The Miss And The Match Of New Education Policy

Finally the long-awaited National Education Policy got the cabinet approval. Let’s start with its positives first.

It is certainly forward looking and has the right ingredients to address a couple of key issues in the Indian education system. Foundational literacy and numeracy shall equip the system to tackle the learning crisis pointed out in many surveys. Holistic and multidisciplinary learning would get rid of rote learning and help in well-rounded education for the learners. Practice of human and constitutional values will assist in shaping the knowledge landscape at early stage.

Introduction of contemporary subjects and focus on vocational education should provide high-quality employment opportunities in the global ecosystem. Four-year long integrated B.Ed. program and CPD (Continuous Professional Development) for teachers pave the way for imparting quality education. Efficient resourcing and effective governance through school clusters are likely to bring required efficiency in the system.

Before I move to the points which have not been addressed in this policy, let me draw attention to the challenges in the implementation. An array of terms such as strategic, systematic, equitable, inclusive etc. is not sufficient for an effective execution. The last section of the policy IV: MAKING IT HAPPEN – which is essentially the road map for the entire policy – is bundled in just 5% of the total policy document. First three sections namely SCHOOL EDUCATION, HIGHER EDUCATION and OTHER KEY AREAS have many features as just verbatim reproduction. Though there is no harm in copying the good ideas, but due focus would be required to set the processes for implementing those ideas. Especially when we have so many agencies like, MoE, State Departments of Education, Boards, NTA, the regulatory bodies of school and higher education, NCERT, SCERTs, and newly introduced RSA and RSA (Rashtriya Shiksha Aayog and Rajya Shiksha Aayog) involved.

NEP states that innovative education mechanisms and systems would be put in place to ensure enrollment of children. There should have been at least a tentative list of those mechanisms and systems. The statements such as – ‘concerted national effort by both the Centre and States/UTs’ or ‘Universal participation’ – are bit inexplicable and dicey by nature.

One of the ways to provide quality school education was mentioned in the policy as improvement in infrastructure by upgrading and enlarging the schools, building additional quality schools, providing safe and practical conveyances, hostels etc. The policy also asserts every classroom will be developed into a smart classroom. There are many other statements (should not be read as promises) made in the policy such as hiring of teachers, system of incentives, free boarding facilities for SEDG and Gender-Inclusion Fund etc. All sound great. But what about the budget, how will these additional expense be financed?

It is mentioned that policy endorses and envisions public expenditure on education to reach at 10% of all government expenditure over a 10 year period from less than 5% at present. This statement implies curtailing of proportionate share for other less important expenses. In absence of listing down those other expenses, policy would simply be a pleasing document with impressive wish list.

Coming to one of the key points which NEP has not dared to touch is the caste-based reservation. The policy does recognize inadequate mechanisms for merit-based career progression of faculties and also endorses teachers’ appointments, promotions and salary increases on the basis of merit and assessments (clause 5.25 and 9.5). But the existing caste-based reservation criterion for student admissions and teachers’ recruitment is left untouched in the entire document. With due considerations to the complexities attached to this subject, an indication for future actions on this matter could have been a welcome step.