EDU 104: Issues and Trends in Contemporary Indian Education

Dr. Mikael L. Chuaungo, Asst. Proffesor, Govt.J.Buana College

UNIT IV: Modern Trends in Education

• Right to Education Act 2009
• E-Learning
• Vocational Education as initiated by NEP2020
• Structure of Education at School & Higher Education under NEP2020

RIGHT TO EDUCATION ACT 2009

The RTE Act is completely titled as the “Right of Children to Free and Compulsory Education
Act” passed on August 2009. When the Act came into force in 2010, India became one among 135
countries where education is a fundamental right of every child. The RTE Act, 2009, represents a
significant step towards achieving universal elementary education and eliminating barriers to access
for all children in India. It reflects the commitment to providing quality education and ensuring that
no child is left out of the educational system.
.
The following are the key provisions and features of the RTE Act, 2009:
1. Primary Objective: The primary objective of the RTE Act is to provide Free and
Compulsory education to all children in the age group of 6 to 14 years.
Justification: In a developing nation like India, making education universal to all is
impossible unless it is made completely free. The term ‘compulsory’ is heavily emphasised
because there is a lack of educational awareness, mainly in rural India. Several parents refuse
to send their children, especially daughters, to schools.

2. Applicability: The RTE Act is applicable to all states and union territories in India, and it
covers children in the age group of 6 to 14 years.
Justification: The age group 6-14 is considered crucial for building a strong
educational foundation. Moreover, majority of child labours in India belong to this group, and
RTE2009 aims to solve two problems at once. Moreover, the United Nations Convention on
the Rights of the Child (CRC) also focuses on this age group.

3. Pupil-Teacher Ratio (PTR): As per the Act, the pupil-teacher ratio is to be 30:1, which
means one teacher is employed for a total of 30 students in every primary school. At upper
primary the ratio should be 35:1
Justification: Overpopulation and lack of govt. funding has led to overcrowded
classrooms all over India for several decades, leading to poor quality education. This policy
sets a guideline for state govts as well as private institutions to adjust their teaching workforce
and student intake. This is one of the biggest successes of RTE2009 as the all India PTR (as
per 2021-22 UDISE data) is 26:1 for primary and 19:1 for upper primary.

4. School Infrastructure: The Act outlines the essential norms and standards for school
infrastructure, including classrooms, playgrounds, libraries, and other facilities.

1
 Justification: This provision focuses on private institutions which mainly run for
profit. Students have to suffer due to lack of proper toilets, classrooms, safe environment etc,
which this provision aims to tackle.

5. Admission and Attendance: The Act prohibits the denial of admission to a child on the
grounds of religion, caste, gender, or socio-economic background. It also emphasizes regular
attendance. The Act also prohibits the collection of any capitation fee or screening procedure
during the admission process.
Justification: Admission policies, mainly in private schools, have issues relating to
caste discrimination, favouritism, high admission free etc which prevents several children
from getting access to education. Rich parents donating money to get their students admitted
to top prestigious colleges is also a systematic issue.

6. No Detention Policy: The RTE Act incorporates a no-detention policy, which means that no
child can be held back in any class or expelled from school until the completion of elementary
education.
Justification: Drop out rates in Indian schools have been constantly high for several
decades. Students who are expelled or dropped out often don’t come back to the education
field, and end up being semi-illiterate for life. Practices like conducting pre-board exams for
class X and XII to remove low scoring students is also prohibited.

7. Quality of Education: The Act emphasizes the quality of education and specifies that the
curriculum and the evaluation procedure should be child-friendly and stress-free.
Justification: For several years parents and students have complained about the heavy
and outdated nature of their curriculum. RTE2009 fixes these problems by proposing revision
of curriculums to make the subjects more relevant and modern, thus making it less stressful.

8. Training for Teachers: It mandates that teachers should have the requisite qualifications and
training to ensure the effective implementation of the Act.
Justification: The first issue of ‘unqualified’ teachers is handled by making minimum
qualifications higher (for e.g., B.Ed degree for school teachers, NET for college teachers).
The world is progressing at a very fast rate, and teachers who entered the profession 20-30
years ago do not have up-to-date knowledge or skills. RTE2009 proposes compulsory training
and workshops for teachers to update and upgrade their knowledge.

9. Special Provisions for Children with Disabilities: The RTE Act includes provisions for the
inclusion and accommodation of children with disabilities in mainstream schools.
Justification: Special schools for special-needs students have existed for decades.
However, in reality these schools are very exclusionary, and don’t solve the biggest problem
faced by disabled children, which is- integration into the society. NPE2009 proposes that
instead of segregating these children to special schools, they should be integrated into normal
schools with highly trained teachers and be treated with special care.

2
 10. Monitoring and Grievance Redressal: The Act establishes mechanisms for monitoring the
implementation of its provisions and for addressing grievances related to the denial of
admission or other violations.
Justification: Earlier, any complaint relating to school administration (asking high
fees) or student management (bullying, racism, sexism) could not be addressed as there were
no proper channels. NEP2009 made it mandatory for the setting up of special cells in each
educational institution as well as in government agencies that would handle these issues.

Limitations and Criticisms of the RTE 2009

While the Right of Children to Free and Compulsory Education (RTE) Act, 2009, is a landmark
legislation aimed at improving access to education in India, it has faced various criticisms and
challenges. Some of the common criticisms include:

1. Implementation Challenges: One major criticism is related to the uneven implementation of

the RTE Act across different states and regions. In some areas, the provisions of the act may
not be effectively enforced, leading to disparities in the quality of education and infrastructure.
2. Quality of Education: Critics argue that the focus on access and enrolment has sometimes
overshadowed the emphasis on the quality of education. There are concerns about the
adequacy of teacher training, curriculum standards, and the overall learning environment.
3. Infrastructure and Resources: Many schools, especially in rural and economically
disadvantaged areas, lack basic infrastructure and resources. The RTE Act's stipulations on
classroom size, teacher-student ratios, and facilities have been difficult to fulfil in some
regions (e.g., Bihar, UP), affecting the overall quality of education.
4. No-Detention Policy: The no-detention policy, which prevents students from being held back
until the completion of elementary education, has been a subject of criticism. Some argue that
it has led to a decline in academic standards and a lack of motivation among students. In
colleges, students with backlogs (back papers) can prevent new students from getting
admitted.
5. Exclusion of Early Childhood Education: The RTE Act primarily focuses on elementary
education, and critics argue that there is a lack of attention to early childhood education. The
foundation for a child's learning is laid during the early years, and the absence of a
comprehensive approach to early childhood education is seen as a limitation.
6. Inadequate Monitoring and Accountability: Some critics argue that there is insufficient
monitoring and accountability mechanisms in place to ensure the effective implementation of
the RTE Act. Lack of enforcement and oversight can lead to non-compliance and violations.
7. Exclusion of Children Above 14 Years: The RTE Act focuses on the age group of 6 to 14
years, leaving out adolescents above 14 years. Critics argue that extending the age limit could
better address the educational needs of older children.
8. Limited Attention to Special Needs Education: While the RTE Act includes provisions for
the education of children with disabilities, there are concerns about the adequacy of resources
and support for inclusive education, especially in mainstream schools.

3
E-Learning

E-learning, also known as electronic learning, refers to a form of education that is delivered through
electronic devices, such as computers, smartphones, or tablets. It involves the use of digital
technologies to create, deliver, and facilitate learning experiences. In modern day, E-Learning is
associated with online learning, which adds the use of internet. E-learning allows learners to access
educational resources and interact with instructors and peers from anywhere in the world, at any time.
The first E-Learning device was invented by B.F. Skinner in 1954 called “teaching machine”. The
first computer-based E-Learning device was invented in 1960. However, E-Learning only became
popular in the 1990s when internet became globally available and computers became common at
home and in schools.

Types of E-Learning
1. Synchronous E-Learning: In synchronous e-learning, learners and instructors engage in
real-time communication. This can occur through live online classes, webinars, or virtual
classrooms. Participants interact simultaneously, allowing for immediate feedback and
collaborative discussions. Example: Conducted classes through Zoom Video Calls during
Covid.
2. Asynchronous E-Learning: Asynchronous e-learning does not require participants to be
online at the same time. Learners access pre-recorded videos, discussion forums, and other
materials at their convenience. This type of e-learning provides flexibility and accommodates
different schedules. Example. Watching informational videos on Youtube or pre-recorded
lectures on university website.
3. Blended Learning: Blended learning combines traditional face-to-face instruction with
online learning components. This approach allows for a mix of in-person and virtual activities,
providing flexibility while maintaining some level of personal interaction in a physical
classroom. Example: Teacher will be conducting lecture while accessing the web through a
laptop, which is projected on a screen.
4. Self-Paced Courses: Self-paced e-learning allows learners to progress through the material
at their own speed. Learners have control over when and how they engage with the content,
making it suitable for those with varying learning preferences and schedules. Example: Online
courses on Byju, unacademy.com, etc
5. Microlearning: Microlearning involves delivering content in short, focused segments.
Modules, videos, or interactive elements are designed to be consumed in bite-sized portions,
making it easy for learners to absorb information quickly. Microlearning is often used for
targeted skill development.
6. Mobile Learning (M-Learning): Mobile learning involves the use of smartphones, tablets,
and other mobile devices to deliver educational content. Learners can access materials on-the-
go, promoting flexibility and accessibility. Mobile learning is particularly effective for
informal and just-in-time learning. For e.g., Teacher clarifying student’s doubts on WhatsApp
group, or sharing links to additional online resource in WhatsApp groups.
7. Gamified E-Learning: Gamification incorporates game elements, such as points, badges,
and challenges, into the learning experience. This approach aims to enhance engagement,
motivation, and retention by making the learning process more interactive and enjoyable.
Example: Mobile phone games like Scrabble, Word Connect, Minecraft Education.
4
 8. Virtual Reality (VR) and Augmented Reality (AR): VR and AR technologies create
immersive learning experiences. Virtual reality places learners in a simulated environment,
while augmented reality shows digital content onto the real world. These technologies are
used for practical training, simulations, and enhancing hands-on learning. For e.g. Going to
the zoo and focusing your phone camera on an animal, and the screen shows the name of the
animal, as well as a link to Wikipedia page where more information can be obtained.
9. Social Learning: Social learning integrates collaborative tools, discussion forums, and social
media platforms into the learning environment. Learners can interact with peers, share
insights, and engage in discussions, fostering a sense of community and knowledge exchange.
Example educational subreddits on Reddit.com and Quora groups.
10. Massive Open Online Courses (MOOCs): MOOCs are online courses designed for large-
scale participation. They are often offered by universities and organizations, providing open
access to educational resources. MOOCs typically include video lectures, discussion forums,
and assessments. For e.g. SWAYAM, a national level MOOC portal developed by the
Government of India.
.
Merits and demerits of E-Learning

Merits (Advantages)
1. Accessibility and Flexibility: E-learning provides learners with the flexibility to access
educational content at their own pace and convenience. This is especially beneficial for
individuals with varying schedules and commitments.
2. Global Reach: E-learning breaks down geographical barriers, allowing learners to access
educational content from anywhere in the world. This global reach promotes cross-cultural
learning and collaboration.
3. Cost-Effectiveness: The far reach of E-learning allows for reduced costs when compared
with traditional education, such as travel expenses, printed materials, school uniform and
physical infrastructure.
4. Diverse Learning Resources: E-learning platforms offer a variety of multimedia resources,
including videos, interactive simulations, and online assessments. This diversity serves
different learning styles and enhances the overall learning experience.
5. Interactive and Engaging Learning: E-learning uses multimedia, gamification, and
interactive elements to make learning engaging and enjoyable. This can improve learner
motivation, participation, and retention of information.

Demerits (Disadvantages) of E-Learning:

1. Limited Social Interaction: E-learning may lack the face-to-face interaction found in
traditional classrooms. Some learners may miss the social aspects of learning, such as group
discussions and collaborative projects. Even on video conferencing, there is a lack of
intimacy.
2. Technology Dependency: E-learning relies heavily on technology and requires access to
modern infrastructures, digital devices and the internet. Those without affordable and reliable
access to technology may face barriers to education.
3. Leads to Distractions: Learners in e-learning environments may face distractions, such as
notifications, social media, or other environmental factors, which can impact their focus and

5
 concentration. The lack of discipline from a teacher also prevents students from focusing as
properly as they would in a traditional classroom.
4. Technical Issues: Electricity problems, technical glitches, software compatibility issues, or
inadequate internet connectivity can hinder the seamless delivery of e-learning content. For
e.g., Teacher lecturing using projector will be disturbed by electricity cuts.
5. Fairness of Assessment and Evaluation: the authenticity and integrity of assessments, or
exam answer sheets in an e-learning environment may pose challenges. Ensuring that learners
are evaluated fairly and accurately is an ongoing concern. For e.g., Students copying from
textbook during online exams in the Covid period

VOCATIONAL EDUCATION AS INITIATED BY NEP2020

NEP 2020 aims to introduce vocational education to 50% of school students by 2025, and to nearly
all students by 2030. The policy envisions a flexible and inclusive education system that prepares
students for the challenges of the 21st century, and vocational education is considered a key
component of this vision.
The following are areas related to vocational education as outlined in NEP 2020:
1. Integration of Vocational Education: The NEP 2020 emphasizes the integration of
vocational education from the school level in a phased manner. It envisions a system where
students can choose vocational subjects or courses alongside the traditional academic
curriculum.
2. Early Exposure to Skills: The policy recommends the introduction of vocational skills at an
early age, possibly starting from the foundational stage of education. This is intended to
expose students to various skills and career options early on.
3. Flexibility and Multiple Entry-Exit Points: NEP 2020 promotes flexibility in choosing
subjects and courses, allowing students to change their fields of study and providing multiple
entry and exit points in the education system. This flexibility is expected to facilitate a
smoother transition between vocational and academic pathways.
4. Internships and Experiential Learning: The policy encourages the incorporation of
internships, apprenticeships, and other forms of experiential learning as part of the curriculum.
This hands-on experience is crucial for developing practical skills and preparing students for
the workforce.
5. National Skills Qualifications Framework (NSQF): The policy supports the
implementation of the National Skills Qualifications Framework (NSQF) across all levels of
education. NSQF is a framework that organizes qualifications based on a series of levels of
knowledge, skills, and aptitude. Indian standards will be aligned with the International
Standard Classification of Occupations maintained by the International Labour Organization.
6. Collaboration with Industry: To bridge the gap between education and industry
requirements, NEP 2020 emphasizes collaboration between educational institutions and
industries. This collaboration is expected to enhance the relevance of vocational education
and make graduates more employable.
7. Recognition of Informal Sector Skills: The policy recognizes the importance of skills gained
through the informal sector, such as carpentry, tailoring, cooking etc. It aims to remove the
negative bias against these professions. It aims to give recognition to these skills and integrate
them into the formal education system.
6
 8. Recruitment of Vocational teacher: Earlier, vocational subjects were taught by teachers
who belonged to similar academic line. NEP2020 proposes dedicated trained professionals be
brought in as part of the school’s faculty, so that students are given training by a teacher who
has years of experience in that vocation.
9. Re-integration of Vocational courses and subjects: • The curriculum of vocational courses
at school levels is fragmented and disjointed. It has no linkage to existing subjects. The lack
of proper detailed curriculum for vocational subjects are ineffective in raising interest in
school students. The existing system fails to attract students from taking up vocational courses
in future and NEP2020 rectifies by propped restructuring and reintegration of vocational
subjects.
10. Removing Discrimination towards Vocational Schools: Existing vocational schools are
seen as inferior, meant for poorly educated people. This wrong perception will be changed
under promotional schemes, awareness campaigns and advertisement conducted by various
agencies. Information will be provided in schools as that student can join these vocational
schools after high school.

STRUCTURE OF EDUCATION AT SCHOOL & HIGHER EDUCATION UNDER

NEP2020

Structure at School Education:

7
1. Foundational Stage (Pre-School to Grade 2): The foundational stage covers early childhood
education for children aged 3 to 8 years. This phase forms preschool, Anganwadi, Standard
1st to third. It includes play-based and activity-based learning. NEP2020 emphasises on
developing cognitive, emotional, and motor skills, promoting multilingualism, and ensuring
a joyful and interactive learning environment.
2. Preparatory Stage (Grades 3 to 5): The preparatory stage focuses on introducing students
to a more formal and subject-oriented education. This stage will have integration of subjects,
more emphasis on experiential learning, and a lesson will be more interactive and exploratory.
Mother tongue and regional language with be the primary mode of instruction for students up
to class fifth.
3. Middle Stage (Grades 6 to 8): The middle stage continues to provide a broad-based
education while introducing some degree of subject specialization. Children will gain a
foundational understanding of maths, science, the arts, and the humanities. Students will be
introduced to a flexible curricular choice for the first time. There will be emphasis on
experiential learning, and a multidisciplinary approach to learning.
4. Secondary Stage (Grades 9 to 12): The secondary stage focuses on greater subject
specialization and preparing students for higher education or vocational pathways. The policy
eliminates splitting students into completely different streams, allowing them to participate in
the multi-stream system, a pool with a wide range of subjects. (For e.g., Students can take
biology, history, accountancy as subject combination) There will greater flexibility in the
choice of subjects, elimination of rigid subject streams, and an emphasis on critical thinking
and analytical skills.
5. Curricular Revisions: The NEP 2020 emphasizes a holistic and integrated approach to
curriculum design. Reduced content load, promotion of critical thinking, creativity, and
conceptual understanding. Board exams to be restructured to test core competencies.
6. Vocational Education Integration: Vocational education to be integrated into the school
curriculum from the early stages. Introduction of vocational courses, internships, and practical
experience to develop employable skills.
7. Assessment Reforms: Shift from a focus on rote memorization to continuous and
comprehensive evaluation. Emphasis on formative assessment, competency-based
assessment, and a reduction in the importance of board exams.
8. Final Year Exam: NEP 2020 specifies that students will only sit for exams in the 3rd, 5th,
and 8th classes. No changes in the examination pattern of classes 9th and 10th; it will follow
the existing framework. Board exams will be conducted twice a year (just like IGNOU), and
students can appear for the courses they have completed or feel confident with.
9. Semester System: Students of class 11th and 12th will be introduced to semester system for
the first time at this level. There will be flexibility on when and how students will appear for
their exams.

8
Structure at Higher Education:
1. Multidisciplinary Education: Jobs in the future will require multi-talented people with
diverse skills. To meet the future needs, universities will move towards a more
multidisciplinary approach. Focus will be to provide flexibility in terms of subject choices
across various disciplines. This is to provide a well-rounded and holistic education.
2. Undergraduate Education: The traditional three-year degree program to be replaced by a
more flexible four-year program. Greater emphasis on research and critical thinking, specially
towards the end of the 4-year course. There will be multiple entry and exit points, which
means a student can study for 1 year, take a break, and resume his education from any college
of the same university without any problems. For the 4-year bachelor degree graduates, a one-
year master's program will be provided.
3. NAC Bank: The policy proposes the establishment of a National Academic Credit Bank
(NAC-Bank) to facilitate the transfer and accumulation of academic credits across institutions.
This credit will represent a student’s qualifications for the next stage of his educational
journey, and will be acknowledged by every institution. This is meant to provide students
greater flexibility in choosing courses and institutions across the country.
4. Integrated Master's Programs: An integrated five-year master's programs should be
available for students in larger institutions. This is to ensure continues and smooth progression
from undergraduate to postgraduate studies, with the option for exit after three years with a
bachelor's degree.
5. National Research Foundation (NRF): The NRF has been setup under NEP2020 to fund
and promote research in higher education. The NRF will encourage high-quality research,
interdisciplinary research centres, and the integration of research into undergraduate
education.
6. Autonomous Degree-Granting Colleges: Colleges under a affiliating university will be
given more autonomy over its curriculum and evaluation process. The main intention here is
to enable higher education institutions to shape their education system according to the
immediate needs of the students. Colleges can develop their own curricula, hire faculty under
its own guidelines, and have greater administrative flexibility.
7. Technology Integration: There is an increased use of technology in education, specially E-
learning. Online and blended learning options will be provided in colleges. Swayam platform
will be made more popular. Moreover, the government set up a new autonomous body under
NEP2020 called National Educational Technology Forum, to help implement technology in
every aspect of higher education
8. Internationalization: NEP2020 aims to make Indian higher education more international.
More international collaboration, projects and exchange programs will be proposed, planned
and funded all across India. There will be more partnerships between Indian and foreign
institutions that will enable more faculty exchange programs and student exchange programs.
9. HECI: NEP 2020 recommends the establishment of a single regulator for higher education,
called the Higher Education Commission of India (HECI), to replace multiple regulatory
bodies, such as UGC, AICTE etc. A unitary authority will ensure smoother administration
and prevent slowdowns and delays in policy implementation