New Education Policy - Takeaways & Implications

In a landmark decision to reform the traditional face of education in the country, the Government of India through its Ministry of Education (formerly MHRD) has accepted and enforced the New Education Policy (NEP) for all educational institutions in the country. The policy has been designed by an expert committee of eminent educationists that submitted a draft to the government in December 2019. This newly applicable policy finds its basis in the idea of making education more accessible for all learners.

The new policy puts fourth radical changes across all spheres of education. Starting from foundational schooling to post professional and vocational education. Through the enactment of this policy, the government has made its revolutionized stance towards the internationalization of education very clear. Future generations stand to benefit a great deal from the changes presented in the policy that comes after a 34 year hiatus.

So what has really changed for schools?

The NEP 2020, takes the present system of learning and flips it on its head. There are visible changes across all delivery models and even talks about holistic development of the students and technical grooming of teachers that can empower young minds to become future leaders.

The schooling segment is perhaps one of the most influenced segments with monumental implications for future learners. Here’s why:

• Formalized Early Childhood Care & Education with a national curriculum framework to be made available to all

• Re-purposing school complexes as adult & vocational education centers during non-school hours for optimum utilization of resources

• A redefined academic trajectory of students commencing with the foundational (3+2), preparatory (3 years), middle (3 years) and secondary (4 years) phases being the new face of schooling

• State level exams across grades 3, 5 and 8th in addition to mandatory board exams as per the current regime

• Centralized assessment centers will be established for Performance Assessment, Review and Analysis of Knowledge for Holistic development of the children (PARAKH)

• Reformed report cards consisting of peer reviews in addition to teacher feedback

• Recruitment of local artists and craftsmen will promote regional arts in schools

• Integration of vocational skills from grade 6 with practical experience to willing learners

• No hard separation between streams of arts, science & commerce with greater flexibility being made available to the students

• Special provisions for gifted children

There are a lot more indirect implications for schools mentioned within the policy over and above the aforementioned list. Schools have now been enabled to provide futuristic education with the use of technology in the classroom, however it has been observed that teachers are opposed to the idea of infusion of modern teaching techniques within the classroom. This also finds redressal in the policy which places a heavy emphasis on the investment in teacher education and their professional development. A rather staggering change is the change in mandated teacher qualification to a 4 year integrated B.Ed degree as opposed to 2 years at present. A special curriculum shall be designed for new teachers that will enable them to impart knowledge using modern teaching techniques and reformed pedagogies thereby enabling future learners to become competent for the real world.

And what about higher education?

Under the new policy, the government has categorically emphasized the importance of multidisciplinary education across the higher education segment. This renewed understanding represents the governmental push to make the economy more self-reliant and harness its own capabilities before seeking outsider assistance. In it’s endeavors to promote the entrepreneurial spirit, the government has made value-based education a new foundation to be imbibed within the course structure. In fact, there is also a reassessment of what courses should continue to exist in terms of availability of employment and what skills have now become irrelevant and should therefore be discontinued.

Specifically, the government has put forth both regulatory and operational changes in the higher education sphere, such as:

• Institution of a single oversight body called Higher Education Commission of India (HECI) to govern all higher education institutions except those that specialize in the medical & legal niche

• A unilateral set of governance norms for both public & private institutions

• Creation of professional standards in accordance with global norms by Professional Standard Setting Bodies (PSSB) in place of the existing 17 professional councils

• Creation of Multidisciplinary Education & Research Universities (MERU’s) with the aim to reach global status

• All new institutions will be required to offer Open Distance Learning (ODL) and online programs once accredited

• Multiple entry/exit options shall be available to students to leverage with undergraduate courses to be of 3-4 years including a year of research

• The installation of high performing universities globally to set up centers in India will be encouraged

Alongside the changes mentioned above the policy also sets bold targets for the coming years such as increasing the GER in higher education including vocational learning to 50% by 2035 and increasing public investment in education to amount to 6% of GDP by the next decade.

What else is on the table?

In addition to the many visionary changes suggested by the policy, there are several small but significant revisions that the government plans to implement in due course. There is a strong inkling to promote the preservation and promotion of local arts, culture and language through education. Further, the infusion of technology in education has been stressed upon emphatically with the setting up of National Education Alliance for Technology (NEAT) and Artificial Intelligence enabled research centers across the nation. Adult education is yet another aspect that finds mention within the policy that posits creation of Adult Education Centers (AEC’s) through optimum utilization of school infrastructure for the same.

The policy clearly provides a framework of operation for new and old institutions and re-imagines the fate of education in the country in the coming years. It is indeed an advantageous for a nation to recognize education as a pivotal pillar in the success of its economy and it’s people. Seeking to expedite the implementation of these efforts, the government has already set aggressive timelines and is positioned to bring the entire policy into force by 2040. For a detailed understanding of the NEP and all it’s nuances, read through our monograph here.

Enabling education for the masses through adoption of Ed-tech

The Indian education system is currently suffering from serious lacunae of teacher centered traditional schooling also known as ‘Factory model’ where in children are referred as products and where kids are treated as part of an assembly line, learning essentially the same things at an ‘average’ pace of the class without much personalization. This ‘Factory Model’ exists because it's the most economical or sustainable way to educate a large number of kids together with limited resources.

On the 2018 Legatum Prosperity Index, an annual study which evaluates 149 countries on several factors, India stands at the 104th spot in education. In India, the percentage of Class II students who could not read a single word of a short text or perform a two-digit subtraction is higher than in Uganda or Ghana. These facts indicates that India children at large scale lack in access to quality Education, educational resources and opportunities to learn beyond schooling.

Major Challenges in Education System in India

• Lack of Infrastructure: Shortage of schools and classrooms with basic amenities like electricity, drinking water and toilets

• Unavailability of quality teachers: Teachers are less qualified, lack professionalism and grappled with absent-ism

• Shortage of quality study material: Shortage of study material leads to disinterest among students

• Language issues: With 1500+ languages available, it is difficult to teach students in their respective languages with limited or no regional language content available 

Technology in Education (Ed-Tech) for large scale adoption

There is urgent need to implement technology enabled solutions and services that can redefine how education is imparted to students in lower strata of society in efficient format at all levels of education.

India is at the cusp of experiencing the growth curve in Ed-Tech & online learning the way the US or China had in the recent past. The current COVID-19 crisis has made use of Ed-tech more pertinent than ever.

 I. Going Digital:

 In online education, content delivery consists of text, audio and video to teach and elaborate on classroom subjects with experienced teachers. Thus fills-in knowledge gaps when teachers are absent or less educated with certain materials. These materials are also more streamlined, making topics easier to understand for a multitude of students. Video lessons make classes more consistent in all schools, eliminating the variation of teaching materials around the country and allowing student at large scale to learn in self-paced manner.

II. Specialized and Individual Learning through Massive Open Online Courses

Traditional schooling system is proven to be less effective at aiding students individually to learn core concepts; through the implementation of MOOC’s, schools will be better able to cater to students’ needs and adapt specific programs to better suit individual learning styles and educational requirement.

III. TV channel-based learning

Poor internet access in rural population is major challenge; with only 15% of families have internet facilities in rural areas. Thus making implementing online education difficult, hence makeshift technology uses such as TV channel based learning in regional languages in particular time slots. This can be crucial in providing instant access to learning content without onboarding.

IV. Open Schooling

Ed-tech can help in strengthening open schooling initiatives such as National Institute of Open Schooling with further to help curtailing School drop-out rates in senior secondary and higher education by creating Open Educational Resources (OER) across streams and allowing studnets to choose multiple subject of choice.

V. Resource-centric social network for educators

Rural area teachers have to be made at par in quality with their counterparts in urban areas, this is possible by developing Resource-centric social network for educators where teachers can interact and seamlessly share educational resources across states and country.

While a number of states in India have initiated Ed-Tech enabled programs to improve education levels, we believe Ed-tech start-ups companies would require extensive partnership with authorities to bring more technology into Indian classrooms for addressing current challenges.

Government should work towards providing digital access such as tablets, SD-Cards, Desktop computers and projectors to lower strata of society making Ed-tech educational programs more accessible to the multitudes. Many state-run schools have some access to these resources and Government needs to make consistent efforts towards providing EdTech for students in all regions.