlisted 32 themes and expects
broad parameters of the new policy will emerge around them. On its portal, the MHRD has

Suggested themes in two that is school education and higher education. lable 8.1
categories,
discusses the themes where anyone can share their thoughts.

Table 8.1: Themes for Public Suggestions"

. No. Higher Education School Education
1 Governance reforms for quality Ensuring learning outcomes in elementary
education
2. Ranking of institutions and Extending outreach of secondary and senior
accreditations secondary education
3 | mproving the quality of regulation | Strengthening of vocational education
4. Pace setting roles of central Reforming school examination systems
institutions
| Improving
F state public universities Revamping teacher education for
quality
6.
teachers
Integrating skill development in
higher education Accelerating rural literacy with special
emphasis on Women, SCs, STs and
minorities through adult education and
7.
national open Sshooling systems
Promoting Open and Distance Promotion of information and
Learning (ODL) and online courses communication
technology
school and adult education systems
in
8. Opportunities for technology New knowledge,
for teaching of pedagogies
8 enabled learning and approaches
science, maths and
technology in school sducation to improve
learning outcomes of students
9. |Addressing regional disparity School standards, school assessment
and
school management systems
10.
it
Bridging gender and social gaps Enabling inclusive education-education of
girls, SCs, STs, minorities and children with
special needs
11. Linking higher education to society | Promotion of languages
12. Developing the best teachers
Comprehensive education-ethics, physical
ducation, arts & crafts, life skills
(Table 8.1 Continued)
"http://mhrd.gov.in/nep-new
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