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National Education Policy 2019

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:

1.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. 

2. 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. 3. 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.

4. Establishment of new higher educational institutions: Currently, higher educational institutions can only be set up by Parliament or state legislatures.  The draft Policy proposes that these institutions could be allowed to be set up through a Higher Education Institution Charter from NHERA.  This Charter will be awarded on the basis of transparent assessment of certain specified criteria.  All such newly constituted higher educational institutions must receive accreditation as mandated by NHERA within five years of being established.

5. Professional development of faculty: The Committee observed that poor service conditions and heavy teaching loads at higher education institutions have resulted in low faculty motivation.  Further, lack of autonomy and no clear career progression system are also major impediments to faculty motivation.  The draft Policy recommends development of a Continuous Professional Development programme and introduction of a permanent employment (tenure) track system for faculty in all higher education institutions by 2030.  Further, a desirable student-teacher ratio of not more than 30:1 must be ensured. 6.Optimal learning environment: The Committee observed that the curricula remain rigid, narrow, and archaic.  Moreover, the faculty often lacks the autonomy to design curricula, which negatively impacts pedagogy.  It recommends that all higher education institutions must have complete autonomy on curricular, pedagogical and resource-related matters.

7. National Mission on Education through information and communication technology: The Mission will encompass virtual laboratories that provide remote access to laboratories in various disciplines.  A National Education Technology Forum will also be setup under the Mission, as an autonomous body, to facilitate decision making on the induction, deployment and use of technology.  This Forum will provide evidence-based advice to central and state-governments on technology-based interventions. 

8. Vocational courses: All school students must receive vocational education in at least one vocation in grades nine to 12.  The proposed school complexes must build expertise in curriculum delivery that is aligned to the competency levels under the existing National Skills Qualifications Framework. The proposed Higher Education Institutions must also offer vocational courses that are integrated into the undergraduate education programmes. The draft Policy targets to offer vocational education to up to 50% of the total enrolment in higher education institutions by 2025, up from the present level of enrolment of well below 10% in these institutions.

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