Home Education Courses Draft National Education Policy Pushes Centralising Agenda, Short Changes Poor Students

Draft National Education Policy Pushes Centralising Agenda, Short Changes Poor Students

by Maurice A. Miller

A draft National Education Policy popping out decades after the second National Policy on Education changed into promulgated in 1986 and distilled thru five years of several draft panels and countrywide consultations clearly incorporates expectancies. However, the 2019 draft seems to most effectively air a few loud and naive wondering, a few nicely-intentioned however unsubstantiated ideas, and some smartly crafted statements on contentious meant movement.


The draft’s eponymous bankruptcy on ‘foundational literacy and numeracy’ describes a severe “studying disaster” and warns that the USA should lose “10 crores or more students — the dimensions of big united states of America — from the learning device”. It then goes directly to resolve that this can’t be allowed to appear. “The cost is a long way too exceptional— to crores of people and the state. Attaining foundational literacy and numeracy for all youngsters should end up an instantaneous national mission,” it notes. It then is going on to nation, nearly tautologically, that the motive in the back of this is a “loss of school preparedness,” trouble which the draft says acutely ‘afflicts’ kids from disadvantaged socio-economic backgrounds without access to pre-number one schooling.

Hiding at the back of terms like ‘amusing.’

So how does this policy acknowledge, understand or face that systemic undertaking? It asserts that early grade schooling does not emphasize reading, writing, speaking, or mathematical thoughts and wondering; however, actions quickly on to rote mastering. In actual truth, ‘rote’ getting to know frames all of the education, its expectancies, syllabi, texts, coaching, and evaluation at all stages, as acknowledged and mentioned by all the sooner regulations. It does no longer, however, maintains with “If and when rote studying is used, it’s going to constantly be pre-accompanied via context and motivation and put up accompanied by using analysis and dialogue” (p. Seventy-six).

Enumerating counting, mathematics and mathematical questioning as unique elements of foundational numeracy suggests a lay understanding of ‘learning’ that runs thru the report, often hiding in the back of the repeated use of terms that include ‘bendy’ and ‘fun.’ Moreover, it adds, “If college students are given a strong foundation in analyzing, writing, speaking, counting, mathematics, mathematical and logical wondering, hassle-fixing…then all different future lifelong mastering turns into…extra fun.” in Curriculum and Pedagogy (chapter four), we get a dream menu of diversifications and mixtures of this ‘amusing.’ From ‘interactive fun school rooms’ (p. 76) to language coaching in an ‘amusing and interactive fashion’ (p. Eighty-five) as accomplished through Samskrita Bharati and Alliance Française, for Sanskrit and French (however probably no longer for those in their early years).

Contrary to theories of learning, it recommends harnessing the “extraordinarily bendy capacity” (p. 79) of younger college students, from pre-faculty onwards, who could be “exposed to three or more languages to grow to speak me skill ability and interplay, and the potential to recognize scripts and study basic texts, in all three languages through Grade 3” (p. 81). It additionally states that in grades six to 8, each pupil will take an ‘amusing path’ (p. 86) in the languages of India. Multilingualism and an understanding of range are critical pursuits; however, no longer finished in such an ad-hoc manner.

Lack of cognizance on how students will imbibe abilities. It provides that puzzles or competitions to jot down on a subject without a given sound/alphabet can offer an “a laugh manner to recognize and play with language” (p. 93). Incidentally, such ideas had been used in NCERT language or arithmetic textbooks, but now not as arbitrarily and absolutely now not for ‘a laugh’, as they seem to be indexed inside the policy. A vital subject matter on integrating work and schooling, now not for a vocation but as a medium of mastering from life and existence, which has been applied with the aid of the Zakir Hussain Committee (1938), has not been seriously considered discussed at all. The draft claims that “exposure to sensible vocational-style schooling is always amusing for younger college students” (p. Ninety-four) and recommends, with no modalities, that each pupil will take a laugh 12 months-long path on a survey of vocational abilities and crafts, someday between grades six and eight, with some hands-on experience of carpentry, electric-powered paintings, gardening, pottery, and so forth.

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