With quality in higher education intrinsically tied to a strong foundation laid at the primary level, the real transformation lies in empowering and inspiring teachers and fostering ethical academic environments

The successful implementation of the New Education Policy NEP – 2020 depends on its total acceptance at every level. Most important among them are the State governments and then those implementing it at the grassroots. The level of excellence and quality in higher education organically depends on the quality and excellence achieved at the primary school level and sustained up to the senior secondary level. This is the simplest equation, obvious to all those working in the arena. In education, one could safely attribute the attainment of excellence and innovations to the teachers, and what happens between them and the learner, at the professional level and also at personal, emotional and empathetic levels. It is the total commitment of the individual teacher, right from the primary school to the highest levels, that alone would make a positive difference in an objective and purposeful implementation of the policy.

It would be worthwhile to recall an example of a nation that overcame its destruction and humiliation through serious attention to education, beginning with school education. After WWII, devastated, destroyed and humiliated, Japan began its reconstruction by prioritising education in its primary schools and respecting and supporting their teachers. Maximum learning, brain development, and the essence of growing up take place there. If a child observes all along a dedicated and committed work culture, observes how much value is accorded to the maximum utilisation of time, and finds his teachers always full of inspired confidence, proud of being the creators of the future of the nation, could he ever forget any one of these attributes when he takes over the reins of some assignment as his time approaches? In contrast to this, a reluctant, unconcerned, lethargic approach to the change in an educational institution could indeed be injurious to all concerned.

Unfortunately, we in India suffer from such an approach on a pretty wide scale. This is supported by several other factors. Some of the State governments are opposing the NEP–2020; they have declared their intention to have their own policy of education. Technically, they may do so, but will it serve the larger cause of the nation, its progress and development? Will it help the young, sensitive learners with loads of dreams before them? The NEP–2020 is an outcome of an unprecedented consultation in which everyone had a chance to participate.

The need to move ahead as a single, integrated and cohesive national unit is the only alternative in the fast-changing world of education, which is moving much beyond the mere knowledge society or even a wisdom society! It is not easy even to predict what would be the shape of the academic scenario in the next ten years! On one side, the ICTis pouring in new potentialities that could transform the learning opportunities and alternatives, and greatly impact the nature of the age-old teacher — taught relationship! On the other, new concerns are developing because of human migrations, and consequent demographic, cultural and social changes. It would necessarily impact education, culture, and mother-tongue related sensitivities, apart from those of religions and faiths. The single-modal situations are getting converted into multi-modal in several nations, and that requires a fresh strategy for handling it. These are not easy propositions, as is made evident from reports emerging from several countries that had earlier experience only of a single language, monolithic culture and one religion! India is lucky in this respect, but it is creating issues that could seriously impede even the much-needed implementation of a dynamic education policy. It is beautifully expressed by Robert Carneiro: “Indeed, we are witnessing the emergence of a new breed of culture: that developed by Homo connectus or colleagatus — a culture of online networking made possible by the immediacy of modern information and communication technologies. It is important to note that the initial stages of connectivity are directly linked to the needs of Homo economicus, increasing his mastery of the world.”

Let it also be realised that new knowledge being discovered and created is mostly for development, growth and progress. Mostly, it focuses on bringing the best out of the mind only, completely ignoring the ‘Heart’, out of the synergy of the trio that Gandhi had proposed much earlier: bring the best out of ‘Head, Hand and Heart’! India just cannot ignore the other two, because of its specific needs. Actual priorities could be readjusted depending on the emerging scenario. The majority of the young persons in India aspire to get a job after completing their education. They are neither trained in adequate skills nor transformed in attitude to consider the power of ideas and imagination they are blessed with, along with the skills of creativity and inherent human curiosity! Another factor that deserves serious deliberation was pointed out by Albert Einstein around a century ago: “The most important human endeavour is the striving for morality in our actions. Our inner balance and even our existence depends on it.”

This must become the prime objectiveof NEP–2020, in its implementation. Too much technology and AI could create more obstructions in this sphere shortly. In other words, almost the entire process of knowledge development is for a cosmocratic society that is already in a pretty well-established state, and occupying increasingly larger space for itself. Needless to reiterate, the social, cultural, economic, linguistic and religious factors shall always make their presence felt — but sadly enough, handling these would gradually become more and more complex, if sensible and sensitive actions are not properly initiated well in time and with sincere and ethical considerations. The implementation of the NEP–2020 shall have to remain alert to such developing situations. Academic autonomy is often the subject of certain actual and presumed intrusions that academics do not necessarily relish. It is ultimately the responsibility of universities, colleges and other institutions to decide how they will implement the policy, and harmonise with the indications given to them by central and State agencies. The professional credibility of every institution is determined by the academic stature and professional contributions of its academic faculty.

Faculty members need to remember that no profession diminishes in public esteem and credibility due to external factors — it is always internal factors that matter, and the most significant is the moral and ethical component, as has been proved in numerous instances. The quality of the academic contributions, the new knowledge generated, and the new applications suggested make a very positive difference in restoring it! Maintaining high professional standards requires a serious commitment to both the profession, values and the learners.Education policies have to be dynamic — more dynamic than in the past. In the future, changes will occur more frequently than in the past.

The most significant consequence of this will be the increasing acceptance of professional responsibility by academics. Regardless of the level at which they impart knowledge, create knowledge, and acquire new knowledge, it is their personal as well as institutional confidence that ‘we are the creators of future generations and builders of new India’ that would make all the difference. Aim at perfection, excellence will certainly follow and become visible.

(The writer works in education, social cohesion and religious amity. He is an Atal Fellow with PMML, New Delhi; Views are personal)