Once upon a time, long before ink touched paper, the sacred scriptures whispered their secrets as rishis and gurus imparted wisdom under banyan trees in ancient lands of Bharat. We had a well-established ‘Gurukul’ system in its ancient Vedic civilisation, long before education was imparted formally in any other civilisation. In this system, students not only received knowledge from scriptures like Vedas, Upanishads, and Puranas during their ‘Brahmacarya Āśrama’ phase but also learned valuable life skills to support their livelihood in the ‘Gṛhastha Āśrama’ stage after completing their education, making it a life-long learning process. In this era of Viśvaguru Bharat, knowledge flourished like the sacred river Sarasvatī – untamed and profound. The ancient universities of Nalanda, Takṣaśilā, Vikramśilā, Vallabhī, Mithilā and Jagaddal attracted scholars from far and wide, nurturing an atmosphere of intellectual curiosity and diversity. Our education system was revered worldwide, illuminating minds with the brilliance of mathematics, astronomy, medicine, and philosophy. However, as the centuries passed, the winds of change brought invaders and foreign influences. Despite the resilience of its people and wisdom awakening visionaries like Raja Ram Mohan Roy, Aurobindo and Swami Vivekananda, the education system experienced turbulence. A colonial era swept over the nation, stifling the flames of freedom and replacing them with a Western-style education that served their own interests and such shades can also be found in education policies of 1968 and 1986.
In pursuit of an Atmanirbhar Bharat, the moment had arrived to create a fresh storyline, constructing an education system that empowers young minds to confront the 21st century’s global challenges. Thus, in the year 2020, after 34 years, under the guidance of PM Modi, the National Education Policy was born, signifying the nation’s independence from the colonial mindset in its truest essence. The policy breathed new life into the education ecosystem, paving the way for a holistic, interdisciplinary, and skill-based approach to learning. With mother tongue as the medium of instruction, the NEP 2020 celebrated the diversity of languages and cultures, bridging gaps and fostering unity. From coding to classical arts, from sciences to storytelling, it embraced a broad canvas of learning, nurturing every child’s unique potential. As the policy unfolds, it will march with the advancing of technology and provide wings to distant dreams by serving all sections of society – from rural to urban areas. The visionary idea of the policy was visible when online classrooms and digital resources erased the barriers of distance and made learning accessible to every child, regardless of their location, especially during covid pandemic. The policy represents more than mere words on paper or empty promises; it is a pledge to honor the historical legacy, embrace the challenges of the present, and an attempt to fly high in the global area while remaining grounded on our motherland. The new policy is also aligned with the 4th goal of the United Nations Sustainable Development Goals (SDGs), the objective is to achieve “inclusive and equitable quality education and promote lifelong learning opportunities for all” by the year 2030.
In the grand halls of Bharat Mandapam, as Prime Minister Narendra Modi commemorated the third anniversary of the New Education Policy (NEP), echoes of celebration reverberated across the vast expanse of our motherland. In different corners, intellectual initiatives bloomed like radiant flowers in a garden of knowledge. At IIT Kashmir, a harmonious pact was forged with several institutions, heralding a new era of collaborative education. Meanwhile, IITs at Bombay, Guwahati and Hyderabad unveiled a tapestry of diverse courses, weaving inclusivity into the very fabric of every stream of study like Disaster Management, Agro technology, Bhartiya knowledge systems etc. The reach of this transformation transcended national borders as we welcome foreign universities to establish their campuses in Gujarat’s gift city. Simultaneously, it opened new doors for Bharat’s institutions, with IIT campuses set to unfurl their banners in Tanzania and Abu Dhabi. With such MoUs at work, new bridges of wisdom are being built, forging connections between Bharat and the rest of the world like the modern-day Ram Setu victory over the evil of illiteracy. Further, the new policy boldly confronts the criticisms levied at its predecessors, meeting them head-on with creative and transparent solutions. Standing tall on our heritage, the new policy embraces our traditional essence, vision of Gandhi’s global outlook, the spirit of Ambedkar’s social inclusivity, and the wisdom of Vivekananda’s philosophy.
Bharat’s education system, boasting a massive population of over 260 million school-going children and more than 40 million higher education students, ranks among the largest on the global stage. However, the previous policies adopted a one size-fits-all approach, lacking the flexibility to address the diverse needs of learners. To confront and strategise solutions for the issues plaguing past policies, a remarkable six-year endeavor unfolded, involving consultations with thousands of educators, policymakers, and members of civil society. This extensive process sought to lay the groundwork for a rejuvenated educational landscape. In a refreshing departure from the content-heavy curricula of the past, the newly proposed policy seeks to carve out room for critical thinking, holistic learning, inquiry-based exploration, discovery-oriented study, engaging discussions, and analytical thinking. This progressive approach not only aims to foster intellectual growth but also acknowledges the significance of co-curricular activities, encompassing the arts, sports, and vocational skills. The policy’s vision extends further by advocating for a shift towards multidisciplinary education, transcending the rigid demarcations of “arts,” “science,” and “commerce” streams. Instead, it embraces an all-encompassing perspective that centers on nurturing essential 21st century skills, adapting to the evolving demands of the modern era. Indeed, this forward-thinking policy represents a welcome breath of fresh air, promising to propel Bharat’s education system towards greater flexibility and relevance in the ever-changing landscape of knowledge and learning.
Drawing a parallel to the illustrious Mahabharat, with its vast ensemble of characters, each possessing distinct strengths and vulnerabilities, the NEP celebrates the diversity within our nation’s learners. In its pursuit of fostering excellence, it does not prioritise Arjuna alone but equally values the contributions of Nakuls and Sehdevs. Instead of adhering to preconceived groupings, students will be endowed with the liberty to curate their educational journey by selecting the subjects of their choice. It mirrors the act of crafting a personalised degree, aligning with their individual passions and aspirations. This inclusive approach empowers students to embrace their unique talents and passions, empowering them to tread upon their individual paths towards self-discovery and personal growth. The regrettable misinterpretation of learning and child labor resulted in the loss of numerous skilled jobs, snuffing out the talents of craftsmen. With children allowed to work only after the age of 14, imparting craft skills became challenging. Industries like handicrafts and textiles in Bharat bore the brunt of this issue. In Krishi-Pradhan Country Bharat, no farmer could pass down their farming expertise as agriculture was not seen as a good profession and agricultural workshops remain off-limits to children. Thus, it will not only allow modern-day Vishwamitras to teach skills to little Ramas but will also provide opportunity to showcase them on field by victorying over real life obstacles like tadka, on domestic as well as foreign lands.
Ensuring inclusivity and accessibility, the policy sets forth sweeping alterations encompassing all levels of education, spanning from preschool to higher education. Central to its vision is a paradigm shift towards a learner-centric approach, fostering the cultivation of critical thinking, creativity, and problem-solving skills among students. To facilitate this, the policy adopts a pragmatic three-language formula, placing emphasis on regional languages. The revolutionary transformation is further exemplified by a departure from the conventional 10+2 education structure, in favor of a more flexible and expansive 5+3+3+4 system. This innovative shift is designed to prioritise the acquisition of essential skills, critical thinking prowess, and crucial life skills, cascading across all educational tiers. While the policy places a high pedestal to indigenous ideas, it keeps an eye out towards international benchmarks, by embracing digital and research-based learning, seeking to attain a stage-wise distribution approach wherein each year of the bachelor’s degree holds value. Importantly, the entire syllabus has been configured in such a meticulous manner that the educational curriculum of every year is complete in itself. As an exemplar of this progression, upon the completion of the first year, students are awarded a Diploma, followed by an Advanced Diploma upon the conclusion of the second year. Subsequently, after the third year, a Bachelor’s degree is conferred, culminating in a Bachelor’s degree with research specialisation at the end of the fourth year.
The introduction of the Academic Credits System emerges as another commendable initiative, granting students the autonomy to learn at their own pace without the burden of completing the entire course in one stretch. Instead, they have the liberty to accumulate credits, temporarily discontinue their studies, and resume when deemed suitable (within prescribed limits) to fulfill the course requirements. Furthermore, the policy facilitates the seamless transfer of credits across universities, offering a seamless educational journey for aspiring learners. The policy also lays great emphasis on the concept of 360-degree Assessment. The integration of technology transcends the bounds of mere assessment; it becomes a driving force in educational planning, teaching, learning, administration, and management alike. Embracing digital platforms like Swayam, Swayamprabha, and Diksha, the policy envisions the creation of virtual labs, offering students a realm to put their theoretical knowledge into practice. Such a remarkable initiative aims to foster digital inclusiveness throughout society, resonating with our nation’s pride in advancing education for all.
Amidst a rich tapestry of around 900 universities and 40,000 colleges, Bharat takes immense pride in its education system. However, the current Gross Enrollment Ratio (GER) in Higher Education, standing at 26.3 per cent, remains a focal point of concern, trailing behind the standards set by Western nations and even BRICS countries. Recognising the imperative for expansion, reports indicate that our nation will require over 1,500 new higher education institutions by 2030 to accommodate the burgeoning influx of students. In this laudable pursuit, the introduction of a groundbreaking policy has taken center stage, bolstering our nation’s image as an education hub. By welcoming foreign universities onto our shores, we aspire to democratise access to world-class education, available locally and at a significantly reduced cost, thus eliminating the need for students to seek education abroad. Consequently, this strategic move is expected to curtail the exodus of our valuable human capital, enabling them to study and explore lucrative job opportunities within our beloved land. Moreover, reflecting our nation’s commitment to education, the public investment in this sphere has been elevated to an admirable 6 per cent of the total GDP. A remarkable feat indeed, this move seeks to achieve a 100 per cent GER in secondary education and a commendable 50 per cent GER in higher education by the year 2035. It is worth noting that these ambitions have been long overdue, traceable back to the seminal recommendations of the Kothari Commission as far back as 1964.
Nevertheless, the efficacy of any policy lies in its proper implementation. To ensure its resounding success, a robust public-private collaboration must transpire, involving both Government and private entities. Effective monitoring and regulation of these initiatives are equally imperative. Furthermore, the realisation of this vision necessitates seamless cooperation between State and Union Governments. Regrettably, education has become a subject of political maneuvering. Some States, like Karnataka and Tamil Nadu, under the sway of party politics, reject this transformative policy to appease their vote banks. This unfortunate reality casts shadows over the implementation, particularly at the school level, where Government schools fall under the jurisdiction of State Governments, not the Union Government. Let us remember that a national policy remains a policy, not a law. To surmount the challenges faced in actualising the NEP 2020, collective efforts are indispensable. A harmonious symphony of Government officials, educationists, teachers, and all stakeholders must join forces to bring this policy to fruition. Through unwavering dedication and unwavering commitment, we shall pave the way for an enlightened and empowered future.
Given the vastness of Bharat’s school system, comprising 1,522,346 schools, 8,691,922 teachers, and a staggering 260 million students, the quest for nationalising quality education also becomes a formidable challenge. The country’s regional, linguistic, and cultural diversity further compounds the complexity of this task. However, it is disheartening to note that the policy appears to offer limited insights into the crucial aspects of governance and management. The absence of robust systems to effectively manage the sprawling public-school network poses the most significant hurdle for the Government. Furthermore, the pressing need for infrastructural improvements in schools across the nation, in alignment with policy guidelines, raises legitimate concerns. Adequate funding and resources must be made available for the successful implementation of these reforms. Additionally, the policy ambitiously aims to create a more inclusive education system, encompassing a broader spectrum of subjects, demanding that teachers acquire new skills through appropriate training. A critical disparity between the vast student population and the current teacher-student ratio of 1:35 is apparent, necessitating an astounding 7 million plus teachers. To fulfill this requirement, a sound B.Ed. program becomes imperative for 12th pass, graduates, and post-graduates, necessitating an upgrade in teaching qualifications. Notably, teaching remains one of the most underpaid professions in Bharat, further hindering conceptual and experiential teaching compared to conventional content-focused methods. A more substantial allocation of funds from the Government is vital to address this pressing limitation. Moreover, the existing cadre of teachers must be oriented towards modern teaching techniques to meet the demands of the new-age education system.
The already problematic teacher-student ratio in Bharat takes on further complexities with the introduction of mother languages for each subject. Finding competent teachers becomes a challenge, and the new hurdle arising from the NEP 2020, namely providing study material in mother languages, adds to the predicament. The policy outlines that students in private schools will be exposed to English at an earlier age compared to their counterparts in Government schools. Academic syllabi will be delivered in regional languages for Government school students. This aspect emerges as a major drawback of the new education policy, potentially leading to a widening gap between societal segments due to an increasing number of students uncomfortable with English communication. Regrettably, most international content predominantly exists in English, leaving regional languages with a limited repertoire. Despite Hindi serving as an official and widely used language across many States in Bharat, finding specialised educational content in
Hindi proves challenging. While online translation software may offer convenience, it often fails to convey the true essence of the original content during translation. This language divide in education poses significant challenges, demanding thoughtful solutions to bridge the gap and uphold the principles of inclusivity and equal opportunities for all students.
Bharat is often perceived as a thriving market by other nations, yet within its borders, it prides itself on nurturing specialists who serve the global community with diverse expertise. However, a significant challenge looms ahead as these specialists must navigate the powerful forces of AI and allied technological advancements.
Undoubtedly, Bharat faces a capital deficiency in preparing its education sector for these transformative changes. Education has become a lucrative business for numerous private entities, including ed-tech giants like Byju’s and Unacademy, as well as various coaching institutions. The burgeoning middle class, with an insatiable appetite for education and a fervent desire for certifications, fuels the flourishing of such institutions through increased admissions. While the NEP 2020 proclaims freedom for higher education institutions to introduce PG courses, the task of designing One Year PG Degrees for students who have completed 4 Year UG Degrees and Two-Year PG Degrees for those with 3 Year UG Degrees may present some challenges. Yet, the crux of the matter lies not solely in altering the structure of the education system but in fine-tuning its governance. Focusing on refining governance practices remains imperative for the successful implementation of the education policy. While acknowledging the historical failure to achieve the goal of 6 per cent public spending on education, the policy falls short in outlining precise strategies to surmount pre-existing challenges. As we venture forth, addressing these obstacles with determination and foresight becomes a cornerstone in our quest for a more equitable and empowered education landscape.
Bharat’s brilliance in thought has always been modern, drawing inspiration from the profound educational philosophies of visionary luminaries such as M.K. Gandhi, Radhakrishnan, Rabindranath Tagore, Swami Vivekananda, Ramakrishna Paramhansa, Vidyasagar, and Sabitribai Phule, in addition to its rich heritage. Like a guiding beacon, Bharat illuminates the path for the world to follow. Not only has Bharat enriched itself from its rich heritage, but it has also embraced the noble educational ideals of Plato, Rousseau, Locke, Kant, Dewey, and Montesquieu, epitomising its global acceptance. Aligned with the knowledge-driven growth of the 21st century, the NEP 2020 emerges as Bharat’s gateway to dominion and progress in the forthcoming decades, catering to the educational needs of its young populace.
This visionary policy encompasses a wide array of fields, from agriculture to artificial intelligence, fostering a generation of skilled professionals, primed to seize the future. Bharat must be prepared for what lies ahead, and the NEP 2020 equips aspiring students with the essential skillset for success. The NEP 2020 bears an admirable vision, yet its true strength lies in its seamless integration with other Government policy initiatives, resulting in a coherent structural transformation. Its implementation roadmap will ultimately decide if this endeavor engenders an all inclusive education, rendering learners industry and future-ready. Embarking on this transformative journey, the implementation of NEP 2020 heralds a new era in the annals of Bhartiya education. In doing so, Bharat will once again ascend to the exalted position of Viśvaguru, guiding the world towards a brighter tomorrow, and epitomising the essence of वसुधैव कुटुम्बकम!
Leave a Comment