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#Post#: 24--------------------------------------------------
Draft National Educational Policy
DIR By: lija
Date: October 23, 2019, 2:39 am
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Draft National Education Policy 2019
Committee Report Summary
The Committee for Draft National Education Policy (Chair: Dr. K.
Kasturirangan) submitted its report on May 31, 2019. The
Committee was constituted by the Ministry of Human Resource
Development in June 2017. The report proposes an education
policy, which seeks to address the challenges of: (i) access,
(ii) equity, (iii) quality, (iv) affordability, and (v)
accountability faced by the current education system.
The draft Policy provides for reforms at all levels of education
from school to higher education. It seeks to increase the focus
on early childhood care, reform the current exam system,
strengthen teacher training, and restructure the education
regulatory framework. It also seeks to set up a National
Education Commission, increase public investment in education,
strengthen the use of technology and increase focus on
vocational and adult education, among others. Key observations
and recommendations of the draft Policy include:
School Education
Early Childhood Care and Education: In addition to problems of
access, the Committee observed several quality related
deficiencies in the existing early childhood learning
programmes. These include: (i) curriculum that doesn’t meet the
developmental needs of children, (ii) lack of qualified and
trained teachers, and (iii) substandard pedagogy. Currently,
most early childhood education is delivered through anganwadis
and private-preschools. However, there has been less focus on
the educational aspects of early childhood. Hence, the draft
Policy recommends developing a two-part curriculum for early
childhood care and education. This will consist of: (i)
guidelines for up to three-year-old children (for parents and
teachers), and (ii) educational framework for three to
eight-year-old children. This would be implemented by improving
and expanding the anganwadi system and co-locating anganwadis
with primary schools.
The Right to Education Act, 2009 (RTE Act): Currently, the RTE
Act provides for free and compulsory education to all children
from the age of six to 14 years. The draft Policy recommends
extending the ambit of the RTE Act to include early childhood
education and secondary school education. This would extend the
coverage of the Act to all children between the ages of three to
18 years.
In addition, the draft Policy recommends that the recent
amendments to the RTE Act on continuous and comprehensive
evaluation and the no detention policy must be reviewed. It
states that there should be no detention of children till class
eight. Instead, schools must ensure that children are achieving
age-appropriate learning levels.
Curriculum framework: The current structure of school education
must be restructured on the basis of the development needs of
students. This would consist of a 5-3-3-4 design comprising:
(i) five years of foundational stage (three years of pre-primary
school and classes one and two), (ii) three years of preparatory
stage (classes three to five), (iii) three years of middle stage
(classes six to eight), and (iv) four years of secondary stage
(classes nine to 12).
The Committee noted that the current education system solely
focuses on rote learning of facts and procedures. Hence, it
recommends that the curriculum load in each subject should be
reduced to its essential core content. This would make space
for holistic, discussion and analysis-based learning.
School exam reforms: The Committee noted that the current board
examinations: (i) force students to concentrate only on a few
subjects, (ii) do not test learning in a formative manner, and
(iii) cause stress among students. To track students’ progress
throughout their school experience, the draft Policy proposes
State Census Examinations in classes three, five and eight.
Further, it recommends restructuring the board examinations to
test only core concepts, skills and higher order capacities.
These board examinations will be on a range of subjects. The
students can choose their subjects, and the semester when they
want to take these board exams. The in-school final
examinations may be replaced by these board examinations.
School infrastructure: The Committee noted that establishing
primary schools in every habitation across the country has
helped increase access to education. However, it has led to the
development of very small schools (having low number of
students). The small size of schools makes it operationally
complex to deploy teachers and critical physical resources.
Therefore, the draft Policy recommends that multiple public
schools should be brought together to form a school complex. A
complex will consist of one secondary school (classes nine to
twelve) and all the public schools in its neighbourhood that
offer education from pre-primary till class eight.
The school complexes will also include anganwadis, vocational
education facilities, and an adult education centre. Each school
complex will be a semi-autonomous unit providing integrated
education across all stages from early childhood to secondary
education. This will ensure that resources such as
infrastructure and trained teachers can be efficiently shared
across a school complex.
Teacher management: The Committee noted that there has been a
steep rise in teacher shortage, lack of professionally qualified
teachers, and deployment of teachers for non-educational
purposes. The draft Policy recommends that teachers should be
deployed with a particular school complex for at least five to
seven years. Further, teachers will not be allowed to
participate in any non-teaching activities (such as cooking
mid-day meals or participating in vaccination campaigns) during
school hours that could affect their teaching capacities.
For teacher training, the existing B.Ed. programme will be
replaced by a four-year integrated B.Ed. programme that combines
high-quality content, pedagogy, and practical training. An
integrated continuous professional development will also be
developed for all subjects. Teachers will be required to
complete a minimum of 50 hours of continuous professional
development training every year.
Regulation of schools: The draft Policy recommends separating
the regulation of schools from aspects such as policymaking,
school operations, and academic development. It suggests
creating an independent State School Regulatory Authority for
each state that will prescribe basic uniform standards for
public and private schools. The Department of Education of the
State will formulate policy and conduct monitoring and
supervision.
#Post#: 30--------------------------------------------------
Re: Draft National Educational Policy
DIR By: Prachi J
Date: October 24, 2019, 4:51 am
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A Four year programme is a good intitaive taken by the govt.for
teachers training.
#Post#: 31--------------------------------------------------
Re: Draft National Educational Policy
DIR By: lija
Date: October 24, 2019, 4:59 am
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That's true. Also increasing the age bracket under The Right to
Education Act 2009 from 3 to 18 years will help the economical
backward class students.
#Post#: 32--------------------------------------------------
Re: Draft National Educational Policy
DIR By: anshu
Date: October 30, 2019, 2:56 am
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A target based approach is always a good idea
☺☺☺☺
#Post#: 49--------------------------------------------------
Re: Draft National Educational Policy
DIR By: anamika
Date: November 18, 2019, 3:11 am
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There are many new initiatives taken by the government.
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