Successfully reported this slideshow.
We use your LinkedIn profile and activity data to personalize ads and to show you more relevant ads. You can change your ad preferences anytime.
Draft National Education Policy
Amit Kumar Anand
www.amitkanand.com
October 29, 2016
1 Introduction
• The ultimate aim of ...
• The new technologies have brought about
easy access to new pools of information
and learning resources and new learning
...
• Horizontal and Vertical mobility of
students attempted only recently.
• Fostering dignity and social accept-
ability to ...
• Weak initiatives at university levels.
• Limited initiatives for upgrading
skills of existing faculty.
• Weak industry-a...
Upcoming SlideShare
Loading in …5
×

Draft National Education Policy, 2016

Draft National Education Policy, 2016 India

  • Login to see the comments

Draft National Education Policy, 2016

  1. 1. Draft National Education Policy Amit Kumar Anand www.amitkanand.com October 29, 2016 1 Introduction • The ultimate aim of education in ancient India was not knowledge, as preparation for life in this world or for life beyond, but for complete realization of the self. • The world’s first university was estab- lished in Takshila in 700 BC. • Nalanda University was established in 4th century BC. • In its heyday, in the 7th century AD, Nalanda University had some 10,000 stu- dents and 2,000 teachers. • Nalanda University attracted pupils and scholars from China, Indonesia, Korea, Japan, Persia, Turkey and other parts of the world. • During the freedom struggle, several leaders like Gokhale, Ram Mohan Roy, Pt. Madan Mohan Malaviya and Gand- hiji worked for better education for the people of India. • India from time to time to formulate poli- cies and programmes required to enhance access to and participation in education and improve quality of education. • University Education Commission (1948- 49), the Secondary Education Commis- sion (1952-53), the Education Commis- sion (1964-66), and the National Com- mission on Teachers - I & II (1983-85). • National Policy on Education 1986 (re- vised in 1992) envisaged a National sys- tem of education which implies that “up to a given level, all students, irrespective of caste, creed, location or sex, have ac- cess to education of a comparative qual- ity”. • 42nd Amendment - Education trans- ferred from State list to Concurrent list. • Any policy on education will have in- ter sectoral and inter ministerial nature. Need to recognize the role of National Policy on Early Childhood Care and Edu- cation (ECCE) adopted in 2013, National Youth Policy (NYP), 2014 and the Na- tional Policy for Skill Development and Entrepreneurship, 2015. • India’s political, social and economic de- velopment is passing through a phase which necessitates a robust and forward looking education system. • 86th Constitutional Amendment - Article 21A • The Right of Children to Free and Com- pulsory Education (RTE) Act, 2009. • The educational activities and learning process are no longer confined to the classroom and, therefore, the domain of education is no longer limited to formal schooling or higher education. • Learners today have access to more cur- rent knowledge through non- institution- alized means.- Media both print and elec- tronic, ICTs etc. • promote the acquisition by learners of knowledge and skills on a life-long ba- sis to enhance their capacity to adapt to changing skill requirements. 1
  2. 2. • The new technologies have brought about easy access to new pools of information and learning resources and new learning opportunities for learners. • The National Education Policy, 2016 en- visions a credible education system capa- ble of ensuring inclusive quality educa- tion and lifelong learning opportunities. • developing responsible citizens who re- spect the Indian tradition of acceptance of diversity of India’s heritage, culture and history and promote social cohesion and religious amity. • role of education in inculcating values, providing skills and competencies to citi- zens, and enabling them to contribute to the nation’s wellbeing. • Long term economic growth and develop- ment of the nation crtically depends upon the quality of the products of the educa- tion system. 2 Key Challenges in Educa- tion Sector 1. Access and Participation • Percentage of out of school children have dramatically declined since 2000. However, absolute number re- mains high. • Lower enrollment rate in upper pri- mary and secondary education com- pared to primary education. • Upward transition/mobility of stu- dents from elementary - secondary - higher secondary - tertiary educa- tion remains a challenge. • India has the 2nd largest education system in the world. • Gross Enrollment Ratio education remains low at 23.6% (2014-15). • Slow progress in reducing num- ber of illiterates remains a concern. Largest non-literate population in the world. 283 million (2011). 2. Quality Issues • Poor quality of education resulting in poor outcome. • inappropriate curriculum. • lack trained educator and ineffective pedagogy. • As per National Achievement Sur- vey (NAS) covering Grades III, V, VIII and X suggest that the learn- ing levels of significant amount pro- portion of students do not measure up to the expected learning levels. • Poor quality of education at pri- mary and secondary level leads to poor learning outcomes in higher ed- ucation sector. • National Assessment and Accredi- tation Council (NAAC) - 68% of universities and 91% of the colleges rated average or below average in terms of quality parameters. Reasons for poor school education • schools non compliant to prescribed norms. • student and teacher absenteeism. • serious gaps in teacher motivation and training resulting in deficiencies related to teacher training and qual- ity. • slow progress of ICT. • sub optimal personnel management. • inadequate attention to monitoring and supervision pf performance etc. 3. Skills and Employability • India one of the youngest nation. 54% of its total population below 25 years of age. • Need to be equipped with skills and knowledge with education and training. • Inadequate institutional arrange- ments to support technical and vo- cational educational programmes. 2
  3. 3. • Horizontal and Vertical mobility of students attempted only recently. • Fostering dignity and social accept- ability to high quality vocational training. • Large portion of population lacks employable skills. • Utility of higher education in assur- ing employment remains question- able. 4. Curriculum and Assessment • Disconnect between the existing school system and higher education curricula. • Assessment practices at the school and college/university level remains unsatisfactory. • Focus on rote learning and repro- duce content knowledge. 5. Information and Communication Technology (ICT) • Potential of ICT in education sector not fully realized. 6. Teacher Development and Manage- ment • Training programs inappropriate in terms of equipping teachers to meet the demands of present and future. • Inadequate institutional capacity to train teachers leading to shortage of teachers. • Lack of research, experimentation and innovation in teacher training. • Issues related to capacity, motiva- tion and accountability need to be resolved soon. 7. Equity Issues • Children from disadvantaged groups still lack access to pre-school educa- tion. • Regional disparities in spread of sec- ondary schools. • Proportion of Out of School chil- dren (OOSC) higher than the na- tional average for SC, ST and mus- lim children. • National Learning Achievement Survey - urban students performing significantly better than rural students; private unaided schools performing marginally better than government schools. • Historically disadvantaged and eco- nomically weaker sections of the so- ciety and first generation learners exhibit significantly lower outcomes. • Lack of facilities of children with dis- abilities. • High dropout rates for girls. 8. System Efficiency • Retention rate at primary level and elementary level 83.7% and 67.4% respectively. • Ensuring completion of elemen- tary, secondary and higher sec- ondary education by enrolled stu- dents emerges to be high priority task. 9. Governance and Management • Teacher absenteeism. • Delayed fund flows to schools/ col- leges/ universities. • Sub optimal planning and imple- mentation. • Complex governance and manage- ment system at tertiary educa- tion level due to multiplicity of providers, programmes, modes of fi- nancing and regulators. • Commercialization is rampant re- flected in fees levied. • Mushrooming of sub standard ed- ucational institutions undermining the credibility of education system. 10. R&D 3
  4. 4. • Weak initiatives at university levels. • Limited initiatives for upgrading skills of existing faculty. • Weak industry-academia collabora- tion. 11. Budgetary constraints • Earlier education policies endorsed a norm of 6% of GDP as the minimum expenditure on education. Never met. 12. Global Commitments • SDG goal 4: Ensure inclusive and equitable quality education and pro- mote lifelong learning and opportu- nities for all. • Education for All (EFA) agenda ini- tiated in 2000 remains unfinished. • NEP to pursue both EFA agenda and targets associated with SDG4. 3 NEP 2016 3.1 Vision • credible and high-performing educa- tion system capable of ensuring in- clusive quality education and life- long learning opportunities for all. • producing students/graduates equipped with the knowledge, skills, attitudes and values that are required to lead a productive life, participate in the country’s devel- opment process, respond to the requirements of the fastchanging, everglobalising, knowledgebased economy and society. 3.2 Objectives • Expanding early childhood educa- tion services for 4-5 years old to en- sure smooth transition to primary education. • Universal elementary and secondary education. • Equitable access to higher educa- tion. • All education programs are made accessible, inclusive and responsive. • Social, regional and gender gaps are eliminated. • Promoting skill development and vocational skills. • Young people (15-24 years) and adults (15 years and above) out of formal school education are pro- vided with opportunities to attain skills for employability. • Reform in higher education system in order to ensure equitable access to tertiary education. • Integration of ICTs in education. • Teacher development and manage- ment. • Ensure all youth and atleast 90% of adults achieve literacy and numer- acy skills prescribed by adult edu- cation programmes. • Well targeted financing. 4 Clash with RTE • NEP insists on consolidation. Merg- ing small, non-viable schools. Sub- verts RTE act on neighborhood schools be located in a walking dis- tance of 1 km. • Insists on “school mapping” instead of “child mapping”. But stresses on transport to be provided. • Proposal to extend 25% quota for EWS in private schools to be ex- tended to minority institutions. • No detention policy to be limited to class V instead of class VIII. 4

×