National Education Policy 2019: The highlights

Swami Vivekanand said, “Education is the manifestation of the perfection already in man.” So, it is the proper channelization of individuals through education that a child reaches the pivot of success. It is a known fact that the country’s economy and progress is directly linked with the appropriate success and advancement of Education. Taking into consideration of all such thoughts and discussions, The National Education Policy 2019 envisions an India centric education system that will contribute directly to transforming our nation sustainably into an equitable and vibrant knowledge society, by providing high quality education to all citizens.

The National Education Policy

The New Education Policy intends to meet the changing dynamics of the population’s requirements with regards to quality education, innovation and research. It has given a wide range of thoughts to all aspects that existed before and also considered new arears that needed special consideration. It has been designed in a manner to ensure that it thinks of every citizen, consistent with their ability to contribute to many growing developmental imperatives of this country and towards creating a just and equitable society. It encompasses to create a new system that is aligned with the aspirational goals of 21st century education not eliminating the importance of the need of giving attention to the tradition of Indian society and the values that our country is proud of. Though the thought of holistic development of students always existed in the system of education, it once again gives special emphasis on the development of creative potential which is the need of the present generation.

The new policy has extended the view of education to ensure that student develop not only cognitive skills – both ‘foundational skills’ of literacy and numeracy and ‘higher-order’ cognitive skills such as critical thinking and problem solving skills – but also social and emotional skills, referred to as ‘soft skills’, including cultural awareness and empathy, perseverance and grit, teamwork and leadership, amongst others.

Social and emotional competencies must be acquired by all learners to make them competent in all respects, be it academic, social and emotional. Therefore it is felt the necessity of conceiving education in a more encompassing manner.

Focus on early childhood care and education

The new policy begins with emphasis on the Fundamental stage which views the Early Childhood Care and Education (ECCE), a pedagogical phase of play and discovery based learning for the toddlers, followed by three years primary education which should be more discovery based learning between age 3 to 8. The Policy also clearly elucidates that childhood Care and Education has access to free, safe, high quality, developmentally appropriate care and education by 2025. There should be flexibility in the curriculum in these years which will enable equalising of the multiple cognitive abilities of children.

From 3 to 6 years of age, ECCE includes not only continued healthcare and nutrition, but also crucially self-help skills such as cleanliness, the handling of separation anxiety, being comfortable around one’s peers, moral development, physical development through movement and exercise, expressing and communicating thoughts and feelings to parents and others.

Universal access to quality early childhood education is perhaps the best investment that India can make for our children’s and our nation’s future.

This is then followed by three years of basic education of preparatory phase which will include textbook learning and other formal aspects of classroom teachings. The curriculum will be redesigned to focus on fundamental literacy. The middle school will involve more abstract thinking and subject oriented learning, ultimately leading to four years of secondary school education. Here the school education will felicitate multidisciplinary studies with introduction to preparation of such subjects to make students ready for the undergraduate programme of study including introduction of Liberal Arts and other vocational studies.

Preparing students for the future…

The members while drafting the new policy have kept in mind the necessity of interconnectedness of various phases of education and how the same will enable the continuity and coherence. It plans to provide preparation of students for further studies at higher levels. This again integrate itself to education at even higher level for Masters and Doctoral degrees. The target is to see that the whole process of education leads to professional success, embodying the spirit of the policy in totality.

Importance of teachers…

Mere planning and drafting of various policies in incomplete without execution. Accomplishment is possible with trained and efficient teachers. Therefore teachers capacity plays a central role in the attainment of foundational skills. It is understood that teachers need to be trained in a multilevel, play based, student centric style of learning. Leaving aside this aspect, finding good faculty becomes a challenge, so the policy includes the clear cut criteria of teachers qualified in the standard desired. There will be effective portal, The National Teacher’s Portal and various National Tutors Programme held across the country to enable upgradation of teachers knowledge.

Handling nutrition issues…

Expansion of midday meals is another concern tackled. A nutritious breakfast as well as midday meal will be served to pre-primary and primary school students. This will help make the hours between breakfast and lunch significantly more productive, especially for students from disadvantaged backgrounds.

Collaboration with parents and the community…

Holistic child education is what the education system is looking for. Only school and teachers cannot complete the child’s education. Parents, community and the society as a whole needs to encircle the system. Various research analysis shows the significant impact that home environment has on children’s academic learning. Therefore parent and community collaboration is an essential ingredient in optimising learning. The new policy categorically illustrates frequent meetings of parents and teachers.

Universal access to quality early childhood education is perhaps the best investment that India can make for our children’s and our nation’s future.

Other amendments…

Present system of rote learning is totally discouraged. The classrooms need to be more interactive. The curriculum content is to be reduced and enhance essential learning and critical thinking. These are some important factors that the new policy clearly states. There will be flexibility in choice of subjects. The curriculum will inculcate a scientific temper and encourage evidence-based thinking throughout the curriculum. Physical and mental fitness and even vocational exposure will play a vital role in the new changed syllabus, with strong emphasis on Digital Literacy. The policy will also redesign the assessment criteria to a more formative one. With such elaborate research and planning, our education system will surely see a better and complete literacy output.

The new policy begins with the emphasis on Fundamental stage which views Early Childhood Care and Education (ECCE), a pedagogical phase of play and discovery based learning for the toddlers, followed by three years primary education which should be more discovery based learning between age 3 to 8.

Holistic child education is what the education system is looking for. Only school and teachers cannot complete the child’s education. Parents, community and the society as a whole needs to encircle the system. Various research analysis shows the significant impact that home environment has on children’s academic learning.

Dr Suchitra Bhattacharya is an educationist, an administrator and a social worker. She is a classical singer and a dancer too. Dr Bhattacharya is working in the education sector since 19 years. She is presently the principal of GD Goenka Public School. Prior to this appointment she headed very successfully Army Public School Kolkata for nearly 6 years. Coming from the Army background, Dr Suchitra has an experience in cross-cultural, multi-disciplinary environment across regional boundaries and played a major role in helping students in the boarder arears. She is an able administrator and believes in leading a happy team with the positive thought of just being beside the students as a guide to the innovative mind. She has immense faith on the young generation of today and believes that India can become one of the strongest country if today’s youth is channelised in the right direction. Dr Suchitra is a keen writer and writes for many educational magazines.