The National Education Policy of India 2020 (NEP 2020), which was started by the Union Cabinet of India on 29 July 2020, outlines the vision of new education system of India. [1] The new policy replaces the previous National Policy on Education, 1986. [lower-alpha 1] The policy is a comprehensive framework for elementary education to higher as well as vocational training in both rural and urban India. The policy aims to transform India's education system by 2030 with the objective to universalise education and make India a global knowledge superpower. [2]
Shortly after the release of the policy, the government clarified that no one will be forced to study any particular language and that the medium of instruction will not be shifted from English to any regional language. [3] The language policy in NEP is a broad guideline and advisory in nature; and it is up to the states, institutions, and schools to decide on the implementation. [4] Education in India is a Concurrent List subject. [5]
On 1 August 2022, the Press Information Bureau informed that according to the "Unified District Information System for Education Plus" (UDISE+) 2020–21, over 28 languages are to be used in teaching and learning in grades (1–5). The languages are Assamese, Bengali, Gujarati, Hindi, Kannada, Konkani, Malayalam, Meitei (Manipuri), Marathi, Nepali, Maithili, Odia, Punjabi, Sanskrit, Sindhi, Tamil, Telugu, Urdu, English, Bodo, Khasi, Garo, Mizo, French, Hmar, Karbi, Santhali, Bhodi and Purgi. [6] [7]
A significant change in NEP from 2020 to 2023 involves, the transition from the conventional 10+2 model to the ever-growing 5+3+3+4 structure. This framework places a strong emphasis on fundamental skills and life competencies at every educational level. The new education policy for school education is based on a general formula (5+3+3+4), emphasizing that students should gain strong foundations in basic education without the pressure of language barriers, ensuring such learning at least until the 5th class. In higher education, a major change in the framework is the introduction of fast-track programs, internationally known as accelerated bachelor's degrees and short master's degrees. These modern degree structures are more aligned with the rapidly evolving needs of the job market, leveraging corporate training formats to address the reduced shelf life of conventional educational approaches. For example, they allow students to complete a bachelor's degree faster than the traditional four-year timeframe, typically in 2 to 2.5 years, by taking more classes in a shorter period. The required 120 credits are completed by taking approximately 20 credits per major term, or two courses every 4 to 5 weeks over a 4-month period, with short breaks between each term or semester. At an undergraduate level, internationally accelerated bachelor's degrees are available in subjects such as accounting, business administration, computer science, economics, finance, nursing, and psychology. They cover the same curriculum as traditional honors programs but in a condensed timeframe, enabling graduates to join the workforce earlier and make impactful contributions during their prime productive years.
The NEP 2020 replaces the National Policy on Education of 1986. [lower-alpha 1] In January 2015, a committee under former Cabinet Secretary T. S. R. Subramanian started the consultation process for the New Education Policy. Based on the committee report, in June 2017, the draft NEP was submitted in 2019 by a panel led by former Indian Space Research Organisation (ISRO) chief Krishnaswamy Kasturirangan. [9] The Draft New Education Policy (DNEP) 2019, was later released by Ministry of Human Resource Development, followed by a number of public consultations. [10] The Draft NEP was 484 pages. [11] The Ministry undertook a rigorous consultation process in formulating the draft policy: "Over two lakh suggestions from 2.5 lakh gram panchayats, 6,600 blocks, 6,000 Urban Local Bodies (ULBs), 676 districts were received." [12]
The NEP 2020 enacts numerous changes in India's education policy. It aims to increase state expenditure on education from around 3% to 6% of the GDP as soon as possible. [14]
The National Education Policy keeps the mother tongue as the medium of instruction till Class 5 while, recommending its continuance till Class 8 and beyond. [15] Sanskrit and foreign languages will also be given emphasis. The Policy recommends that all students will learn three languages in their school under the 'formula'. At least two of the three languages should be native to India. It also states that no language will be imposed on the students. [16]
Shortly after the release of the policy, the government clarified that the language policy in NEP is a broad guideline; and that it was up to the states, institutions and schools to decide the implementation. [4] A more detailed language strategy would be released in the National Curriculum Framework in 2021. [4] Note was also made that there were already institutions which had implemented this language policy 60 years ago such as Sardar Patel Vidyalaya. [4] Both the Education Policy of 1986 and the Right to Education Act, 2009 promoted usage of the mother tongue too as an advisory guideline. [3]
After a failed attempt to import international branch campuses in 2012, [33] the NEP 2020 renewed the effort by explicitly allowing for foreign universities to establish campuses in India as well as giving permission for IITs to set up campuses overseas. [34] The policy sets a grand goal of utilizing international education to reestablish India as a Vishwa Guru (or world teacher), which was reiterated by India's vice president, M. Venkaiah Naidu, who expressed a desire to establish India to attract global academic talent. [35] Scholars have raised question about the idea of importing higher education institutions from other countries in order to advance a goal of positioning the country as a world teacher. [36]
The NEP 2020 puts forward many policy changes regarding teachers and teacher education. [37] To become a teacher, a 4-year Bachelor of Education will be the minimum requirement needed by 2030. [38] The teacher recruitment process will also be strengthened and made transparent. [38] The National Council for Teacher Education will frame a National Curriculum Framework for Teacher Education by 2021 and a National Professional Standards for Teachers by 2022. [38]
Under NEP 2020, EdTech companies and startups are provided with necessary guidelines and impetus to develop learning management systems, ERP software, assessment platforms, online labs etc. for schools and universities. National Educational Technology Forum (NETF), an autonomous body is also created to facilitate exchange of ideas on technology usage to improve learning. [39] In September 2021, in line with NEP, NITI Aayog partnered with Byju's to provide free access to its tech-driven learning programmes to engineering aspirants from 112 districts. [40]
The NEP emphasises the importance of India's native knowledge traditions and inspiring 'Indianness' in people; in this vein, various Indian Knowledge Systems (IKS) initiatives have been undertaken to guide research and propagate understanding of indigenous knowledge. [41] [42]
Under NEP 2020, numerous new educational institutes, bodies and concepts have been given legislative permission to be formed. These include: [1]
The policy proposes new language institutions such as the Indian Institute of Translation and Interpretation and the National Institute/ Institutes for Pali, Persian and Prakrit. Other bodies proposed include the National Mission for Mentoring, National Book Promotion Policy, National Mission on Foundational Literacy and Numeracy.
Krishnaswamy Kasturirangan, chairperson of the National Education Policy (NEP) drafting panel, commented "No language is being imposed. Multi-lingual flexibility is still the basis for the new NEP 2020". [49] The UGC has asked that awareness about the policy should be spread among students and teachers. [50] Prime Minister Narendra Modi stated that the policy focuses on 'how to think' rather than 'what to think'. [51]
The IIT Kanpur Director, Abhay Karandikar, supported the new policy, while the IIT Delhi director, V. Ramgopal Rao, compared the new education policy with the Morrill Land-Grant Acts of the United States by calling it a "Morril Moment" for India. [52] He emphasized that the policy promotes educational opportunities for all, aiding the country's development by removing barriers and increasing accessibility to education. Both the chancellor and the vice-chancellor of Jawaharlal Nehru University (JNU) called the policy a "positive step forward", while Najma Akhtar, the vice-chancellor of Jamia Milia Islamia, called the policy "ground-breaking". [53] [54] Former Delhi University vice-chancellor Dinesh Singh, said "the policy lays down the road map pretty nicely". [54] Venkaiah Naidu, the Vice President of India, welcomed the policy's flexibility and appreciated its "loftier" goal of bringing out-of-school children into the school system and reducing dropouts. [55]
Lok Sabha MP and Congress leader Shashi Tharoor welcomed the decision but stated his concerns about the implementation of the new policy. [56] A report by the Observer Research Foundation stated the same. [57]
Dhiraj Kumar Nite from Ambedkar University Delhi stated that the removal of the MPhil course was not in harmony with the principles of the NEP. While multiple exit points are offered at the undergraduate level, those interested in a Ph.D. do not have a quick exit point, which the MPhil could have provided if it had been repurposed. [26] The JNU Student's Union (JNUSU) and Delhi University Teacher's Association criticized the government for approving the policy amidst the COVID-19 pandemic in India, stating that they had opposed the policy since its draft stage. [58] CPI(M) leader Sitaram Yechury alleged that suggestions made by academicians were not taken into account, while the politburo of the party condemned the commercialization encouraged by the policy. [59] Kumkum Roy of the Centre for Historical Studies, JNU, stated that the subjects on the studies of Gender Studies, Media, Environment and Development, Culture, Dalit, Discrimination and Exclusion, and Media have not been mentioned for development. In the study of the Constitution, Fundamental Rights have been left out. [60] President of the DMK, M. K. Stalin, stated that the policy was passed without a discussion in the Parliament and would undermine the Tamil language, due to its "compulsory" option of Sanskrit at every level of education. [61] Aishe Ghosh of the JNUSU tweeted that internships under the policy might lead to legalizing child labour. [62] [63]
The Draft NEP of 2019 was criticized for multiple reasons. A social media campaign protested over the inclusion of Hindi in schools in the south Indian states. [64] [65] The Student's Federation of India stated that it threatened the federal character of the educational structure, commercialized education and undermined independent research activity. [66] Madhu Prasad of Frontline pointed out how the draft's merit-based college admissions criteria did not take into account reservations and the caste-based discrimination and oppression faced by many in the country. [67] DP Sharma appreciated the current initiative of end to end transformation of Indian education system but expressed his concerns about the implementation with care and honesty and, [68] connected the self-reliant India mission with education transformation. [69]
The multiple-exit option for undergraduate programs might lead institutions to view student exits as individual choices that could be ignored, without initiating a case management process to identify and address underlying socioeconomic issues. Some argue that this reform exposes the inadequacy of current supportive measures even more starkly. Some experts argue that internationalization may not benefit the entire country, potentially favoring only the wealthy. To enhance India's position in higher education, partnerships with international academic publishers should be considered. Establishing universities in these publishers' names, providing them with brand value, and offering a percentage of profits gained through the use of their educational solutions, such as textbooks, learning support websites, and assessment tools, could be more beneficial. These publishers can also provide competent program structures based on their extensive subject-specific resources, ensuring that citizens receive internationally recognized education. [69]
Such partnerships could prevent teaching jobs from being outsourced to foreigners by internationalization and would naturally improve the quality of domestic teaching staff due to the rich content and support provided by these publishers. Additionally, this approach might attract more international companies to India, drawn by the availability of high-quality talent at a comparatively lower cost. If all states adopt this model, the cost of education would be significantly lower compared to private university fees. Forming alliances with publishers like Wiley, Routledge, and Pearson, and offering them substantial benefits, could strategically improve the higher education landscape in India. [69]
Moreover, there are concerns about expanding the responsibilities of the National Testing Agency. Conducting entrance examinations for university admissions has been increasingly viewed as unscientific and impractical in Western countries, where many institutions are phasing out such tests in the post COVID-19 era. These exams are found to be not reflective of a person's true abilities and act only as gatekeepers of higher education due to the significant time and money required to invest. Western universities consider previous academic performance, research activities, and extracurricular activities as better predictors of graduate school success. Additionally, on the cusp of artificial general intelligence in the 21st century, categorizing individuals based on their brainpower is increasingly seen as an outdated and ineffective strategy. The credibility of exams like JEE Main and NEET, conducted by National Testing Agency, is further questioned due to frequent test cheating scandals, raising doubts about their effectiveness and viability as entrance tests. [70] [71] They also consider the transfer of instructor duties to private ed-tech companies over academic professors and online modules over classroom learning as emphasizing a distributed learning framework centered around training and skilling the masses; [72] with direct, socially structured, and traditional learning reserved for the privileged few with higher financial capacity through either specialized institutes and private universities, which are becoming increasingly exempt from the regulations related to affirmative action. [73]
Education in India is primarily managed by the state-run public education system, which falls under the command of the government at three levels: central, state and local. Under various articles of the Indian Constitution and the Right of Children to Free and Compulsory Education Act, 2009, free and compulsory education is provided as a fundamental right to children aged 6 to 14. The approximate ratio of the total number of public schools to private schools in India is 10:3.
Jawaharlal Nehru University is a public research university located in Delhi, India. It was established in 1969 and named after Jawaharlal Nehru, India's first Prime Minister. The university is known for leading faculties and research emphasis on social sciences and applied sciences.
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The Right of Children to Free and Compulsory Education Act or Right to Education Act (RTE) is an Act of the Parliament of India enacted on 4 August 2009, which describes the modalities of the importance of free and compulsory education for children between the age of 6 to 14 years in India under Article 21A of the Indian Constitution. India became one of 135 countries to make education a fundamental right of every child when the act came into force on 1 April 2010. The title of the RTE Act incorporates the words 'free and compulsory'. 'Free education' means that no child, other than a child who has been admitted by his or her parents to a school which is not supported by the appropriate Government, shall be liable to pay any kind of fee or charges or expenses which may prevent him or her from pursuing and completing elementary education. 'Compulsory education' casts an obligation on the appropriate Government and local authorities to provide and ensure admission, attendance and completion of elementary education by all children in the 6-14 age group. With this, India has moved forward to a rights based framework that casts a legal obligation on the Central and State Governments to implement this fundamental child right as enshrined in the Article 21A of the Constitution, in accordance with the provisions of the RTE Act.17.
The National Policy on Education (NPE) is a policy formulated by the Government of India to promote and regulate education in India. The policy covers elementary education to higher education in both rural and urban India. The first NPE was promulgated by the Government of India by Prime Minister Indira Gandhi in 1968, the second by Prime Minister Rajiv Gandhi in 1986, and the third by Prime Minister Narendra Modi in 2020.
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While the last policy was announced in 1992, it was essentially a rehash of a 1986 one.
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