THERE has BEEN A SLEW OF REACTIONS and feedback on the draft National Educational Policy, 2019, ever since the report became public. Some termed it “too right to be real,” whilst others felt it most effectively amounted to “rearranging the deck” and “a bad thesis.” The draft NEP is perhaps a blended bag and desires an objective and comprehensive reading of the intent and deliverables proposed in it. A wholesome debate between many of the stakeholders and the government is important. The draft report was changed into submitted by using the K. Kasturirangan Committee in December 2018. The authorities waited for about 5 months to make it public. So it would as well look ahead to some months and begin a round of consultations.
However, the purpose of the draft NEP is embedded within the coverage document that runs through faculty, better, vocational/expert segments of schooling, and the distance mastering mode. The policy envisions “…an India concentrated education machine that contributes immediately to reworking our kingdom sustainably into an equitable and colorful know-how society….” This is feasible by way of imparting excessive high-quality training to everybody. We will deconstruct the above vision as we read via the first 2 hundred pages of the 477-web page draft NEP. Here, I will concentrate best on college education. Let me enumerate some of the highlights of the college quarter reforms counseled inside the document.
Some of the highlights
1. The draft NEP claims that its essential problem is to make certain delivery of nice training to all—a first-rate concern that became overlooked within the many years after Independence because of the preoccupation of governments with issues of getting the right of entry to and equity.
2. To obtain the purpose of highly satisfactory training for the advent of understanding society, it proposes the “…revamping of all factors of the education structure, its regulation, and governance, to create a new device this is aligned with the aspirational goals of twenty-first-century training, whilst final steady with India’s traditions and price systems”.
3. It, in addition, proposes to build an incorporated yet flexible approach to high school education. First, the version of 10+2, which was correctly divided into 5 grades of number one training, three of middle education, secondary schooling, and the terminal grades of better secondary, will now be damaged five+three+three+four. Here, the first five grades constitute the foundational degree, which includes the first 3 years of pre-primary classes and the primary years of no longer-so-formal education with 1st and 2nd grades covered. The next three years of the last number one grades will shape the preparatory segment of formal lecture room mastering. The next 3 years stay untouched as center education. The closing 4 years could be secondary and higher secondary school schooling with board examinations at the tenth and 12th grades as is the case presently in the 10+2 model.
Four. There can be no separation of streams as in technology, arts, and commerce proper through school and under-graduation classes. Instead, vocational topics and education in numerous varieties of skills would be imparted right from the higher primary grades.
