National Policy on Education 2016 Report of the Committee for Evolution of the New Education Policy

Link for Full report: http://nuepa.org/New/download/NEP2016/ReportNEP.pdf Table of Contents Page No. Letter to Hon’ble Minister for HRD Abbreviations and Acronyms Chapter I: Empowering India through Quality Education 1-5 1.1 Introduction 1.2 The Education System in India 1.3 The Way Forward 1.4 The Need for National Commitment Chapter II: Approach and Methodology 6-10 2.1 Constitution of the Committee for Evolution of the New Education Policy (NEP) 2.2 Advance Steps Initiated by the MHRD for Preparation of the New Education Policy 2.3 Approach of the Committee in Calling for Evidence, Data and Opinion 2.4 Consultations with State Governments and Central Government Officials 2.5 Documents Presented to the Committee 2.6 The Committee’s Thanks go to a Large Number of People Chapter III: Context and Objectives of the New NEP 11-32 3.1 Broad Objectives of the New National Policy on Education , 2016 3.2 Inculcation of Values through Education 3.3 Constitutional & Legal Provisions relating to Education (a) Fundamental Rights (b) Religious Instruction/Worship (c) Non Discrimination in Education (d) Rights of Minorities (e) Education for Weaker Sections (f) Provisions with Regard to Language (i) Linguistic Rights of Minorities (ii) Instruction in the Mother Tongue (iii) Promotion of Hindi (g) Right to Education (RTE) 3.4 Earlier National Policies on Education 3.5 The State of Education in India (a) Elementary Education (Classes I-VIII) (b) Surveys Relating to Quality of Education (c) Secondary & Higher Secondary Education (Classes IX to XII) (d) Higher Education Chapter IV: Need for a New National Policy on Education 33-36 Chapter V: Governance in Education 37-63 5.1 Administration and Management of Education Recommendations 5.2 Use of ICT for Improving Quality of Education (a) Background: Use of ICT in Education (b) IT as Aid to Teacher in the Classroom (c) IT to Aid in Remedial Education (d) IT as Training Material for Teachers (e) IT for Adult Literacy (f) IT Modules as Learning Tools in Higher Education (g) Other Possible uses of IT in Education (h) Revamping the Information Management System – ‘Big data’ in Education Recommendations 5.3 Constitution of a Standing Education Commission Recommendations 5.4 Need to Restrict Political and Other Distractions in University and College Campuses (a) The Lyngdoh Committee (b) Permission for Period of Stay of a ‘Student’ in the Campus Recommendations 5.5 Creation of an All India Education Service Recommendations 5.6 Dealing with Litigation Recommendations 5.7 Public Expenditure on Education Recommendations 5.8 Need for Special Academic and Other Support to Children from Socially and Economically Weaker Sections Recommendations Chapter VI: School Education 64-120 6.1 Structure and Delivery of School Education Recommendations 6.2 Teacher Management (a) Teacher Shortages (b) Teacher Absenteeism (c) Teacher Recruitment and Transfers (d) Teacher Grievances (e) School Leadership: Role of Headmaster/Principal (f) Teacher Education and Training Recommendations 6.3 Teacher Education, Deployment and Professional Development Recommendations 6.4 School Governance and Management Recommendations 6.5 ICT as an Additional Tool in School Management Recommendations 6.6 25% Reservation for Weaker Sections and Disadvantaged Groups (a) Constitutionality (b) Social Acceptance of Section 12(1)(c) (c) Administrative Lacuna Removal – a Work in Progress (d) Study on Benefits to 75% in Private Schools (e) Application of EWS Quota to Religious and Linguistic Minority Institutions Recommendations 6.7 No Detention Policy (a) Arguments in Favour of the No-Detention Policy (b) Arguments against the No-Detention Policy (c) Committee’s Views Recommendations 6.8 Need to Amend the RTE Act, 2009 Recommendations 6.9 Vocational Education and Training (VET) (a) Current Initiatives (b) Challenges Recommendations 6.10 Pre-School Education (a) Present Position (b) Importance of Early Childhood Years (c) Role of the State (d) Modalities Recommendations 6.11 Education of Children with Special Needs Recommendations 6.12 Education of Tribal Children (a) Problems of Education in Tribal Areas (b) Education of Tribal Children (c) New Initiatives by States Recommendations 6.13 Language Policy Recommendations 6.14 Sports and Physical Education Recommendations 6.15 Curriculum Renewal and Examination Reforms (a) Curriculum Reforms and Renewal (b) Examination Reform Recommendations 6.16 Restructuring Class 10 Examination Recommendations 6.17 Protection of the Rights of the Child Recommendations 6.18 School Children and Public Health Recommendations 6.19 Academic Counselling and Aptitude Testing (a) Identifying and guiding Students with Special Needs as a Support to the Class Teacher (b) Counselling for Underachievers (c) Identification of Students who may have Manual Dexterity or Ability to Learn Trades Recommendations 6.20 Mid Day Meal (MDM) Scheme Recommendations 6.21 Kendriya Vidyalayas (KVS), Jawahar Navoday Vidyalays (JNVs) and Kasturba Gandhi Balika Vidyalayas (KGBVs) (a) Kendriya Vidyalayas (b) Jawahar Navodaya Vidyalayas (JNVs) Recommendations 6.22 Adult Education and Literacy (a) Literacy Efforts in India (b) Why Literacy (c) Mapping the Challenge of Illiteracy Recommendations Chapter VII: Higher Education 121-156 7.1 Issues Affecting Quality of Higher Education (a) Variations in Quality (b) Teacher Availability (c) Appointment of Vice-Chancellors (d) Ensuring Quality in Higher Education Recommendations 7.2 Role of State in Management of Higher Educational Institutions (a) Government (Public) Universities (b) Private Universities (c) The Contours of Reforms Recommendations 7.3 Need to Revamp the Regulatory Regime Recommendations 7.4 Research and Innovation in Indian Universities Recommendations 7.5 Recognition, Accreditation and Quality Assurance (a) Anomalies and Flaws Pointed out in Current Procedures (b) Structure, Processes, and Practices of Assessment and Accreditation (c) Alternative Models for Accreditation (d) Creation of a National Accreditation Agency (e) The New Approach to Accreditation (f) Main Features of the Proposed Accreditation System Recommendations 7.6 International Linkages in Indian Higher Education Recommendations 7.7 Need for a National Higher Education Promotion and Management Act Recommendations 7.8 Creation of a National Higher Education Fund Recommendations 7.9 Open and Distance Learning - Dual Mode Universities and the Promotion of Massive Open Online Courses (MOOCs) (a) Distance Education and MOOCs (b) MOOCs and the Global Experience (c) Implementing MOOCs in India (d) Open & Distance Learning (ODL) Regulations (e) The Validation and Award of Credits Recommendations 7.10 Reforms in Medical Education Recommendations 7.11 Reforms in Agriculture Education Recommendations Chapter VIII: Reforming and Strengthening National Level Institutions 157-167 8.1 All India Council for Technical Education (AICTE) Recommendations 8.2 National Council for Educational Research and Training (NCERT) Recommendations 8.3 The University Grants Commission (UGC) Recommendations 8.4 Indira Gandhi National Open University (IGNOU) Recommendations 8.5 National Institute of Open Schooling (NIOS) (a) Need for a Credible, Reliable, Definitive Examination System at Class X and Class XII Levels (b) Regulatory Issues Recommendations 8.6 National University of Educational Planning and Administration (NUEPA) Chapter IX: Summary of Recommendations – Evolution of the National Policy on Education 2016 168-217 9.1 Introduction 9.2 Broad Objectives of the National Policy on Education (NPE) 2016 9.3 Inculcation of Values through Education 9.4 Challenges for the New National Policy on Education 9.5 Governance in Education (a) ICT as a Tool for Improving Quality of Education (b) ICT for Education Data Management (c) Constitution of a Standing Education Commission (d) Need to Restrict Political and Other Distractions on University and College Campuses (e) Election on Campuses (f) Restriction of the Period of Stay of Students on Campuses (g) Creation of an All India Education Service (h) Dealing with Litigation 9.6 Need for Special Academic and Other Support to Children from Socially and Economically Weaker Sections 9.7 Public Expenditure on Education 9.8 School Education 9.9 Teacher Management 9.10 Teacher Education, Deployment and Professional Development 9.11 ICT for School Management 9.12 School Governance and Management 9.13 Pre-School Education 9.14 Vocational Education and Training 9.15 No Detention Policy 9.16 Reservation for Economically Weaker Sections and Disadvantaged Groups 9.17 Need to Amend the RTE Act 2009 9.18 Language Policy 9.19 Sports and Physical Education 9.20 Adult Education and Literacy 9.21 Curriculum Renewal and Examination Reforms 9.22 Restructuring Class X Examination 9.23 Education of Tribal Children 9.24 Education of Children with Special Needs 9.25 Protection of the Rights of the Child 9.26 Academic Counselling and Aptitude Testing 9.27 Mid-Day Meal Scheme 9.28 School Children and Public Health 9.29 Kendriya Vidyalayas (KVs), Jawahar Navodaya Vidyalayas (NVS) and Kasturba Gandhi Balika Vidyalayas (KGVBs) 9.30 Higher Education (a) Quality Issues in Higher Education (b) Teacher Availability (c) Appointment of Vice-Chancellors (d) Ensuring Quality in Higher Education 9.31 Role of State in the Management of Higher Educational Institutions (a) State/Central Universities (b) Private Universities 9.32 The Contours of Reform in Higher Education 9.33 Need to Revamp the Regulatory Regime in Higher Education 9.34 Research and Innovation in Indian Universities 9.35 Recognition, Accreditation and Quality Assurance in Higher Education 9.36 International Linkages in Higher Education 9.37 Need for a National Higher Education Promotion and Management Act 9.38 Creation of a National Education Fund 9.39 Entrance Examinations to Professional Courses 9.40 Open and Distance Learning – Dual Mode Universities and Promotion of Massive Open Online Courses (MOOCs) 9.41 Reforms in Medical Education 9.42 Reforms in Agriculture Education 9.43 Reforming and Strengthening National Level Institutions (a) All India Council of Technical Education (AICTE) (b) National Council of Educational Research and Training (NCERT) (c) National University of Educational Planning and Administration (NUEPA) (d) University Grants Commission (UGC) 9.44 Open and Distance Learning (a) Indira Gandhi National Open University (IGNOU) (b) National Institute of Open Schooling (NIOS) (c) Need for Credible Examination and Certification at Class X and XII (d) Regulatory Issues in Distance Learning 9.45 The Way Forward Annex (given in Volume II) CHAPTER I Empowering India through Quality Education 1.1. Introduction “The most important and urgent reform needed in education is to transform it, to endeavour to relate it to the life, needs and aspirations of the people and thereby make it the powerful instrument of social, economic and cultural transformation necessary for the realization of the national goals. For this purpose, education should be developed so as to increase productivity, achieve social and national integration, accelerate the process of modernization and cultivate social, moral and spiritual values.” Report of the University Education Commission (Dr. S. Radhakrishnan Commission), 1948-49 1.1.1 The 2016 National Policy on Education, which is being formulated nearly three decades since the last Policy, recognizes the criticality of Education as the most important vehicle for social, economic and political transformation. It reiterates the role of education in inculcating values, and to provide skills and competencies for the citizens, and in enabling him to contribute to the nation’s well-being; strengthens democracy by empowering citizens; acts as an integrative force in society, and fosters social cohesion and national identity. One cannot over -emphasize the role of Education as the key catalyst for promoting socio-economic mobility in building an equitable and just society. It is an established fact that an education system built on the premises of quality and equity is central to sustainable success in the emerging knowledge economy. Education is a powerful tool for preparing our citizens in the knowledge society. Education will amalgamate globalization with localization, enabling our children and youth to become world citizens, with their roots deeply embedded in Indian culture and traditions. 1.2. The Education System in India 1.2.1. The Education System which was evolved first in ancient India is known as the Vedic system. The importance of education was well recognized in India, ‘Swadeshe pujyate raja, vidwan sarvatra pujyate’ “A king is honoured only in his own country, but one who is learned is honoured throughout the world." The ultimate aim of education in ancient India was not knowledge, as preparation for life in this world or for life beyond, but for complete realization of self. The Gurukul system fostered a bond between the Guru & the Shishya and established a teacher centric system in which the pupil was subjected to a rigid discipline and was under certain obligations towards his teacher. The world's first university was established in Takshila in 700 BC and the University of Nalanda was built in 2 the 4th century BC, a great achievement and contribution of ancient India in the field of education. Science and technology in ancient and medieval India covered all the major branches of human knowledge and activities. Indian scholars like Charaka and Susruta, Aryabhata, Bhaskaracharya, Chanakya, Patanjali and Vatsayayna and numerous others made seminal contribution to world knowledge in such diverse fields as mathematics, astronomy, physics, chemistry, medical science and surgery, fine arts, mechanical and production technology, civil engineering and architecture, shipbuilding and navigation, sports and games. The Indian education system helped in preserving ancient culture and promoting cultural unity and infused a sense of responsibility and social values. The ancient Indian education system has been a source of inspiration to all educational systems of the world, particularly in Asia and Europe. 1.2.2. During the freedom struggle, several leaders like Gokhale, Ram Mohan Roy and Gandhiji worked for better education for our people, particularly women. Despite their efforts, India's literacy rate at the time of independence was 12%. Subsequent developments in education sector have to be seen in the context of centuries of apathy and neglect. 1.2.3. In the seven decades after independence while much has been achieved, many would genuinely feel that India has not taken its rightful place in the comity of nations. At independence, India had sound institutional infrastructure and an administrative system that was the envy of the developing world; even taking into account the major achievement in standing out as a stable democracy, India seems to have lost its preeminent position mainly because of poor education and health standards, which are both the cause and the effect of the current situation. 1.2.4. Right to Education was recognized by the United Nations as fundamental to man – indeed as the UN was being established, India had argued vehemently in favour of education as a fundamental right. The 1968 and 1986-1992 National Education policies in India recognized education as a precondition for development and set out three critical issues in those policies – equity, accessibility and quality. 1.2.5. In the last twenty years, the educational scenario has seen major changes and new concepts such as rights-based approach to elementary education, student entitlement, shift in emphasis from literacy and basic education to secondary, higher, technical and professional education, the endeavour to extend universalization to secondary education, reshape the higher education scenario. Recent developments include a new impetus to skill development through vocational education in the context of the emergence of new technologies in a rapidly expanding economy in a globalised environment, need for innovative ways of student financing, addressing challenges of globalization and liberalization, recognition of multi-disciplinary and inter-disciplinary nature of learning and knowledge, efficient use of public resources and encouraging ways of enhancing private investment and funding. 3 1.2.6. Today, we find that as a result of efforts made during the last few decades, while accessibility, infrastructure and literacy levels have improved significantly, there remains much to be disturbed about when one reflects on the continuing inequity, and the poor quality of education. 1.2.7. It will not be an exaggeration to say that our education system is in disarray. Various evaluation studies show a decline in learning levels among school students. Teacher vacancies and teacher absenteeism continue to plague government schools in which dropout rates are still high. There is widespread corruption in appointments and transfers of teachers and also in according approval and recognition to educational institutions. Donations have to be paid for several kinds of admissions and are particularly rampant in engineering and medical education. Examination papers are leaked, copying is widespread and mark sheets are often rigged. 1.2.8. While these issues are elaborated in the report, the Preamble seeks to highlight the focus of the Committee’s deliberations which was principally on improving the quality of education, and restoring the credibility of the education system. In an increasingly globalized and digital world, it is imperative for India to significantly change the methods of imparting education, to nurture and develop the qualities that can lead to a meaningful future – both for the individual and society. 1.2.9. There is now recognition that there are several imbalances due to social, gender and regional disparities, which can be remedied through appropriate interventions and a focused strategy. Sustainable development of a nation can be realized only if all sections of the society have equal opportunities and hence the need for a clarion call for multi-pronged, inclusive measures such as provision of educational amenities, student incentives and financing, remedial coaching, special facilities for different disabilities, etc. 1.2.10. About 65% of India’s population today is less than 35 years old. A huge demographic dividend will be available, if India revamps the education sector. Not doing so will have serious consequences for the country. Many studies have shown that if a child is provided good quality education and health care in the early years of schooling, it enhances his/her ability to lead a more meaningful and productive life. Children in India have the necessary intelligence and potential; what they need are opportunities to access quality education. 1.2.11. Education is a great leveller, and provides the only sustainable route to reduce disparities. In the past a small proportion of Indians had access to quality education, but even so a large number of Indians managed to distinguish themselves in academics. The country has tremendous potential to become a world leader in several fields if there is a resolve to provide high quality education and health care to its children. 1.2.12. Fortunately, India is at the cusp of major transformation. Due to measures taken over the last few decades, the disparities between urban and rural areas in terms of infrastructure and facilities have reduced. Even more significantly, Digital India is being rolled out, and could be soon a reality – every Village Panchayat will be digitally connected and the phenomenon of ‘remote’ schools will diminish rapidly. This is an unparalleled opportunity which needs tobe fully harnessed. The education sector, both school and higher education, can greatly benefit by judicious use of Information Communication Technology (ICT). 1.2.13. Technology alone cannot be the solution to the problem of poor quality of education; the human factor is equally, if not more, important. The Committee recognizes that the teacher is the pivot around which the education system revolves; sadly, we have not succeeded in attracting good students to the teaching profession; added to that, most teacher education courses have little substance. The Committee has made several recommendations to improve the quality of teacher training and education because without good teachers, there can be no quality education. 1.2.14. To quote Swami Vivekanand, “Education is not the amount of information that we put into your brain and runs riot there, undigested, all your life. We must have life-building, man-making, character-making assimilation of ideas. If you have assimilated five ideas and made them your life and character, you have more education than any man who has got by heart a whole library….. …. If education is identical with information, the libraries are the greatest sages of the world and encyclopaedia are the greatest Rishis.” The statement of Swami Vivekanand assumes much greater significance with the advent of internet and ever expanding digital connectivity. 1.3. The Way Forward .......... .................................... For full report kindly visit: http://nuepa.org/New/download/NEP2016/ReportNEP.pdf