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Subject: Indian Society

  • National Education Policy needs scrutiny

    National Education Policy, while comprehensive in its approach misses out on some crucial issues. These issues are discussed here.

    Following are the issues with the National Education Policy-

    1) Implications for SEDGs

    •  Implications of the policy for SEDGs-Socially and Economically Disadvantaged Groups-needs to be considered.
    • The term “caste” is absent from the document apart from a fleeting reference to Scheduled Castes.
    • Also absent is any mention of reservation in academic institutions, whether for students, teachers, or other employees.
    • Reservation is the bare minimum required in terms of affirmative action in the highly differentiated socio-economic milieu in which we exist.

    2) Education in tribal areas

    • There is the passing reference to educational institutions in tribal areas, designated as ashramshalas.
    • While there are sections of the document that describe ways in which SEDGs are supposed to gain access to higher education institutions, there is no time-frame that is specified.
    • In a situation of growing privatisation how these policies will be implemented is a matter of concern.

    3) Multi-disciplinarity misses some disciplines

    • Multi-disciplinarity is an attractive and flexible proposition, allowing learners to experiment with a variety of options.
    • While the list of the disciplines in which multi-disciplinary approach is allowed is unexceptionable, it is worth flagging what is missed out.
    • Fields of studies such as Women’s Studies or Gender Studies, Cultural Studies, Media Studies, Dalit Studies, Studies of Discrimination and Exclusion, Environmental Studies and Development Studies are missing.
    • Many of these have engaged with multi-disciplinarity/inter-disciplinarity in exciting and disturbing ways, bringing to the fore issues of diversity, difference and identity.

    4) Problem of autonomy

    • While the documents mention autonomy and choice in the document, but there are limits.
    • For instance, the selection of vocational subjects in middle school is described as a fun choice.
    • At the same time, it is to be exercised “as decided by States and local communities and as mapped by local skilling needs”.
    • National Testing Agency, will be a centralised agency to conduct exams will be against the autonomy proposed in the policy.
    • HEIs will now be run by a Board of Governors backed by legislative changes where required.
    •  Further centralisation is envisaged through the setting up of “the National Higher Education Regulatory Authority (NHERA).

    5) Depriving the HEI democratic functioning

    • Several universities and HEIs have evolved and sustained democratic mechanisms, including academic and executive councils.
    • What has made them vibrant institutions is the presence of faculty and students, elected, as well as on the basis of seniority and rotation.
    • Abandoning them will deprive members of HEIs of an opportunity to engage with the challenges of democratic functioning.

    6) No mention of Fundamental Rights

    • Several values are identified as constitutional and there is an occasional mention of fundamental duties.
    • But there is no mention of fundamental rights.

    Consider the question “Examine the provision for governance of education in the National Education Policy. Also, examine the issues with the policy.”

    Conclusion

    The Education Policy has many novel ideas with the potential to transform the education system in the country, however, the issues discussed here highlights the need to revisit it, before it is actually implemented.

  • Overview of National Education Policy

    The Education Policy 2020 comes with many changes in education in the country. Key aspects of the policy are discussed in the article.

    Context

    •  National Education Policy 2020 is the fourth major policy initiative in education since Independence.
    • The last one was undertaken a good 34 years ago and modified in 1992.
    • NEP 2020 seeks to address the entire gamut of education from preschool to doctoral studies.

    Challenges India faces in education

    • Lack of resources and capacity.
    • Dozens of mother tongues, a link language that despite being the global language of choice is alien to most.
    • A persistent mismatch between the knowledge and skills imparted and the jobs available.

    Follwing are the key aspects of the policy-

    1) 5+3+3+4 Model

    • A 5+3+3+4 model recognises the primacy of the formative years from ages 3 to 8 in shaping the child’s future.
    • It also recognises the importance of learning in the child’s mother tongue till at least Class 5.
    • As picking up languages is easy between ages 3 and 8, children will learn English and mother tongue together.
    • Multilingual felicity could become the USP of the educated Indian.
    • The policy envisages 100% Gross Enrolment Ratio (GER) in school education by 2030.

    2) Flexibility in choosing subjects and vocational education

    • Another key aspect of new policy is the breaking of the compartments of arts, commerce and science streams in high school.
    • Policy also aims at introducing vocational courses with internship.
    • The ‘blue-collarisation’ of vocations in our society is also a hurdle to be overcome.
    • NEP 2020 proposes a multi-disciplinary higher education framework with portable credits.
    • An ambitious GER of 50% in higher education is envisaged by 2035.
    • At the apex will be Multidisciplinary Education and Research Universities, where research will be supported by a new National Research Foundation.

    3) Question of regualtion

    • NEP 2020 aims to free our schools, colleges and universities from periodic “inspections” and place them on the path of self-assessment and voluntary declaration.
    • Transparency, maintaining quality standards and a favourable public perception will become a goal for the institutions.
    • This will lead to all-round improvement in their standard.
    • A single, lean body with four verticals for standards-setting, funding, accreditation and regulation is proposed to provide “light but tight” oversight.

    4) Addressing deprivation

    • Inequality and challenges faced by the disadvantaged and disabled have been considered in NEP.
    • The NEP lays particular emphasis on providing adequate support to ensure that no child is deprived of education, and every challenged child is provided the special support she needs.

    5) Ancient knowledge

    • The long-neglected ancient Indian languages and Indic knowledge systems are also identified for immediate attention.

    Resource challenge

    •  An ambitious target of public spending on education at 6% of GDP has been set.
    • This is certainly a tall order, given the current tax-to-GDP ratio and competing claims on the national exchequer by other key sectors.
    •  If public and political will can be mustered, resources will find their way from both public and private sources.

    Consider the question “What are the measures proposed in the Education Policy 2020 for higher education.”

    Conclusion

    Resources are never the main roadblock to success in education. NEP 2020 provides the ingredients and the right recipe. What we make of it depends entirely on us.

  • [pib] Highlights of the National Education Policy (NEP) 2020

    The Union Cabinet has approved the National Education Policy 2020, making way for large scale, transformational reforms in both school and higher education sectors.

    Practice question for mains:

    Q.What are the key features of the National Education Policy, 2020? Discuss how it will facilitate the universalization of education in India.

    School Education   

    • New Policy aims for universalization of education from pre-school to secondary level with 100 % Gross Enrolment Ratio (GER) in school education by 2030.
    • NEP 2020 will bring 2 crores out of school children back into the mainstream through the open schooling system.
    • The current 10+2 system to be replaced by a new 5+3+3+4 curricular structure corresponding to ages 3-8, 8-11, 11-14, and 14-18 years respectively.
    • This will bring the hitherto uncovered age group of 3-6 years under the school curriculum, which has been recognized globally as the crucial stage for the development of mental faculties of a child.
    • The new system will have 12 years of schooling with three years of Anganwadi/ pre-schooling.
    • Emphasis on Foundational Literacy and Numeracy, no rigid separation between academic streams, extracurricular, vocational streams in schools; Vocational Education to start  from Class 6 with Internships
    • Teaching up to at least Grade 5 to be in mother tongue/ regional language. No language will be imposed on any student.
    • Assessment reforms with 360-degree Holistic Progress Card, tracking Student Progress for achieving Learning Outcomes
    • A new and comprehensive National Curriculum Framework for Teacher Education, NCFTE 2021, will be formulated by the NCTE in consultation with NCERT.
    • By 2030, the minimum degree qualification for teaching will be a 4-year integrated B.Ed. degree.

    Higher Education

    • Gross Enrolment Ratio in higher education to be raised to 50 % by 2035;  3.5 crore seats to be added in higher education.
    • The policy envisages broad-based, multi-disciplinary, holistic Under Graduate Program with flexible curricula, creative combinations of subjects, integration of vocational education and multiple entries and exit points with appropriate certification.
    • Academic Bank of Credits to be established to facilitate  Transfer of Credits
    • Multidisciplinary Education and Research Universities (MERUs), at par with IITs, IIMs, to be set up as models of best multidisciplinary education of global standards in the country.
    • The National Research Foundation will be created as an apex body for fostering a strong research culture and building research capacity across higher education.
    • Higher Education Commission of India (HECI) will be set up as a single overarching umbrella body for entire higher education, excluding medical and legal education. HECI to have four independent verticals  – National Higher Education Regulatory Council (NHERC) for regulation, General Education Council (GEC ) for standard-setting, Higher Education Grants Council (HEGC) for funding,  and National Accreditation Council( NAC) for accreditation.
    • Public and private higher education institutions will be governed by the same set of norms for regulation, accreditation and academic standards.
    • Affiliation of colleges is to be phased out in 15 years and a stage-wise mechanism is to be established for granting graded autonomy to colleges.
    • Over a period of time, it is envisaged that every college would develop into either an Autonomous degree-granting College or a constituent college of a university.

    Others

    • An autonomous body, the National Educational Technology Forum (NETF), will be created to provide a platform for the free exchange of ideas on the use of technology to enhance learning, assessment, planning, administration.
    • NEP 2020 emphasizes setting up of Gender Inclusion Fund, Special Education Zones for disadvantaged regions and groups
    • New Policy promotes Multilingualism in both schools and higher education. National Institute for Pali, Persian and Prakrit, Indian Institute of Translation and Interpretation to be set up
    • The Centre and the States will work together to increase the public investment in the Education sector to reach 6% of GDP at the earliest.

  • HRD Ministry to be renamed as ‘Education Ministry’

    The Union Cabinet has approved the renaming of the Ministry of Human Resource Development (HRD) to the Ministry of Education to more clearly define its work and focus.

    Before reading this newscard, try this PYQ from CSP 2019:

    Q.The Ninth Schedule was introduced in the Constitution of India during the Prime Ministership of:

    (a) Jawaharlal Nehru

    (b) Lal Bahadur Shastri

    (c) Indira Gandhi

    (d) Morarji Desai

    A flip-back

    • With the renaming, the Ministry got back the name that it had started out with after Independence, but which was changed 35 years ago when Rajiv Gandhi was Prime Minister.

    Who were some of India’s early Education Ministers?

    • The Ministry which was focussed on education from the primary classes to the level of the university was headed by some of the stalwarts of Indian politics in its early years.
    • For more than a decade after Independence, the Ministry was led by Maulana Abul Kalam Azad.
    • He was followed by Kalulal Shrimali and the eminent jurist M C Chagla, with the poet-educationist Humayun Kabir holding the portfolio for a short while in between.
    • Later Education Ministers of India included Fakhruddin Ali Ahmed, who went on to become President.
    • The last Education Minister of India was KC Pant, who served in the post in 1984-85, after which the name of the Ministry was changed.

    Under what circumstances did the Ministry of Education become HRD?

    • Upon becoming PM in 1984, Rajiv Gandhi, who had surrounded himself with a new crop of advisers, showed restlessness for change and innovation in a number of areas.
    • He accepted a suggestion that all departments related to education should be brought under one roof.
    • There was some opposition from academic circles who complained that the country no longer had a Department with ‘education’ in its name. Some newspapers wrote editorials criticizing the change of name.
    • But the decision had been made, and subsequently, in 1986, the government cleared a new education policy – the second in the country’s history, and one that was to survive until now.

    Under HRD roof

    • On September 26, 1985, the Ministry of Education was renamed as the Ministry of Human Resource Development, and P V Narasimha Rao was appointed Minister.
    • Related Departments such as those of Culture and Youth & Sports were brought under the Ministry of HRD, and Ministers of State were appointed.
    • Even the Department of Women and Child Development – which became a separate Ministry with effect from January 30, 2006 – was a Department under the Union HRD Ministry.

    Were changes made in the Ministry even afterwards?

    • Yes, changes were made from time to time. After Atal Bihari Vajpayee became PM in 1998, the government decided to separate the Department of Culture from the Ministry of HRD.
    • In October 1999, a new Ministry of Culture came into being, with the late Ananth Kumar in charge.
    • The Department of Youth too was separated from the Ministry of HRD, and Ananth Kumar was given charge of this new Ministry as well.
    • With these decisions of the Vajpayee government, the HRD Ministry remained ‘HRD’ only in name – for all practical purposes, it was back to being a ministry for education.

  • [pib] INDSAT exam under ‘Study in India’ Programme

    The Ministry of HRD conducted the first-ever Indian Scholastic Assessment (IND-SAT) Test 2020 under its ‘Study in India’ programme.

    Try this MCQ:

    Q.The INDSAT recently seen in news is a:

    a) Free-to-air educational TV channels for school education

    b) A satellite for educational purposes

    c) IMD weather forecasting system

    d) Online examination for foreign students in India

    INDSAT Exam

    • The Indian Scholastic Assessment or IND-SAT is a standardized online proctored test for students seeking scholarships with Study in India (SII).
    • This exam is to gauge the capability and tenacity of students applying to study in India.
    • The scores will serve as a criterion to shortlist the meritorious students for the allocation of scholarships for undergraduate as well as postgraduate programmes under ‘Study in India’ programme.
    • The exam is conducted in the proctored internet mode by the National Testing Agency.

    What makes it special?

    • Nearly five thousand candidates from Nepal, Ethiopia, Bangladesh, Bhutan, Uganda, Tanzania, Rwanda, Sri-Lanka, Kenya, Zambia, Indonesia and Mauritius appeared for the exam.

    About Study in India

    • The Study in India is a programme of MHRD under which foreign students come to study in 116 select higher education institutions in India for undergraduate and postgraduate programmes.
    • The selection of the students is based on their merit in class 12 / school-leaving exam.
    • About top 2000 students are given scholarships, while some others are given fee discounts by the institutions.

     

  • [pib] Kumhar Sashaktikaran Yojana (KSY)

    The Centre has distributed 100 electric potter wheels to 100 trained artisans under the KSY.

    Try this question from CSP 2018:

    Q. Consider the following provisions under the Directive Principles of State Policy as enshrined in the Constitution of India:

    1. Securing for citizens of India a uniform civil code.
    2. Organising village panchayats.
    3. Promoting cottage industries in rural areas.
    4. Securing for all the workers reasonable leisure and Cultural opportunities.

    Which of the above are the Gandhian Principles that are reflected in the DPSP?

    (a) 1, 2 and 4

    (b) 2 and 3

    (c) 1, 3 and 4

    (d) 1, 2, 3 and 4

    Kumhar Sashaktikaran Yojana

    • KSY is an initiative of the Khadi and Village Industries Commission (KVIC) for the empowerment of potters’ community in the remotest of locations in the country.
    • It reaches out to the potters in U.P., M.P., Maharashtra, J&K, Haryana, Rajasthan, West Bengal, Assam, Gujarat, Tamil Nadu, Odisha, Telangana and Bihar.

    Benefits provided

    This program provides the following support to potters.

    • Training for advanced pottery products
    • Latest, new technology pottery equipment like the electric Chaak
    • Market linkages and visibility through KVIC exhibitions

    Back2Basics: KVIC

    • The KVIC is a statutory body formed in April 1957 under the ‘Khadi and Village Industries Commission Act of 1956’.
    • It is an apex organisation under the Ministry of Micro, Small and Medium Enterprises, with regard to khadi and village industries within India.
    • It seeks to plan, promote, facilitate, organise and assist in the establishment and development of khadi and village industries in the rural areas.
    • Its head office is in Mumbai, whereas its six zonal offices in Delhi, Bhopal, Bangalore, Kolkata, Mumbai and Guwahati.

  • Transforming higher education

    The issues of quality of higher education explain the lack of employability of Indian youth. This article examines the issue and suggests the approach to deal with the issue.

    Three learning outcomes

    • The first is to provide knowledge in the relevant discipline to the students.
    • Second, imparting students with the skills needed for their jobs/enterprises.
    • Third, students are expected to play a constructive role in shaping the society and the world at large, the values and ideals of a modern, progressive society.
    • The teaching-learning process is expected to mould their character accordingly.

    Issues with the education system

    • Apart from a handful of institutions in the technology, management and liberal arts streams a vast majority of other students just meander through college and acquire a degree.
    • There is a huge gulf between the curriculum taught in the colleges and actual job requirements.
    • It is common to hear even the brightest of students mention that they learnt more on the job than through their curriculum in college.

    Focus more on training

    • If most of the students learn so much on the job, it raises several questions.
    • Why should we bestow so much importance on a syllabus?
    • And why do we take such massive efforts to evaluate students’ knowledge of that syllabus through exams?
    • What we can do is completely re-evaluate the syllabus frequently considering the changing needs of the time.
    • We can have substantive industrial internships while retaining only a very basic outline of essential concepts.
    • The evaluation too can be a mix of regular assignments, performance in the internship.

    Consider the question “The lack of employability in the youth of India could be a huge hurdle in India’s aim to reap the benefits of demographic dividend. Examine the reasons for and suggest the measures to deal with the issue.”

    Conclusion

    The higher education sector has multiple stakeholders and multiple vested interests. In normal times, maintaining the status quo or implementing incremental and marginal reforms was all one could hope for. The pandemic has opened the doors for ushering in massive, bold and transformational reforms. As John Lewis said, “If not now, then when?”

  • Debate around ‘One-Nation- One-Curriculum’

    The Supreme Court has refused to entertain a plea for a uniform and common curriculum for school students between aged six and 14 across the country rather than have diverse ones such as the CBSE, the ICSE and State Board.

    Practice question for mains:

    Q.Discuss the efficacy of the One-Nation- One-Board System and its limitations.

    Background

    • Schools in India are mainly columned primarily into 4 boards of education, namely CBSE, ICSE and IB (International Baccalaureate).
    • In total, there are 41 boards of education throughout India.
    • These different boards of education have different syllabuses, which creates a knowledge gap among school students.
    • To curate this gap, syllabuses of every board for the Indian schools are being brought at par.

    What was the plea before the Supreme Court?

    • The petition asked considering the setting up of a National Education Council/Commission and following a “one-nation-one-board” system in which the ICSE is merged with the CBSE.
    • It urged a standard textbook with chapters on fundamental rights, duties, directive principles and the golden goals set out in the Preamble.
    • It asked to make the study compulsory for all the children aged 6-14 years throughout the territory of India.

    Why did the court refuse?

    • Uniform curriculum was a “matter of policy” and the judiciary could not “command” the government said the Supreme Court bench.

    Pros of common curriculum

    • The Article 21A of the Constitution has the RTE (Right to Education) Act says that every child in the age of 4 to 16 should be given free and compulsory education.
    • To keep a check on that, a common syllabus throughout the country is required. This will help all the students to be on par with education.
    • With a common syllabus throughout the country, no student will lag behind in education and hence, this will help them prepare better for competitive examinations or admission tests beyond school level for the outside world.
    • Politics, in some cases, influence the education system which is very unfair for the students. Some state boards prefer the admission of students from their own region and willingly keep the seats of colleges and universities occupied for students passing their 12th standard from their state boards.
    • A common syllabus would also mean that there would be no discrimination regarding quality education on the basis of caste, creed, social, religious beliefs or economic backgrounds.
    • It will provide an unbiased ground of learning and development of the young ones, which may turn out to be very beneficial in future.
    • At present, some of the state boards are not updating their syllabus frequently as per the changes in society. This loophole will be eliminated with the introduction of the uniform syllabus in India.

    Limitations

    • Students may miss learning things specific to their region and their culture. This can be a threat to diversity.
    • Current school students might get affected or stressed out on a sudden change of syllabus.
    • An abrupt change in the syllabus may hamper the stability of a student with the academics which will not be a good turn.
    • A new set of the syllabus will bring in more workload on teachers and parents too.

    Conclusion

    • Uniform education system having common syllabus and common curriculum would achieve the code of a common culture, removal of disparity and depletion of discriminatory values in human relations.
    • It would enhance virtues and improve the quality of life, elevate the thoughts, which advance the constitutional philosophy of equal society.
    • Though the government has been trying to put up with equality in education, the barriers have been inevitable to date.
    • A common syllabus seems to be a wise option, but it is yet to be implemented over the entire country.

    With inputs from:

    https://www.groupdiscussionideas.com/common-syllabus-throughout-indian-schools-pros-cons/

  • Centralisation in decision making in education

    The article tracks the evolution of the India education system after Independence. While the decentralisation and active encouragement underscores the initial years, recent trends shows a growing emphasis on centralisation.

    How Government support contributed to rise of educational institutions

    • In the initial decades after Independence, the government was conscious of various social, economic and financial challenges.
    • So, the government strongly supported universities, encouraging them to further develop an academic .
    • The IITs and IIM along with institutions of academic excellence like the IISc, Indian Statistical Institute, and JNU emerged as model institutions.
    • The institutional and academic autonomy offered was central to their emerging as premier institutions.
    • Other universities revised curricula and set about the task of reforming the university as a space for healthy academic engagement.

    Rise of decentralisation in collective decision making

    • The above changes were marked by the growing importance of various large representative institutional bodies.
    • For example, institutional bodies like faculty committees, committees of courses, board of studies, university senates, academic councils and executive councils grew in importance.
    • These bodies oversaw the administrative and academic functioning of the university and ensured collective decision-making.
    • Debate over ideological positions, scholarly beliefs shaped the process of nation-building in independent India.

    Policy changes and its impact (2005-15)

    • The constitution of the National Knowledge Commission and privatisation of education undermined the deliberative and independent character of these institutions of higher education.
    • Administrative and academic decisions were imposed from above.
    • Discussions within various academic bodies were discouraged.
    • The imposition of the semester system and a four-year undergraduate programme in many public and private universities were hallmarks of this new era of bureaucratic centralisation.
    • The academic achievements of scholars from Indian universities were undermined.
    • Those in positions of authority within the universities were encouraged to undermine academic bodies and limit their role.

    New government intervention after 2015

    • Futher changes were introduced starting from 2015.
    • Choice Based Credit System was introduced and there were renewed attempts to privatise higher education linked to an emphasis on rankings.
    • The government started to look into minute details pertaining to academic curricula, the teaching-learning process and the parameters that governed academic research within the university.

    Centralisation in Covid-19 pandemic

    • The centralisation trend intensified with the outbreak of the COVID-19 pandemic.
    • The Central government and the University Grants Commission have imposed themselves on the daily functioning of all higher educational institutions.
    • This represents a new government-oriented bureaucratic centralisation.
    • Decisions about the conclusion of academic term, the modalities for evaluation and the conduct of the teaching-learning process have become exclusive government prerogatives.
    • The various academic bodies that had original jurisdiction over these matters have been made redundant.
    • How and whether examinations are to be conducted has become an issue of contention between State and Central governments.

    Consider the question “Centralisation of the decision making instead of at institutional level in educational institutions and universities lies at many woes of the higher education in India. Comment.”

    Conclusion

    The time has come for institutions of higher education in India to recover their lost voice and restore the fertile academic space where ideas are discussed and debated rather than suppressed and dismissed.

    Original article:

    https://www.thehindu.com/opinion/lead/the-lost-voice-of-the-indian-university/article32105945.ece

  • [pib] NISHTHA Programme

    The first on-line NISHTHA programme for 1200 Key Resources Persons in Andhra Pradesh was launched by Union HRD Ministry.

    There are various web/portals/apps with peculiar names such as YUKTI, DISHA, SWAYAM etc. Their core purpose is similar with slight differences. Pen them down on a separate sheet under the title various digital HRD initiatives.

     

    Add one more to this list.

    NISHTHA Programme

    • NISHTHA is an acronym for National Initiative for School Heads’ and Teachers’ Holistic Advancement.
    • It is the largest teachers’ training programme of its kind in the world.
    • The basic objective of this massive training programme ‘NISHTHA’ is to motivate and equip teachers to encourage and foster critical thinking in students.
    • The initiative is first of its kind wherein standardized training modules are developed at national level for all States and UTs.
    • The States and UTs can also contextualize the training modules and use their own material and resource persons also, keeping in view the core topics and expected outcomes of NISHTHA.

    Progress till date

    • Around 23,000 Key Resource Persons and 17.5 lakh teachers and school heads have been covered under this NISHTHA face to face mode till date.
    • It has been customized for online mode to be conducted through DIKSHA and NISHTHA portals by the NCERT.