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An Academic’s Response
The acceptance of the draft National Education Policy in its current form may prove disastrous for many of the gains made in education so far, at different levels. It will also mean an increased political control over educational institutions, undermining its stated goal of providing autonomy to them.
The draft National Education Policy, 2019 (DNEP) has several innovative ideas but it is also marked by severe problems. Its acceptance in the current form may prove quite disastrous for many of the gains made in education so far, at different levels. It is very important that there be thinking on it and the policymakers consult members of the teaching and student communities, who are after all critical stakeholders in this regard. The remarks that follow look at school education, higher education, and vocational education as set out in the policy and the issue of financing, along with some points of general concern.
With regard to pre-school education and foundational stage learning, the policy is radical and forward-looking in including children from the age of three onwards within its scope and in committing to “free and compulsory quality school education for all children in the age group of 3–18 by 2030.” There are other good ideas, including the use of social workers to track children, the provision for breakfast and the use of volunteers to ensure that kids get to schools. It is also good that the DNEP seeks to eliminate junior colleges and to consider grades 11 and 12 as an integral part of the secondary stage of education. This would reduce the stress on students having to transfer, at the young age of about 16, to other educational institutions, which may also be further away from their homes.
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