Page 60 - February EW 2024 PDF

Cover Story

NEP 2020 highlights multiple entry and exit points with appropriate certification.
Undergrad programmes can be of three-four years with multiple
exit options and certification.
he Union Cabinet of the BJP/NDA 2.0 government ap- • Academic Bank of Credits to be established to facilitate
proved the National Education Policy (NEP) 2020 on July transfer of credits.
T29. Formulated over a period of four years and based on • Multidisciplinary Education and Research Universities
the recommendations of the T.S.R. Subramanian Committee (MERUs) on a par with IITs, IIMs, to be promoted countrywide
Report (2016) and draft NEP of the Dr. K. Kasturirangan Com- as models of best multidisciplinary education of global stan-
mittee (2017-19), NEP 2020 replaces the National Policy on dards.
Education (NPE), 1986/92.
• National Research Foundation to be the apex body for devel-
oping a strong research culture and building research capacity
School education in higher education.
• Ensure NEP 2020 is aligned with the United Nations SDG-4 of • A Higher Education Commission of India (HECI) will be an
all children from preschool to secondary level in school educa- overarching umbrella body for all higher education, excluding
tion by 2030. medical and legal education institutions. Four independent
• The policy mandate is to re-induct 20 million out-of-school verticals — the National Higher Education Regulatory Council
children back into mainstream education. (NHERC) for regulation, General Education Council (GEC) for
• The current 10+2 system to be replaced by a new 5+3+3+4 setting standards, Higher Education Grants Council (HEGC) for
curricular structure corresponding to ages 3-8, 8-11, 11-14, and funding, and National Accreditation Council (NAC) for accredi-
14-18 years. The new system will have 12 years of schooling tation, to be established under HECI. Public and private higher
with three years of anganwadi/preschool learning. education institutions will be governed by the same set of
• Every child to attain foundational literacy and numeracy by norms for regulation, accreditation and academic standards.
class III (age eight). Vocational education to start from class VI • College affiliation with universities to be phased out in 15
with internships. years and a mechanism for granting graded autonomy to col-
• Medium of instruction until class V or preferably until class VIII leges to be instituted. Over a period of time, every college will
to be in mother tongue/regional language “wherever possible”. either develop into an autonomous degree-granting college or
The three-language formula to be followed. constituent college of a university
• Assessment reforms with 360 degree holistic progress card to
track students’ progress. Examinations by appropriate authority Others
in classes III, V and VIII. • An autonomous National Educational Technology Forum
• A new and comprehensive National Curriculum Framework (NETF) to be established to provide a platform for the free
for Teacher Education (NCFTE 2021) will be formulated by exchange of ideas on the use of technology to improve learning,
the NCTE in consultation with NCERT. By 2030, the minimum assessment, planning, administration.
degree qualification for teaching will be a four-year integrated • NEP 2020 mandates a Gender Inclusion Fund and Special
B.Ed degree. Education Zones for under-developed regions and socioeco-
nomically disadvantaged groups (SEDGs).
Higher Education • The new policy favours multilingualism in schools and higher
• Gross Enrolment Ratio in higher education to be raised to 50 education. National Institute for Pali, Persian and Prakrit, Indian
percent by 2035; capacity in higher education to be expanded Institute of Translation and Interpretation to be promoted.
by 35 million. The Centre and the states will work together to increase invest-
• NEP 2020 introduces broad based, multi-disciplinary, holistic ment in public education to reach 6 percent of GDP at the
undergraduate education with flexible curricula, creative com- earliest.
binations of subjects, integration of vocational education and (Excerpted from EducationWorld, July 2020)

However, let’s examine the million- responsible for institutional perfor- show that they are aware of and trying
dollar question: what happens after mance. This means they need to dem- to solve their problems — action may
the assessment results are obtained onstrate that they are aware of their well be taken against them.
and how does it lead to school im- weaknesses, and share the plan of On the other hand, there are more
provement? action they have drawn up to address rigorous institutional assessment
Helping weaker schools: two them. When school leaders do this, systems that hold school leaders li-
types of accountability. Many they are provided support to address able and culpable of negligence. In
countries require their schools to their challenges. Therefore in such countries with these systems, low-
undergo assessment conducted by cases, weaker schools are supported. performing schools or their leaders
external agencies or an agency of the If there are gaps (say a shortage of a are punished — sometimes by way
government to hold them ‘account- subject teacher or some students from of budget grant cuts, or denial of cer-
able’. But what does that accountabil- low-income households falling be- tain benefits or resources that better
ity mean? hind), they are provided government performing schools receive. But in
Some systems require school lead- support. Of course, school leaders are practice, this may further weaken the
ers to be accountable, answerable and answerable — if they are not able to school. Firstly, no attempt has been

60 EDUCATIONWORLD FEBRUARY 2024