Tuesday, 11 June 2019

NATIONAL EDUCATION POLICY 2019, SOME IMMEDIATE COMMENTS

NATIONAL EDUCATION POLICY 2019, SOME IMMEDIATE COMMENTS

I happen to go through the draft of “National Education Policy 2019”. Without any prejudice, I have the following immediate observations:
  1. What was the need for preparing draft for “National Education Policy 2019”?
  2. Has the present policy failed to deliver?
  3. What has gone wrong?
  4. Were the policy makers short sighted?
  5. What markers were and are the base of forming the earlier policy and the present draft?
  6. Who all are accountable for this failure both at the School Education and Higher Education level?
By and large there seems to be some contradictions in the present report. Causes of failure sighted at various places look little vague and are without any “Pinpointed suggestions / reasons / solutions”.
The cause(s) of chronic disease and decay haven’t been isolated or quantified.

Therefore, I humbly suggest holding on the implementation of this draft since it will be a futile exercise without the HONEST POST MORTEM of the existing failed education policy. Without providing or listing of “How and Why” of events leading to failure of the present policy will lead to another failure in succession. The Higher Education will not have another chance to come out of the ventilator. We must not close our eyes like a pigeon when it sees a cat.

Preparing a policy of this importance is not easy. The sincere effort of the esteemed members is well appreciated. However, the post-mortem needs to be carried out first; else it may prove to be another disaster. I sincerely request one and all to please take it as a positive criticism in the interest of everyone.


5 comments:

  1. All the points mentioned above are very valid. Without analyzing the previous policy failure at the micro level can lead to yet another policy failure.

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  2. Sir, you are absolutely correct in curating all basic questions.actually speaking a meticulous critical analysis was required, problems and bottlenecks be identified and the changes and solution to the problems been addressed. The policy extensively says a lot on "what should be". Like in the early cognitive development what is required is prescription for: (a) the parent at the home, (b) at the work place of working mother/father/parent, (c) preschool, primary and elementary schools. Say for examples the pre-schools, schools and workplace may be prescribed to mandatory have small hobby clubs for the infants and under 3 aged children.
    The policy advised loading shedding on the syllabus (it should be done with a caution), it will affect the basic professional instinct in the later/higher education levels.
    Also it advised dilution of boundary between the disciplines. The etymology of this idea should be explained without which the implementers of the policy may be dogged with their own perception and it may be the cause of greatest failures.
    On the higher education front a massive support to ODL and MOOC Is prescribed. To me personally such online modes are marvelous options but they should be handled with utmost care. Actually, the MIT kind of institutions have implemented it with great success because these Institutions are the know temples of higher learning with greatest prudence, integrity, maturity and recognition. In case of India utmost case should be required.
    The idea of Type-1, Type-2 and Type-3 institutions may be good. But, a system of doing away with the affiliation system as once I believe may not be very good. We have seen delimiting the technical education has brought a total collapse of the quality technical manpower to this country.
    Further, the prescription of massive public funding to Type-1 institution may be good. But the how it will be implemented bears the key to the success to this. To my understanding, Faculty/researcher potential should be graded and the grant be facilitated to the most deserving researchers.
    There are several more issues. Mot the issues actually stare at "how to".

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