KEY FEATURES AND OBSERVATIONS

The NEP 2020 envisions transforming India into a global knowledge superpower and therefore pushes for knowledge-cum-skill based learning and holistic development of individuals. The need to educate individuals about possible choices at an earlier age has become necessary lest we risk being left behind and ill-equipped in a world with increasing competition and opportunities. Basis this, the NEP 2020 encourages critical thinking, curiosity, discussion, and analytical learning in the classroom. Remarkably, given the ongoing global crisis, the policy has also attempted to include changes to make it ready for an education system suited to a Covid-19 world.

The proposed education model is a solemn attempt at aligning with global education systems and in order to achieve its vision of transforming India into a knowledge economy, this move was essential. Some of the praiseworthy features of the NEP 2020 include:

• The existing 10+2 model is proposed to be replaced with the Foundational (3 years of preschool + Grades 1-2), Preparatory (Grades 3- 5), Middle (Grades 6-8), and High school (Grades 9-12 in two phases, i.e. 9 and 10 in the first and 11 and 12 in the second) stages respectively. With the intent to ensuring a holistic development of the child, the new model provides increased flexibility and choices by devising an exam at each stage of learning that will enable parents (and students) to check the performance of teachers and the school and take an informed decision for the next stage.
• To promote and preserve the diverse languages that are spoken in India and to inculcate a feeling of unity in diversity in the young minds, the medium of instruction to be in the mother tongue or regional language preferably until class 8.
• Technology Use and Integration. The NEP 2020 proposed establishing the National Educational Alliance for Technology (NEAT), an autonomous body, that shall aim to provide on a single portal, various educational technology solutions (for both school and higher education) that are tested for their robustness for improving the learning experience, with a special focus on the needs of the students with disabilities. A rich variety of educational software will also be developed and made available for students and teachers at all levels, in all major Indian languages and will be accessible to a wide range of users including students in remote areas and with disabilities. This is especially appreciable given the recent plight of over 43 lakh differently-abled students on the verge of dropping out of school as they are not being able to cope with online/digital medium for their classes during the ongoing COVID-19 crisis.
• GDP Budget earmarked for education to increase from 4.4 percent to 6 percent.
• Major thrust is to move from rote learning to skill based education. In this regard, progress report cards are to reflect a rounded picture of a student which both knowledge and skills displayed by the student.
• No hard separation between ‘curricular’, ‘extra-curricular’, or ‘co-curricular’ areas, or between ‘arts’, ‘humanities’, and ‘sciences’, or between ‘vocational’ or ‘academic’ streams. Our older education method though meaningful was not accepted internationally and usually required applicants pursuing higher education to redo courses abroad in order to become acceptable to international standards. Under the NEP Policy, students have increased flexibility and choice of subjects to study, particularly in secondary school – including subjects in physical education, the arts, and vocational crafts, thereby enabling to design their own paths of study, career, and life.
• Multiple entry and exit options with appropriate certification for students pursuing higher education. This means that upon successful completion of each year of study, a student will be eligible for accreditation being certificate, diploma or a bachelor’s degree, respectively.
• Internationalisation of Indian educational institutions. With the intent to promote India as a global study destination the NEP 2020 proposes providing premium education at affordable costs. Further, high performing Indian universities will be encouraged to set up campuses in other countries, and similarly, select universities (particularly from among the top 100 universities in the world) will be permitted to set up campuses in India. Research collaboration and student exchanges between the Indian institutions and global institutions will also be promoted through special efforts. Additionally, credits acquired in foreign universities will also be permitted to be counted for the award of a degree.
• Focus on Socio-Economically Disadvantaged Groups (SEDGs). The NEP 2020 has addressed issues and suggested measures to mitigate the issues pertaining to the SEDGs which can be broadly categorised based on gender identities, socio-cultural identities, geographical identities, disabilities, and socio-economic conditions (such as children of migrants, children from low income households, children in vulnerable situations, victims of or children of victims of trafficking, orphans including child beggars in urban areas and the urban poor).
• Focus on upgrading teachers’ education and recruitment as well. A common guiding set of National Professional Standards for Teachers (NPST) is proposed to be developed by the National Council for Teacher Education in consultation with NCERT and coordinated by the NCERT, SCERTs, teachers from across levels and regions, expert organisations in teacher preparation and development, and higher educational institutions. Steps have also been suggested to ensure appropriately skilled teachers to teach children with disabilities. Such teachers would require not only subject-teaching knowledge and understanding of subject-related aims of education, but also the relevant skills for and understanding of such special requirements of children. Therefore, such areas could be developed as secondary specialisations for subject teachers or generalist teachers, during or after pre-service teacher preparation. They will be offered as certificate courses, in the pre-service as well as in-service mode, either full time or as part-time/ blended courses, as deemed necessary, at multidisciplinary colleges or universities.