Quality education is a comprehensive term that includes learners, teachers, learning environment, appropriate curriculum, engaging pedagogy, learning outcomes, continuous formative assessment, and adequate student support.
Attempt to improve quality of education will succeed only if it goes hand in hand with steps to promote equity and inclusion. This requires schools to be sufficiently equipped and prepared to address the diverse learning needs of all children with special focus on children belonging to SC, ST and Minorities, CwSN (Child with Special Needs), as well as the girl children.
As Education is in the concurrent list of the Constitution, the Government of India through the erstwhile Centrally Sponsored Schemes of Sarva Shiksha Abhiyan (SSA), Rashtriya Madhyamik Shiksha Abhiyan (RMSA), and Teacher Education (TE) has been aiming to– enhance access, promote equity through the inclusion of disadvantaged groups and weaker sections, and improve the quality of education for all. With the persistent efforts of the Central and State Governments, these schemes have significantly addressed major gaps in access to schooling and have contributed towards laying a foundation for an equitable quality school education system in the country.
However, India has faced unprecedented challenges in providing quality education to children and the youth. Lack of resources and capacity, dozens of mother tongues, a link language that despite being the global language of choice is alien to most, and a persistent mismatch between the knowledge and skills imparted and the jobs available have been some of the challenges that have bedeviled our efforts since Independence. The 2020 policy attempts to break free from the shackles of the past.
1. 5+3+3+4 Model
2. Ensuring Universal Access to Education
3. Early Childhood Care and Education
4. Attaining Foundational Literacy and Numeracy
7. Robust Teacher Recruitment and Career Path
Instead of tackling the real issues such as the number of government schools, the quality of teaching in such schools and the strategy of central government to bring more children into formal mode education by earmarking more funds for public-funded education, the new NEP among other retrograde measures openly advocates informalization of education both at secondary and higher levels.
The creation of “centralized” bodies proposed in the policy is “against the federal structure of the constitution as education comes under the ambit of both the central and state governments
The emphasis on mother tongue/regional language will improve the learning skill in rural areas but then switching to English after class VIII, will be tough as language development occurs since early age. Plus, there is lack of teachers too.
The NEP is poorly funded and highly regulated policy that has multiple regulatory bodies that will end up clashing with each other.
To track progress, all students will take school examinations in grades 3, 5, and 8 which will be conducted by the appropriate authority. This may affect the learning process as similar to No Detention Policy.
The government plans to set up subject-wise committees with members from relevant ministries at both the central and state levels to develop implementation plans for each aspect of the NEP. The plans will list out actions to be taken by multiple bodies, including the HRD Ministry, state Education Departments, school Boards, NCERT, Central Advisory Board of Education and National Testing Agency, among others. Planning will be followed by a yearly joint review of progress against targets set.
However, as education is part of Concurrent List, so coordination of State and Centre will decide the implementation of the new Policy.
1. Common entrance exam for admissions:
2. Holistic Multidisciplinary Education
3. Exit point:
4. Foreign colleges:
5. Credit bank:
8. Mentoring Mission
9. Financial support for students
The National Education Policy 2020 states that ‘The aim of education will not only be cognitive development, but also building character and creating holistic and well-rounded individuals equipped with the key 21st century skills’.
NEP has also set a goal that by 2025, at least 50% of learners through the school and higher education system, shall have exposure to vocational education, making them learn at least one vocation and expose them to several more by integrating vocational education into all schools and Higher Education Institutions (HEIs) in a phased manner over the next decade.
Importantly, NEP 2020 also encourages different models of Vocational Education in schools so that locally relevant skill education can be offered in appropriate manner.
Different models of Vocational Education
The State Governments have been advised that Vocational courses are to be treated at par with other academic subjects and accorded a similar status in the scheme of subjects. Employability Skills module consisting of Communication Skills, Self-Management Skills, Information and Communication Technology Skills, Entrepreneurship Skills, and Green Skills has been made a mandatory part of the Vocational Courses.
NEP 2020 is sweeping in its vision and seeks to address the entire gamut of education from preschool to doctoral studies, and from professional degrees to vocational training. It acknowledges the 21st century need for mobility, flexibility, alternate pathways to learning, and self-actualization.
Government Initiatives for improving Education new Education Policy
Verifying, please be patient.