Dr S Saraswathi
It is reported that the Government is formulating a new National Education Policy (NEP) to meet the challenges posed by lack of quality, research, and innovations in Indian educational institutions. An education commission is to be set up to draft this policy. Twenty years have elapsed since modifications were made in the NEP (1986) in 1992.
At the outset, a neutral observer may be tempted to voice a note of caution against introducing anything that can be interpreted as politicization of education, which is common evil across the world. Education had been used in all ages as an instrument of political power to promote ideas of the ruling elite. In India, we are used to perceive politics in anything and everything.
A democratic government believing in good governance and embarking on reframing policies and reinventing programmes has to view the issue from present needs. It should remain and also appear to be non-political in aims and objects.
Today, we want an educational system that will prepare the coming generations to meet global challenges. Our goal is not to satisfy our pride or exhibit our prejudices through an educational policy that is out of context.
A right mixture of utility and values should be the hallmark of our policy. Not that these are contradictory components, but emphasize two different aspects, both of which are complementary to each other. The educational system should help shape the youth his/her physical, mental, intellectual capacities and moral values.
An educational system that will provide knowledge for economic, social development and technological progress, training for skills development, promote national unity and integration, and cultivate abilities to preserve and pass on to the next generation the rich heritage of our civilization is what is needed.
Such education should be accessible to all and not the preserve of a few – a goal set in all previous policies. The first NEP called for “radical restructuring” and for “equalizing educational opportunities”. It aimed to promote national progress, a sense of common citizenship and culture, strengthen national integration, and development. It laid stress on improving the quality of education at all stages and paid greater attention to science and technology and cultivation of moral values. It spoke of closer relations between education and real life.
This was reworded as “special emphasis on removal of disparities and equalize educational opportunity” especially for women, SCs and STs”, minorities, and the handicapped in the 2nd NEP, 1986. It called for “child-centred approach”, provision of all facilities in elementary school, expanded Open university system, and laid stress on rural schools and colleges. A systematic programme of non-formal education, application of technological aids in teaching, and steps to provide a framework for the curriculum on lines of national core curriculum was offered.
It specifically referred to the status of teachers and the need to give them freedom to innovate and devise appropriate methods. Delinking degrees from jobs in selected areas was mooted along with opening of job-specific courses and institution of tests to determine suitability of candidates for a given job.
Modifications made in the policy in 1992 introduced further stress on skill development for self-employment.
A glance through these lengthy and comprehensive policy documents shows how wonderful the policies are and how little is left to add. However, the reality is constant changes in the educational system which critics found outright politicization of education to suit the rulers’ whims and fancies. It raises a doubt that the existing system lacks a vision and direction, which a policy should provide.
Commercialization of educational institutions has taken deep roots in recent years and successfully defies equalization efforts. Research has taken a back seat with universities turning into teaching shops to produce degree holders. Teaching hours are so long that teachers have no time for research. Facilities and funding for research are minimal making comparisons in research output with some foreign universities ridiculous. All these need to be addressed in the new policy Enrolment in pure sciences is decreasing. The number of practicing scientists is remarkably low. Technology that promises ready employment after graduation with salary many times greater than that of their senior teachers attracts students for no fault of their. If India is to safeguard its place among scientifically proficient countries (SPC), it has to promote science education as a policy.
In recent years, poor quality of education is often mentioned and employability of those who have completed the course is questioned which are no credit to the system or organization. An international study covering 74 emerging economies some years ago exposed lack of basic standards in mathematics and science in students from India. The students were drawn from Tamil Nadu and Himachal. Comprehension levels were found to be next to nil. Knowledge of mathematics touched even level zero in secondary school students in many educationally backward areas.
Such is the result of our efforts at universalization of schooling. We can produce global rank holders but keep the masses at the bottom.
The tendency to measure achievements by statistical data ignores quality in the pursuit of quantity. The NEP currently under preparation has to lay stress on quality. Equalization process, presently understood as chopping the top must be reversed to raising the bottom.
The recent protest against compulsory paper in English language skills and aptitude test by candidates aspiring to get into the Civil Service itself is a revelation of the growing greed for jobs without acquiring necessary qualification. Undue stress on regional languages provoked by official attempts to promote Hindi is leading to an irrelevant competition and taking the country backward.
Languages grow on own. However ancient and rich in literature, and however big the number of people speaking the language, no language that hasn’t produced original contributions in science and technology can survive global competition. Translations are only aids. English, which is an asset acquired by history, is a window to knowledge. Learning it is in the interest of students. It should go on along with all regional languages necessary for administration.
What has happened today under our narrow language policy is mushroom growth of private tuition institutions to teach “spoken English” as if it is a new skill. The incentive comes from the job market that is global and uses an international language. Spoken English cannot be a substitute for knowledge and information.
The NEP should also emphasize the importance of building schools with necessary educational facilities like labs, libraries, and playgrounds. Several studies have cited lack of toilet facilities as a principal reason for drop-out of girl students. These elementary facilities do not of course need policy prescriptions, but the collective will of people.
As part of educational policy or of good governance, schools must be a safe place. They must be insulated from all kinds of misuse from sexual abuse of kids to indoctrination of youth by terror groups.
The Constitution enjoins the State “to develop the scientific temper, humanism, and the spirit of enquiry and reform” as Fundamental Duties. Evidently, these cannot be promoted by laws and regulations, but can be fostered as underlying policy prescriptions in education.
Commercialization of education has shifted its focus from character building. In our plural society, such education should promote universal and eternal values oriented towards peace and brotherhood and eliminate religious fanaticism, violence and obscurantism. In the name of values, backdoor entry of controversial religion-related notions should not be allowed to sneak in. The NEP should be acceptable to all and raise no controversies. —INFA
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