Policy 2019 Mapping the Future of Educational in India
A Presentation by -
Dr. Anupam Dutta
Asst. Secy (Academic), ACTA Solapar, Ghy - 8 The Journey till the Final Draft of NEP 2019
The Ministry of Human Resource Development (MHRD)
constituted an eleven member Committee for Draft National Education Policy under the Chairmanship of Dr K. Kasturirangan in June 2017. The Committee submitted its report in May 2019, in the form of a 477 page document, which is the Draft NEP 2019 Ministry of Human Resource Development (MHRD) sought inputs and suggestions on the Draft National Education Policy (NEP) 2019 from citizens and organisations til July 31, 2019. The MHRD came up with the Final Draft of NEP 2019 on 27.10.2019 Vision The Draft National Policy of Education 2019 is informed by a vision to create an “India-centred” education system that will lead to the creation of an “equitable and vibrant knowledge society”.
The aim must be for India to have an education system by
2030 with access to the highest-quality education for all learners regardless of circumstances of birth or background.
This Policy is intended as a long-term vision for what the
education system in India should look like and move towards in order to align with the core Principles of this Policy. Focuses on…… Proposals for many changes, some quite radical, in both school and higher education and on research and innovation besides better governance systems. recruiting the very best and brightest to enter the teaching profession at all levels, by ensuring teachers their livelihood, respect, dignity, and autonomy, while also installing in the system basic methods of quality control and accountability.
Putting an end to hard separations between arts and sciences,
between curricular and extracurricular activities, between vocational and academic, etc., to ensure the integrity and unity of knowledge and eliminate harmful hierarchies Points worth mentioning.... Education must be a not-for-profit activity and enterprise in society. Increasing allocation on public investment in Education upto 6% of GDP from the current 2.7%. For public education – higher and lower – the policy suggests spending to the extent of 20 percent of all public expenditure. Renaming of MHRD as Ministry of Education (MoE). The document sets out deadlines for achieving various goals. School Education
There is an aim to achieve 100% Gross Enrolment Ratio for
all school education by 2030. Early childhood care and education (ECCE): High-quality early childhood care and education will be provided for all children between the ages of 3 and 6 by 2025. Ensuring foundational literacy and numeracy: Every student will start achieving age-appropriate foundational literacy and numeracy by 2025. Universal access and retention in schools: All Indians between ages 3 and 18 to be in school by 2030. The Right to Education Act will be extended from pre-school to class XII. It proposes new Curricular and Pedagogical Structure, with 5+3+3+4 design covering the children in the age group 3-18 years: Foundational Stage: 3 years Pre-Primary & Grades 1-2 Preparatory Stage : Grades 3-5 Middle Stage : Grades 6-8 Secondary Stage :Grades 9-12 This is an academic restructuring only; there will be no physical restructuring of schools. Focus on the governance of the school by proposing school complexes (cluster of 10-20 public schools around one Secondary School). This will ensure the availability of all resources starting infrastructure to academic. •All schools will also be provided with electricity computers and internet connectivity for pedagogical purposes, infrastructure and materials to support differently-abled students, safe drinking water on the school premises, functioning toilets with running water, separate for girls and boys, and basic hand washing facilities by 2022 (p 125).
•The Committee noted that the current education system solely
focuses on rote learning of facts and procedures. Hence, it recommends that the curriculum load in each subject should be reduced to its essential core content. The curriculum will be integrated there will be no hard separation of learning areas in terms of curricular, co- curricular or extracurricular areas and all subjects, including arts, music, crafts, sports, yoga, community service, etc. will be curricular. Vocational and academic streams will be integrated and offered to all students.
Emphasis on mother tongue-based education and oral
language development.
The three-language formula will be retained but with “a great
flexibility” and “no language will be imposed on any state” Examination systems will be radically changed to assess real learning, make them stress-free, and aim for improvement instead of the passing of judgements. There should be no detention of children till class eight. Instead, schools must ensure that children are achieving age-appropriate learning levels. All schools will be fully resourced with teachers—with working conditions for an energetic work culture. No “temporary" teachers will be allowed; all positions will be filled with competent and qualified teachers. The recruitment of teachers will be transparent and promotions will be based on merit. A development-oriented performance management system will be put in place. •The Committee proposes for massive transformation in Teacher Education by shutting down sub-standard teacher education institutions and moving all teacher preparation/education programmes into large multidisciplinary universities/colleges. •The 4- year integrated stage-specific B.Ed. programme will eventually (by 2030) be the minimum degree qualification for teachers. •‘The community’ finds focus as an important element that is expected to be involved in School Complex Management Committees and to volunteer “to ensure the success of educational programmes.” •The new document proposes deregulation of private school education, “emphasising online and offline disclosure and transparency” in places of laws and regulations, and regulating free public schools and fee-charging private schools by the same criteria, benchmarks and processes”.
•It suggests creating an independent State School Regulatory
Authority (SSRA) for each state that will prescribe basic uniform standards for public and private schools. The Department of Education of the State will formulate policy and conduct monitoring and supervision. Higher Education •Aims to achieve Gross Enrolment Ration (GER) of 50% from the current 25.8% by 2035 •In higher education, a restructuring of higher education institutions with three types of higher education institutions is proposed- Type 1: Focused on world-class research and high-quality teaching; Type 2: Focused on high-quality teaching across disciplines with significant contribution to research; Type 3: High-quality teaching focused on undergraduate education. - This will be driven by two Missions -Mission Nalanda & Mission Takshashila. • India’s current 800 universities and over 40,000 colleges will be consolidated into about 10,000-15,000 institutions of excellence to be completed by 2040 to drive improvement in quality and expansion of capacity. This architecture will have only large multi-disciplinary institutions, with significant investment. •The institutional governance will be based on autonomy (academic, administrative and financial). • The policy proposes setting up Boards of Governors for every higher education institution whose members will be “a group of carefully selected individuals”. • A new apex body Rashtriya Shiksha Ayog to be chaired by the Union Education Minister is proposed to enable a holistic and integrated implementation of all educational initiatives and programmatic interventions and to coordinate efforts between the Centre and States.
• The National Research Foundation, an apex body is proposed
for creating a strong research culture (NRF) and building research capacity across higher education. •The four functions of Standard setting, Funding, Accreditation and Regulation to be separated and conducted by independent bodies: •National Higher Education Regulatory Authority (NHERA) • Creation of accreditation eco-system led by revamped NAAC • UGC to transform to Higher Education Grants Commission (HEGC). •The role of all professional councils such as AICTE and the Bar Council of India (BCI), Medical Council of India (MCI) etc. would be limited to setting standards for professional practice. •There will be re-structuring of Undergraduate programs (e.g. BSc, BA, BCom, BVoc) of 3 or 4 years duration and having multiple exits and entry options. Four year programme of BLA or BLE •The PhD programme will require the four-year programme with research or a Master’s degree – “The MPhil programme shall be discontinued”. •By 2030-35 undergraduate vocational education ought to be widespread enough to claim around 50 percent of the total enrollment. • Promotion of Indian and Classical Languages and setting up three new National Institutes for Pali, Persian and Prakrit and an Indian Institute of Translation and Interpretation (IITI) has been recommended. Establishment of Five world class universities in line with Ivy League School and Nalanda by 2024. Foreign Universities from the top 200 world class universities will be allowed to set up campuses in India. The private and public institutions will be treated on par. Private institutions will be allowed to set their own fees, “subject to discharge of social responsibility in the form of fee waiver/scholarships to a “significant proportion” of their students. (Revised from 50% in the earlier draft). NHERA will have the power to grant authority to set up new institutions and regulatory requirements will be considerably relaxed. There is a welcome assurance that the contractualisation of the teaching profession will come to an end The policy proposes a “merit-based tenure-track, promotion, and salary structure”. There will be multiple levels within the same rank. Teachers will be reviewed by their peers and students and these will be factors in deciding their promotions and pay increases. To conclude…….. The Implementation of the policy will require new legislations and amendment in existing Acts. It will be a challenge to live up to the objectives and target years set in the document
In a developing welfare state like India, teachers, the most
important stakeholders, will not only have to cooperate with the government and the agencies concerned to realise the benefits of the proposed policy, but also to keep an eye on any possibilities that might undermine the public funded Education. The democratic objective of the policy, equity and access should not be sacrificed to achieve any other end. THANK YOU