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Analysis of Main Features of New Education Policy 2020- Beginning of a new era in India’s education system.

Recently, the Indian government has approved the New education policy (2020). For decades, the government felt the need to modernize the century old education policy of India, in order to align it in the line of education system of developed countries like Germany. The Narendra Modi Government has taken the first step towards this direction. Without further delay, lets analyze the main features of the new education policy (2020).

Pros of New Education Policy (2020)

Followings are the Main features of new education policy along with detail analysis

  • Flexibility in choosing subjects: The old system divides the students into three categories after class 10 viz, Arts, Science and commerce. This system was very rigid, because a student who has opted for science cannot choose to study any Arts subject and vice versa. The same thing is applicable for commerce students. But, in NEP, a student can choose any combination of subjects from Arts, commerce and Science.
  • New Academic Structure: The existing 10+2 system has been replaced with (5+3+3+4). It has been described below-
Comparison of Academic structure
  • Foundational(5)-Multilevel, play based learning.
  • Preparatory(3)-Activity and interactive based classroom learning.
  • Middle(3)-Experiential learning in Arts, Science, Social Science etc.
  • Secondary(4)– Multi-disciplinary, critical thinking, flexibility in subject choice.
  • More Focus in vocational studies in school level: Unlike old system where there in no concept of vocational courses, now the students from grade 6-8 will be engaged in vocational training course such as Carpentry, Plumbing, Gardening, Welding etc. Similar courses will be available from grade 9-12.
  • Changes in method of evaluation of performance: Now, the report cards will include self assessment sheet along with the existing teachers’s evaluation sheet. PARAKH (Performance, Assessment, Review and Analysis of Knowledge for Holistic Development)- a new national assessment center will be set up.
  • Government expenditure on education is increased: 6% of GDP will be spend on education, which is substantial increase from current 3%.
  • Importance of Board Exams is reduced: In order to promote concept based learning, exams will be conducted twice a year, consisting of two paper viz, objective and subjective.

More Features….

  • Multiple Entry- Exit Program: A student currently pursuing a degree in any particular field, may choose to transfer the course to other field. Say, for example, a student pursuing B. Tech degree may opt to study any other degree course after completion of 1st, 2nd or 3rd year of present B. Tech course. Additionally, he shall be issued the certificate of B. Tech course, according to the number of years of completion of B. Tech course.
  • Provision on pupil-teacher ratio: As described in the image below
To achieve universal foundational literacy & numeracy under NEP
New Education Policy
  • Doors open for foreign universities: 100 best foreign universities has been allowed to open campuses in India.
  • New standards and training on online tools for teacher: The Coronavirus pandemic has made the policy maker to give more emphasis on online mode of imparting education.
  • By 2030 minimum qualification for teaching will be an integrated 4 years B. Ed degree.
  • Some more positive features is described below-
More features of NEP
New Education Policy 2020 for India

Cons of New Education Policy (2020)

  • Criticism on Medium of Instruction/ Langauge: As per new education policy, the medium of instruction up to at least class 5 and preferably up to class 8 shall be in regional language or mother tongue. With this directives, English as a medium of instruction may get a set back. This would prove to be detrimental to movement of students from one state to another.
  • Policy branded as anti-democratic: According to many political parties and student bodies, the union Government should have had more consultation with state Government, because education is a concurrent subject.
  • Neglect of ground reality: There are still many Government schools with shortage of teachers. So, providing vocational training seems impractical.

Conclusion

Transformation of India’s education system in the line of education system of western developed countries was long due. But, India is still a developing country. So, the implementation of new education policy may face several constraints. In this relation, the allotment of 6% of GDP to education is a welcome step. Moreover, the problem of shortage of teachers in Government schools should be addressed first, before implementation of vocational courses and training. With no adequate number of teachers in schools, the policy would appear shiny in paper only.

By _byai

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