UPSC EDITORIAL ANALYSIS : Why criticism of the policy is premature and off the mark

Source: Indian Express

• Prelims: Current events of national importance(Different social service Schemes, NEP, HDI, Sarva Shiksha Abhiyan etc)
• Mains GS Paper I & II: Social empowerment, development and management of social sectors/services related to Education etc.

ARTICLE HIGHLIGHTS

• The new National Education Policy (NEP) was implemented in 2020, replacing the outdated NEP of 1986

INSIGHTS ON THE ISSUE

Context

National Education Policy (NEP) of 2020:

• National Mission on Foundational Literacy and Numeracy: It will be set up on priority for:
  • Attaining universal foundational literacy and numeracy in all primary schools
  • Identifying state-wise targets and goals to be achieved by 2025
  • Closely tracking and monitoring progress of the same

Need for new NEP:

• The low employability of the youth graduating from schools and colleges.
• The rapidly changing technological environment
• The generation that attended college in the 1990s or early 2000s could hardly have anticipated the industries they would work in the coming decades.
• The advent of the internet, Industry 4.0, and shifting global trade patterns have dramatically altered the industrial landscape and, with it, the employment market.
  • Many of the industries, businesses and job profiles today did not exist 20 years ago.
• The need of an education system that provides not only in-depth knowledge in various disciplines but also the essential skills required to navigate the modern world.
  • These include soft skills, technical skills, research capabilities, analytical and problem-solving abilities, and critical thinking.
• The system should emphasize cultural and value-based education, enabling students to contribute meaningfully to society and the nation.

How is NEP synonymous with the present demand?

• The comprehensive approach is encapsulated in the NEP through credit-based courses, ensuring that students receive a well-rounded education.
• The NEP shifts all programmes towards outcome-based learning.
  • Each course has specified learning outcomes, and assessments are designed to measure these outcomes.
• It offers students the flexibility to develop their academic path based on their talents, interests, and career goals.
  • Institutions like Delhi University have structured their degree programmes to allow students to choose a major and a minor discipline for in-depth study alongside a variety of electives that provide a multidisciplinary perspective.
• The NEP’s design includes generic electives, ability and skill enhancement courses that equip students with skills for employability or entrepreneurship.
• Students are no longer envisioned as mere consumers of knowledge but active partners in learning.
• Some universities(e.g Delhi University) have done excellent work in the adoption of the NEP, with continuous updates according to feedback from stakeholders.
  • Delhi University has adopted a higher credit framework than prescribed by the UGC
  • It allows students to earn additional credits to further their academic knowledge.
• The NEP recognises the varied backgrounds and circumstances of students.
• Previously, students who left a degree programme to earn a livelihood were seen as dropouts.
  • The NEP allows these students to exit and re-enter programmes, facilitating lifelong learning.
• Students gaining industrial exposure related to their studies can earn credits through Recognition of Prior Learning (RPL), which counts towards their degree after proper assessment.
• The curriculum and syllabi of undergraduate programmes have been revamped to emphasize hands-on learning for effective education.
• Tutorials, an essential part of courses without practical components, are now credited through continuous assessment, ensuring rigorous academic standards.

Related Government initiatives for education:

• NISHTHA 2.0
• National Education Technology Forum (NETF)
• National Digital Education Architecture (NDEAR)
• Digital Infrastructure for Knowledge Sharing (DIKSHA)
• Study Webs of Active Learning for Young Aspiring Minds (SWAYAM)
• National Programme on Technology Enhanced Learning.
• Rashtriya Ucchatar Shiksha Abhiyan (RUSA).
• Prime Minister’s Research Fellowship (PMRF).
• Scheme for Promotion of Academic and Research Collaboration (SPARC).
• Sarva Shiksha Abhiyan.
• Mid Day Meal Scheme.
• Right To Education (RTE) Act, 2009.
• Beti Bachao Beti Padhao.

Way Forward

• More resources are needed to realize the full potential of the NEP
  • Infrastructure development is a long-term process and should be completed on priority.
• The NEP integrates internships, apprenticeships, projects, and community outreach within degree programmes, providing students with practical experiences crucial for real-world applications.
• B R Ambedkar advocated for education that focuses on employability for the vast majority of India.
  • Ambedkar believed that industrialisation and economic growth were essential for the country’s progress and the emancipation of the masses.
  • He advocated for an education system built on the synergy between academia, industry and the market
  • To ensure the creation of better human resources and the employability of individuals from disadvantaged sections.
• Academia needs to be responsive to the requirements of the masses and markets.
• Providing decentralized funds to schools with the community overseeing such funds is the best starting point towards achieving the NEP objective.

QUESTION FOR PRACTICE

1. The Right of Children to Free and Compulsory Education Act, 2009 remains inadequate in promoting incentive-based systems for children’s education without generating awareness about the importance of schooling. Analyse.(UPSC 2022)

(200 WORDS, 10 MARKS)

Editorial Analysis – 22 June 2024[PDF]