Education is the best escape route from a life of poverty, particularly in the Indian context.
Education brings with it improved health, the chance of prosperity, and hope for the future. It opens the door to a life of dignity and independence. It is widely accepted fact that children are the most important assets of our nation.
Hence, children are the future as the strength of the nation lies in a healthy, protected, educated and well-developed child population that will grow up to be productive citizens of our country.
Existing socio-economic conditions also render some children vulnerable and more at risk to abuse, exploitation and neglect. The challenge is to reach out to the most vulnerable and socially excluded child of this country and create an environment wherein, not only is every child protected but s(he) also has access to opportunities and education for her/his all- round and development is indeed daunting. Successive governments since independence have taken their obligation seriously in regards to policy making concerning education.
The transmutation of many of the educational policy from formulation stage with its signaled intentions, commitments and objectives to its subsequent implementation, achievement of concrete outcomes and their evaluation is fraught with difficulties especially in the context of a dynamic nation.
Conflicting agendas, varying mandates, resource implications and political will are just some factors that have impinged upon the process of translating policy into reality in the past even though numerous commission, committees, policies and laws were enacted. All this has had positive as well as negative ramifications. The country has moved a lot forward since independence and we have achieved a lot.
The new daft education policy highlights and takes pride in our ancient system of education and incorporates many of its values in to this draft. The drafting committee has taken time to identify key challenges that is facing India at the critical moment of the 21st century. The themes that are identified both in K- 12 as well as in higher education are key areas that are affecting the nation’s education. The current government need to be appreciated for the opportunity it has provided for its citizens to present their view on education by availing the consultation opportunities. The following views are my individual reflections which are informed by practitioners in and academics.
a) The idea of upholding the ancient educational system is great but looking it from a common justice point of you, one will wonder whether this policy is perpetuating a class/cast system tightening the possible upward mobility in the society.
b) The policy acknowledges the great achievement of ancient universities but fails to acknowledge the contributions made by the small Christian community who were in a way bringing knowledge construction both in the cities and villages alike.
c) The focus on the pre-school education is worth considering while the personnel and the infrastructure also need to be taken to into account. It is where creativity, critical thinking, communication, collaboration and computational thinking will begin.
d) The idea of two tier exam is going to create again a class system of have’s and have nots. This is not acceptable since the dentation policy is changed. Every citizen has to have basic knowledge in mathematics and science. Knowledge of English will not hurt. So NO two exams for class ten even though it might produce an impressive statistics.
e) Education up to class V in mother tongue is great but will it be practical in multi linguistic and ethnic nation like ours.
f) The idea of IES is great so that people making decisions educations will have an understanding of Educational Philosophy, Educational psychology, educational law, educational Leadership, sociology of education and to great extent educational research.
g) Having a common entrance after class XII will be difficult as the disparity of education is
so high between urban – rural and government – private. The solution may be at least a
regional level with certain weighing system.
h) The idea of integrated five year prerequisite for teaching will enhance the quality but should not forget the remuneration given to teachers.
i) There has to be an insistence for constitutional values and ethics.
j) Extension of midday meal should be provided to all who deserve, where they study should not be a consideration.
k) The constitutional provision provided to minority should be further encouraged so that they can play a vital role in building this nation and not take away even what they have.
l) The curriculum should include the STEM (science, technology, engineering, mathematics) interest rooted in constitutional values. It has to envisage a fusion of theory, application and skill sets.
m) Accreditation and assessment has to become scientific and not biased. It should not become a tool to suppress or oppress a particular group or individuals.
n) The policy has to embrace an inclusive outlook and not the narrow minded approach.
The four pillars of learning are: learning to be; learning to know; learning to do and learning to live together. The new policy has to envisage a Classroom teaching and learning that adapts in a fundamental way the inclusion of 21st-century life skills. A paradigm shift to include pedagogical practices which nurture communication, collaboration, creativity and critical thinking skills. The entire process need to be rooted in ethics propelled by a profound spirituality
(Paul Pudussery csc., Ph. D. pudusseryp@gmail.com)