National education Policy: India and Thailand (ICSSR NRCT)

1Draft National Education Policy 2019
Vasudha Kamat
Member, NEP Draft Committee
National Education Policy
An Attempt to transform Education System
The 14th ICSSR-NRCT Joint Seminar
INDIA-THAILAND MOVING FORWARD

National Education Policy
Relevant work and knowledge base from the past
 Policies of 1968, 1986 and 1992
 TSR Subramanian Committee Report
 MHRD’s Inputs for Draft National Education Policy
 Feedback from ground level consultations since 2015
Policy Journey

The National Education Policy 2019 envisions an
India-centred education system that contributes
directly to transforming our nation sustainably into
an equitable and vibrant knowledge society, by
providing high quality education to all.
Vision

Foundation
NEP
Access
Equity
Quality
Afforda
bility
Account
ability

School Education
Higher Education
National Research Foundation
National Education Commission
Vocational Education
Internationalization

School Education

 Structure based on cognitive and socio-emotional developmental
stages
 Stages correspond to the age ranges
 Foundational Stage : 3-8 years
 Preparatory Stage : 8-11 years
 Middle Stage : 11-14 years
 Secondary Stage : 14-18 years
 Curricular framework and classroom pedagogy to be based on this
structure
New Curricular & Pedagogical Structure

• 3 years of Pre-
Primary &
Grades 1-2
• Rapid brain
development
• Play and active
discovery
Foundational
Stage
• Grades 3-5
• Build on play and
discovery
• Transition to
structured
learning
Preparatory
Stage
• Grades 6-8
• Introduction of
concepts in
subjects
• Begin navigating
adolescence
Middle
Stage
• Grades 9-12
• Preparation for
livelihood and
higher education
• Transition into
young adulthood
Secondary
Stage
Grades 11 and 12 redesigned - integral part of secondary school education
(Old: 8+2+2) New Structure 5+3+3+4
3-8
years
8-11
years
11-14
years
14-18
years
New Curricular & Pedagogical Structure

 3-month school preparation module for all Grade 1 students
from 2020
 Launch of two new programmes
 National Tutors Programme (NTP) - focusing on peer tutors
 Remedial Instructional Aides Programme (RIAP) - instructors
from the local community
 Social workers and counselors to help ensure positive mental
health and retention of all children
Ensuring Foundational Literacy & Numeracy

 100% Gross Enrolment Ratio (GER) for all school education by
2030
 School rationalization supported by transport and hostel
facilities while ensuring safety of all students, particularly girls
 Multiple pathways to learning - formal and non-formal modes,
strengthening of open and distance schooling, technology
platforms to enable this
 Right to Education (RTE) Act extended to all children from 3 to
age 18 years (Grade 12)
Ensuring Universal Access & Retention

 Equal emphasis on science, social sciences, art, languages, sports,
mathematics - no hierarchy of subjects
 No hard separation of curricular, co-curricular or extra-curricular
areas - equal status for all
 Integration of vocational and academic streams
Transformation of Curriculum & Pedagogy
Integrated curriculum

12Draft National Education Policy 2019 12
 School complex will be the minimum viable unit of school
governance
 Cluster of around 30 public schools from Foundational to
Secondary stage within a contiguous geography
 Each complex comprises one Secondary school and all other
public schools in its neighbourhood
 Each school to have a School Management Committee (SMC)
and each school complex to have a School Complex
Management Committee (SCMC)
School Complexes

Regulation of School Education
School
Education
SCERT
DSESSRA
Regulation and operation of schools (service provision) carried
out by separate bodies to eliminate conflicts of interest
State Council of
Educational Research and
Training
State School
Regulatory Authority
Directorate of
School Education

School Education System: India and Thailand
School Education
(Grade I to XII)
India Thailand
Students (I-XII) 260.6 m 11.2 m
Schools 1.5 m 11,289
Teachers 8.6 m 0.6 m

Higher Education

Overview
Professional Education and
Teacher Education as integral
part of higher education
Broad-
based
liberal arts
UG
education
Flexible
curricular
structures
Multiple
exit points
Creative
combinations
of study
New vision and architecture for higher
education with large, well-resourced,
multidisciplinary institutions

Single Programme Colleges
Single Programme Others
34.8%
Consolidation of current 900 universities and about 50,000 colleges into
about 15,000 large, well-resourced, vibrant multidisciplinary
institutions
AISHE 2018-19
Colleges with Enrolment
 Less than 50 (2656) 6.7%
 Less than 100 (6207) 16.3%
 Less than 500 (24,584) 64.4%
Institutional Restructuring & Consolidation

Parameters India China USA
Gross Enrollment Ratio (GER) (WB data) 26.3% 51.1% 89%
Number of Students Enrolled in HE 37.4 m 47.9 m 22.0 m
Number of HEIs
(Colleges and Universities)
51,649 2880 4360

Higher Education System (India & Thailand)
Parameters India Thailand
Gross Enrollment Ratio (GER) 26.3% 48.9%
Number of Students Enrolled in HE 37.4 m 2.2 m
Number of HEIs (Colleges & Universities) 51,649 156
Average number of students /Institution 724 14100

Type 1: Equal focus on research and teaching
Type 2: Primary focus on teaching with
significant focus on research
(enrolments between 5000-25000)
Type 3: Exclusive focus on teaching
Research
Universities
150–300
Teaching Universities
1000-2000
Autonomous degree-granting Colleges
5,000–10,000
All Higher Education Institutions (HEI) to be
consolidated into three types of institutions (by 2030)

Minimum Requirement
 At least 2 Programmes in Arts and Humanities
 At least 2 Programmes in Science and Mathematics
 At least 1 Programme in Social Science
Higher Education will include Vocational Education, Professional
Education
All Public Universities will offer 4-Year Integrated B.Ed. Programme
Multidisciplinary University

High Quality Liberal Education
Imaginative and flexible curricular structures
Creative combinations of disciplines of study
Multiple exit and entry points
Masters and doctoral education: provide
research-based specializations
Liberal
Education with
broad
Multidisciplinary
exposure

3-4 year undergraduate degree with multiple exit options
Exit
Exit
Flexible Masters degree programmes
Integrated 5 year Masters
programme (After XII)
Towards High Quality Liberal Education
1 Year:
Diploma
2 Year:
Advanced
Diploma
3 Year:
Bachelor
Degree with
BA, BSc.
BVoc.
3 Year:
Bachelor
Degree with
Honours with
research
4 Year:
Bachelor of
Liberal Arts/
Education
(BLA/BLE)
Masters in
2 years
Masters in
1 year
Masters in
2 years

Learning Environments & Student Support
National Higher Education Qualifications Framework (NHEQF)
National Skills Qualifications Framework (NSQF)
Choice Based Credit System (CBCS)
Effective pedagogical practices

Thailand has developed the Thai Qualifications Framework for
Higher Education to ensure consistency in both standards and
award titles, and facilitate international comparability of
qualifications and international student mobility.
National Qualifications Framework (Thailand)

ethics and moral development
knowledge
cognitive skills
interpersonal skills and responsibility
numerical analysis, communication and IT skills
Domains
of learning
outcomes
Expected Graduate Attributes
National Qualifications Framework (Thailand)

Higher Education Governance & Regulation
Higher
Education
Standard
Setting PSSB
Funding
HEGC
Accreditation
NAAC & AI
Regulation
NHERA
Academic
Leadership
GEC
Independent bodies for 5 Functions

National Research Foundation

 National Research Foundation (NRF) will significantly expand
research and innovation in the country
 Autonomous body, set up through an Act of Parliament
 Annual grant of Rs. 20,000 crores (2800 million US$) -
increased progressively over the next decade
The Foundation will have four major divisions to start with
Sciences Technology
Social Sciences Arts and Humanities
National Research Foundation (NRF)

National Research Foundation (NRF)
Funding research in all disciplines through a
competitive, peer-review based process
Building research capacity at academic institutions
across the country
Creating beneficial linkages between researchers,
government and industry
Recognising outstanding research through special
prizes and seminars
Scope of work of the Foundation

Rashtriya Shiksha Ayog (RSA)
National Education Commission (NEC)

 NEC as an apex body for Indian education.
 NEC will be responsible for developing, articulating,
implementing, evaluating and revising the
vision of education in the country.
 States may set up State Education Commission (SEC)

Executive Council (EC)
Chairperson, UME
Executive Director (ED)
Members
Advisory Council (AC)
Chairperson AC
Eminent Educationist
Executive Director (ED)
Members
Chairperson
PM
Vice Chairperson
UME
Joint Review and Monitoring Board (JRMB)
will support AC and EC
AC will work in
coordination with
NITI Aayog

Workforce in the age-group of 19-24 receiving vocational education
 USA : 52%
 Germany : 75%
 South Korea : 96%
 India : less than 5%
Integrating vocational educational programmes in all educational
institutions (schools, colleges and universities) in a phased
manner over a period of 10 years.

HEIs will offer vocational courses integrated into the
undergraduate education programmes
Appropriate Mechanism for assessment and Recognition of
Prior Learning (RPL) will be developed
National Committee for the Integration of Vocational
Education (NCVIE) will be established

Department of Skill Development (DSD), Ministry of Labor
DSD provides services through its 12 regional and 68 provincial
vocational training centers across the country.
Vocational Education (Thailand)
http://conference.iza.org/conference_files/WoLabConf_2018/chongcharoentanawat_p26268.pdf

 The training program comprises pre-employment training,
upgrade training and retraining
 Aim at increasing earnings and employability of participants
 The duration of training varies from 6 hours to 2 months
 Cover a wide range of skills and occupations
 Are mostly delivered in the classroom setting
http://conference.iza.org/conference_files/WoLabConf_2018/chongcharoentanawat_p26268.pdf

Developing Thailand Technical and Vocational Education and Training (TVET) Policy

 Internationalization of education will be facilitated.
 Internationally relevant education (internationalisation at home)
 Encourage institutional collaborations
 The ease of entry for international students will be improved.
(Study in India Programme)
 Offer research scholarships to talented international students
from developing countries (through NRF)

 Inter-University Centres for International Education (IUCIE) will
be set up within selected Indian universities.
 Need to build World Class Universities in India
 Offshore campuses: Public and private universities meeting
eligibility criteria will be encouraged to set up campuses in select
countries (Global South).

Internationalization (Thailand)
 Number of joint degree programs with foreign universities
increased from 92 in 2011 to 159 in 2013
 In 2015, Thai universities offered 1,044 international
programs in English.

 “National Research University Initiative and Research Promotion
in Higher Education Project”, designed to strengthen Thailand’s
national research universities and develop them into world class
institutions.
 Between 2011 and 2016, Thailand’s research output, as
measured by journal publications, increased by 20%

 Preliminary Guidelines on Internationalization (IZN): Fulfilling
the Quality of Global Citizenship (OHEC, 2018)
 introduces comprehensive guidelines to support the
internationalization of Thai providers,
 covers quality assurance processes.
https://www.qaa.ac.uk/docs/qaa/international/country-report-thailand-2019.pdf?sfvrsn=ab3fc081_6
 The number of international partnerships have doubled over the
past 5 years, with a total of 135 collaborative programmes
between Thai and overseas higher education providers (2015-
16). 87 joint, double and dual degree programmes registered.

The motif of the Mobius strip symbolizes the perpetual,
developing and live nature of knowledge - that which has no
beginning and that which has no end.
This Policy envisages creation, transmission, use and
dissemination of knowledge as a part of this continuum.

National education Policy: India and Thailand (ICSSR NRCT)

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