While NEP promises radical changes through holistic learning and flexible assessments, implementation challenges continue to hamper its progress
NEP 2020 was founded on the guiding principles of Access, Equity, Quality, Affordability and Accountability. This was primarily to prepare the young ones to face the diverse national & global challenges for the present & future. The Policy aims to lead to a multi-disciplinary, holistic under-graduation syllabus, create wider choices of combinations of Subjects, Integration of Vocational Education with regular Subjects and multi-entry and multi-exit points with regular appropriate certification at various stages. The aim is to ensure that no child loses any opportunity to learn and excel because of the circumstances of birth, economy and/or background. This should eventually lead to transformative changes which shall change the lifeline of education in our country. The emphasis is going to be on holistic education, early childhood care, flexible assessments, skill development, integration of technology, teacher training and higher education reforms. These are aimed at designing a learner-centric and inclusive education for a future-ready system:
By embracing these India is poised to provide quality education to everyone with the necessary skills and knowledge to thrive in the 21st century. The motto has been to provide “Equitable and Inclusive Education” to ensure that no child should be denied quality education because of their socio-cultural background and 100 per cent GER is reached by 2030. Looking at all the facts presented alone, one gets a feeling that this is going to be a real game changer in the education system of our country but the reality remains that it has not taken off even after three years of its approval. The major reason is that a majority do not understand the spirit of this very meaningful policy. If implemented in letter and spirit then our country shall be comparable to the best in the world in the field of education. An in-depth analysis and exploring what lies ahead; One can divide this whole NEP-2020 into four main capsules which this Policy envisages:
Teaching in the mother tongue or spoken language, Learn to leave, Teach to Transform and Educate to Empower. These highlighted Capsules shall completely sum up the entire NEP-2020, which none has so far put appropriately and completely. Elaborating each one of these shall drive home all the points:
Teaching in spoken language: The importance of this cannot be undermined. Original thinking comes only in the mother tongue (spoken languages) and this advantage has never been given to our students in any of our earlier policies. English has always been overemphasised and a wrong notion has been created that English is knowledge whereas the fact remains that it is just a language and not knowledge. Knowledge can always be acquired by knowing a language. Our beginners have always been worried about learning English rather than developing an understanding of a concept in their way, therefore majority of the students are lost in this learning of the English language rather than focussing on the original thinking. This has been given an appropriate weightage under NEP. A student shall learn to develop an understanding of what subjects to learn and what to pick up eventually in higher classes which has not been the case so far.
A course used to be thrust upon them. This very important facet has been very appropriately addressed in this.
Learn to Leave: Having decided what course to take up for secondary and higher education, a student used to be trapped forever whether one liked the subject/ course or not. (In the older education system for example if one had opted for Physics or Sanskrit: one was struck with that forever whether one liked these subjects or not)
There was no way to move out unless one gave up higher education or started afresh. The other difficulty was that due to some odd circumstances if one had to discontinue the education there was no way to restart unless you lose years/ time, but in this, one could leave anytime or rejoin anytime (Comes under Multi entry/ Multi exit system).
In the present system if one stayed away for a few years one could not come back to education in desired subjects but under NEP-2020 one can restart anytime one’s education by including the credits earned before leaving. Therefore, under the present NEP, no one shall stay away or be denied education because of circumstances. This was not the case in the older system.
Education to empower: Under this education is to give due benefits to society by developing the right kind of skill. For Example, an electronic engineer is not able to do even basic electrical repairs or a mechanical engineer is not in a position to rectify even a basic fault. Integration of vocational courses with regular ones to provide practical skills for employment, benefiting students with diverse academic interests or limited access to traditional pathways or linking them with one another are some of the hallmarks of the present system.
This is to develop the right syllabus to reduce disparities. Emphasis in this is on equitable access to quality education. Essentially NEP 2020 shall be attempting to reduce unwanted syllabus for comprehensive understanding towards skill-based education.
Teach to transform: the teaching in the older system was not of any speciality. One acquires the right skills through one’s efforts to be useful to society. Under this, it shall be essential to train teachers and educational staff to deliver child-centred education for job placement, which shall be an important feature so far lacking to a large extent.
Challenges: One of the biggest features of this has been the wide choice of subjects that one could take. Now this wide spectrum of subjects will be possible to be taken by students if there is a way to keep a record of a student’s movement and subjects taken. In a Country like ours which has more than 39K colleges, about 1000 Universities and 4.33 crores students (Nearly 80 per cent are in graduation and the remaining 20 per cent are from post-graduation classes), it shall be impossible to maintain a record of this kind unless there is a mechanism similar to computerised banking arrangement which maintains all types of record impeccably. For this an Academic Bank of Credit has been proposed where every institution shall be registered to enable a record of these movements of students, subjects taken and credits earned can be maintained like what is done in banking.
Biggest flaw so far: Unfortunately, to date, not even 50 per cent of Institutions have registered themselves in this (in ABC) which is the real key to the success of this policy. This is a way to keep records of students’ subjects, their movements and credits earned.
Sharing of resources: Under NEP a wide umbrella of choice of subject, record of early education, movement from one institution to another and credits cleared/ earned by a student shall be possible only if the resources are shared by various institutions.
It will be impossible for any particular college to offer all subjects and to offer teaching in a variety of courses unless there is a huge staff to do this. It will be humanly impossible to achieve all this unless sharing is done particularly when online teaching has now come in a big way in our university system.
Similarly, the resources for science laboratories, libraries research facilities as well as Entrepreneurship schemes can be very effectively shared to make the education truly inclusive as per the aims of NEP 2020. Therefore, in conclusion, this policy shall succeed if: Every institution registers with ABC (Academic Bank of Credit) Sharing of resources starts in a big way in earnest in all areas like teaching, especially in online modes, libraries, Laboratories and instrumental facilities; Open schooling system for all without any conditions and Establishment of the Higher Education Commission of India immediately to monitor the registration of ABC etc. It shall not become a roaring success unless all agencies like MOE, UGC etc take concerted efforts to bring about a radical change.
(The writer is a Former Vice-Chancellor of Pondicherry University and Gandhigram Rural Institute, Dindigul; views are personal)
