After 34 years, India has got a New Education Policy (NEP) which has brought major changes in schooling and higher education. NT NETWORK tries to understand its workability
in Goa
RAMANDEEP KAUR|NT NETWORK
There is much uncertainty over the academic year 2020-2021 due to COVID-19 times, but education is set to see some major changes as the Union Cabinet gave a nod, after over three decades, to the New Education Policy for India.
The Education Ministry has formulated this policy with several aims and goals in mind for renewing the education sector and lives of millions in India.
Hailing NEP in Goa
And the new policy seems to be welcomed by those in the education field in Goa. “The New Education Policy has been formulated after intense thought process incorporating suggestions from educationists, various stakeholders including gram panchayats and the public. Considered to be innovative, revolutionary and inclusive it now aims at holistic multidisciplinary education,” says professor and principal, Dhempe College of Arts & Science, Miramar, Vrinda Borker.
Among the major takeaways from this new policy include the change from a 10+2 education structure to a 5+3+3+4 design (3-8 years – foundational stage, 8-11-preparatory, 11-14 –middle, and 14-18-secondary. In this way pre-school education (3-5 years) now comes under the ambit of formal schooling
And Borker believes that this policy will ensure quality education during the formative years ie three to five, five to eight, to be implemented by 2025.
Borker is also positive about doing away with rote learning as under the NEP, the emphasis will be on experiential learning, developing soft skills, vocational learning along with traditional subjects like science, humanities professional and technology.
Aimed at 100 per cent youth and adult literacy by 2030, NEP is also being supported by technology enabled e-education, MOOC, SWAYAM courses. “Gross enrolment ratio in higher education is expected to increase from 26 per cent to 50 per cent by 2035,” says Borker, adding that another innovative step under the policy is the introduction of an academic credit bank. Under this academic credits bank, credits earned from different higher education institutes will be stored in a digital locker and can then be added when a student resumes education after a break. This is especially beneficial as the new policy introduces a four year programme from university students. Here, a student can exit after one year with a certificate, after two years with a diploma and a bachelor’s degree after three years and bachelor’s with research after four years.
“The four-year bachelor’s degree could be beneficial for students interested in research or looking at master degree programmes abroad where an undergraduate degree is also for four years,” says career consultant, Parvatibai Chowgule College, Margao, Sharmila Menezes who believes that NEP is a well-considered framework in taking education to a new level, but states that it has to be properly implemented to make students global citizens. NEP also focuses on overhauling the curriculum- having ‘easier’ board exams, delving more into core essentials with a thrust on experiential learning and critical thinking. All this and increased focus on the application of concepts, it envisages, will aid students to crack competitive exams for professional courses or while branching out.
And educationist, Prabhakar Timble believes that though the policy has come late, it’s one, with a lot of opportunities. “As a student or a learner, one can take maximum advantage of this new system. Subjects can now be combined across streams. Even optional, vocational subjects and sports will be seriously looked upon as an option for future,” he says, adding that it’s a life saver for sports persons who can do both – studies and sports – with equal love.
Transforming young India
For professor, Department of Political Science, International Student Advisor, Goa University, Rahul Tripathi NEP appears to be designed to address the challenges of educating youth in a transforming world while trying to make them remain connected to the roots. “But some of the measures proposed such as overhaul of the school system and recommendation of medium of instruction should have been incremental,” he says.
NEP does have the potential to be transformational in some areas, according to Tripathi. One of these areas is on changing the process of learning by making it student-centric, and another area focuses on giving the teacher flexibility to decide his pedagogy. Yet another is on the emphasis on the use of technology, which is likely to be the prime mover of education across. “But much work needs to be done at the grassroots level in terms of teacher’s acceptance of the new norm. An enormous infrastructural base has to be created in the rural areas for imparting technology based learning. If not done, the digital divide will pierce through the education divide,” he says.
Reforming Bharat through NEP
Professor and principal, DPM’s Shree Mallikarjun & Shri Chetan Manju Desai College, Canacona, Manoj Kamat believes that the success of NEP lies in the proper implementation. “The government has given a forward-looking and most time-appropriate policy of highest utility in education. It is not only inclusive, but also appropriate when evaluated on the tenet of justice, equity, economy, quality, outreach and accountability,” he says, adding that the massive reforms it has unleashed will go a long way to change the course of education in the future if it is timely and well implemented.
He also believes that the benefits would depend on how the state governments react. “On this count I am happy to see that the central government has shown excitement and keenness in implementation of the NEP and the recommendations of non-financial implications will be implemented by August-end,” he says talking about how various state governments have already formed task forces to study the implications.
Gen Next: Smart, creative
Indian citizens
“The NEP perhaps will be like a breath of fresh air to the young minds that have been exhausted by the age old trends that have stressed on rote and bookish learning,” feels teacher Blud Pamel Rodrigues, Ravindra Kelekar Dnyanmandir School (RKDS),
Margao.
And with the dividing walls between the various streams of science, arts, commerce, etc, now being floored, Rodrigues thinks that a child will be able to choose what he wants and not that what is served to him. “Thus, we could probably see a physics student who speaks fondly of art and an artist who knows so much about the world of marketing.” However, she adds that the freedom to pursue one’s passion can be fruitful only when the child knows what he/she wants, pointing out that the need for career counselling will be of prime importance now.
Also, the concept of introducing vocational subjects in Class 6, Rodrigues says will be a delight to the students. “There are many students who do not do well in academics but are excellent when told to do something practical. For the success of this aspect the craftsmen so employed to teach young minds should be skilled and passionate about teaching and firing the imagination of a school-goer,” she says.
Teacher at Regina Mundi High School, Chicalim, Pallavi Salgaokar also wholeheartedly welcomes the much awaited NEP which she believes will make learning an interesting process. “The stress on practical learning over written learning is commendable. Technical skills such as coding will serve as an excellent platform for kids at a very early age. Students will actually learn how things work in the real world through a bag-less period or internship under the guidance of local gardeners, carpenters, electricians, artists, etc,” she says.
And in present system when there are rigid separations between curricular (with examination and grading) and extra-curricular co-curricular, sports and vocational, Borker says that NEP lays equal emphasis on various fields and faculties. “If the implementation is done as per its vision, India will emerge as knowledge superpower, global guru. There will be leapfrogging in innovation and research.”
What’s missing then?
However, Tripathi states, while the thrust on transformation is welcome he believes that it could be still refined to imply the correct.
“There has to be a more refined articulation of the message. The document talks at various places of ‘multidisciplinary and holistic education’, whereas it is ‘interdisciplinary’ that should have been stressed,” he says adding that the former could lead to a cut and paste approach of add on courses while learning, whereas the latter is essential in integrating knowledge across various disciplines to find holistic solutions.”
Care should also be taken that the policy is not diluted in any form after implementation, states Menezes. With Goa having about 89 per cent literacy rate, she says school education is made compulsory by the government pre-school, primary and secondary education is well-accepted even in remote villages. “However with the NEP proposing a vernacular medium of instruction up to Class 5 it may be a cause for debate as a lot among Goan parents who have a different opinion,” says Menezes.
Further, Timble wonders if this policy can be ‘really’ and ‘truly’ implemented in India. “With the present available infrastructure I doubt it,” he says. “But Goa may be little easier because of better literacy and per capita income. But what about states like Bihar and UP then?”
Timble believes that education think-tanks have to collaborate. “Our government schools are not any standard matching to private schools. Teachers need time to get acclimatised to the new system and teaching, the management of schools needs time to modify infrastructure,” he says, adding that good Sanskrit and computer teachers are also required, as these subjects are going to
be implemented early.
(With inputs from
Danuska Da Gama)
