Old Order Leadeth to New- New Education Policy 2020 - The Fearless Indian
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Old Order Leadeth to New- New Education Policy 2020

  • Sukanya Iyer
  • September 5, 2020
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On Teachers Day …Paying my SALUTATIONS to all my Guru for imparting, Knowledge, Valuesystems & Conduct in my Life. My Parents were the 1st Gurus of my Life…undoubtedly for my Achievements & made me to Tread on the Path of Dharma…!!

As I start to Pen down my Thought Process towards Education, then who else can be thought of than the Great Philosopher, Spiritual thinker & A Great modern Day Educationist Swami Vivekananda…I would like to Quote his Words

“Education must lead to manifestation of perfection already within each person”. He asserted that “education must teach a person self-confidence and self-respect”. He rejected the idea where a ĺ“mind is crammed with facts before it knows how to think”, saying “Books are infinite in number and time is short, therefore the secret of knowledge is to take what is essential”.

It is now heartening that the architecture of India’s New Education Policy 2020—the first after 34 years—seeks to address most of these Ideation Process of Swami Vivekananda

The replacement of the 10+2 structure of school curricula by 5+3+3+4 corresponding to a child’s 3-8 years (foundational stage), 8-11 (preparatory), 11-14 (middle), and 14-18 (secondary), is aligned with Vivekananda’s teachings. The new pedagogical and curricular structure and initial teaching in mother-tongue or regional language will ensure scientific, intellectual development. Extensive Bal-Bhawans will also serve as special daytime boarding schools and for art-related, career-related, and play-related activities. Vocational education from class 6 onwards with internships will inculcate the right traits, and assessment reforms with 360-degree holistic progress evaluation will eliminate mindless cramming of facts. Vivekananda had laid great stress on girls’ education, it should now be accorded focused attention.

VISION & MISSION STATEMENT OF NEP 2020

An important element in his vision was the emphasis on building “self-confidence and self-respect”. No child is happy to be taught that her ancestors were weak, losers, or traitors. Unfortunately, history is chronicled by the victors. In our case, whether under Mughals or British, there has been an attempt to systematically eliminate our past. Any attempt to correct this has been derided as rightist or retrograde. Moreover, the entire focus has been on the conquests of Delhi, not on states and regions.

Education is a concurrent subject, and, now, when initial learning is to be in mother tongue and regional languages, each state must undertake proper scientific research into their glorious past, identify local heroes and highlight their achievements, based on proven archival or archaeological evidence. Such stories will help build “self-confidence and self-respect”.

TRACES OF ANCIENT EDUCATION SYSTEM

Why do we learn so little about the Indus Valley Civilization? Or, about India’s golden age, the vast Mauryan Empire encompassing most of the Indian subcontinent, the Gupta Empire, the spread of Indian culture, Hindu, Jainism, and Buddhist influence to Southeast Asia and parts of the Middle East and the Mediterranean?

Some of the most significant historical events just got erased from our books. Why are there no details on the rise of Prakrit and Pali literature from 3rd Century BCE in the north and the Tamil Sangam literature in the South, the Pala Empire, Rashtrakuta Empire, Gurjara-Pratihara Empires? We have to search on Google, Wikipedia and look for Western writings to learn about famous imperial powers from the middle of the 5th century, like Chalukya, Chola, Pallava, Chera, Pandyan, Satavahana Dynasty, and Western Chalukya empires. The Chola dynasty conquered southern India and successfully invaded parts of Southeast Asia, Sri Lanka, the Maldives, and Bengal in the 11th century. Lalitaditya Muktapida, the most powerful ruler of the Karkota dynasty of the Kashmir region (724 CE – 760 CE) captured parts of Central Asia, Afghanistan, and Punjab and vanquished the Turks, Tibetans, Bhutias, etc. Around 1500 CE, Hampi-Vijayanagara was the world’s second-largest medieval-era city (after Beijing) and probably India’s richest at that time. It attracted traders from Persia and Portugal. We know about the attacks of Mehmood Ghaznavi on the Somnath temple in 1025 AD and invasions of Muhammad Ghori in 1192. So, why this lull for 175 years? Few would know that Ghazi Masud, nephew of Mehmood Ghaznavi attacked in June 1033 and was decimated in ferocious battle near Bahraich by Raja Suheldev. In the Battle of Saraighat, in 1671, the Mughal Army was destroyed by the Ahom Army led by Lachit Borphukan. The Ahom dynasty defeated Mughals not once but 17 times! NEP Caters to PALI, PRAKRUTIK & PERSIAN & Schooling in Mother Tongue is a welcome move from my Side

How many of us have heard of Marthanda Varma, who was the ruler of Travancore and crushed the Dutch East India Company in the battle of Colachel? But for him, the course of history might have been different! Having decimated them, he spared the life of their chief, Capt. De Lenoy, on the condition that he would train his soldiers. After the battle, Marthanda Varma surrendered his power and wealth at the feet of Lord Padmanabhaswamy in 1750. It is believed that the vast treasure in Padmanabhaswamy Temple has offerings of his wealth. There is no dearth of such stories in various states and regions. As Vivekanand said, “Do not believe that you are weak or small, you can do anything and everything”. Let us hope that through NEP 2020, and concerted efforts, our children, can now be taught as per Vivekananda’s vision, making India truly strong, atmanirbhar, and a global FE E

AIMS OF NEP 2020

The National Education Policy (NEP) aims to transform both the intent and the content of the education sector, the prime minister has said. There is nothing to fault on the intent. However, the content needs implementation, and that is the real challenge. Here, we can learn from the corporate sector.

In modern business history, most corporations have matched their structures to their strategies. While in the 19th century the initial focus of companies was on mass production by centralizing key functions such as operations, sales, and finance, these firms then diversified offerings and moved into new regions a few decades later. Corporations such as General Motors and DuPont created business units structured around products and geographic markets. Smaller business units sacrificed turnovers for flexibility and adaptability. Similar models have emerged in education as well.

New Education Policy 2020– How it’s going to bring about Structural changes in Education Sector—

A Centralised by function versus relatively decentralized by courses and regions’ approach will prove durable, largely because the evolution of education is incremental. A conventional, straitjacketed education structure has remained the dominant model for almost 70 years. It did push the GER to upwards of 25 but fell short of meeting the growing aspirations of a country on the move. As competition intensified in recent years, problems with dominant models in both education and business became apparent, as both searched for new ways to organize themselves to unlock value. Innovative thinking and execution are needed if a GER of 50 is to be reached.

OBJECTIVES OF NEP 2020

A strong business process reengineering is a must to meet the objectives of the NEP. We have been hearing about ‘virtual’ and ‘networked’ institutions operating across traditional boundaries. What we need are ‘Velcro institutions’ in spirit—capable of being pulled apart and reassembled in new ways to respond to changing opportunities. Setting up online/blended and virtual universities would add meat to the NEP and the ‘50 GER’ goal. Massification of the National Skills Qualification Framework (NSQF) and institutionalizing it within the education system will provide competency-based skills to the young. Virtual laboratories and simulations add value, but cannot replace the real.

What are the Opportunities & Challenges Spelt out in NEP 2020

The opportunities & challenges that globalization affords must make us revisit assumptions about the control and management of both the student learning paradigms and the structures in which they happen. A computer company, for example, can manufacture components in China, assemble these in Mexico, ship these to Europe, and service the purchasers from call centers in India. This dispersal creates demands for new learning models to align internal and outsourced credits within our institutions and those around the world. A credit bank concept provides hitherto unthinkable opportunities for not only making education reach people in the remotest areas but even allow them to build corporatized degrees.

Imagine improving business skills with a course in agile management from Martin Kropp University, a leadership primer from Texas Tech University or our very own IIM Kozhikode, or improving technical skills with courses in data structures and algorithms from the University of California, or learning digital skills with courses in Python, machine learning and big data from IITs. The implementation strategy of the NEP must aim at providing a virtual university environment wherein all universities in India become collaborators, creating their own content or sourcing content from Coursera or EdX or Udemy-like providers. As the prime minister said, the NEP can ensure that students become global citizens while remaining connected to their roots.

A PARADIGM SHIFT FROM WHAT TO THINK — HOW TO THINK

The new (3+2)+3+3+4 school system replacing the existing 10+2 system can lessen the burden of the school bag and lead to real learning. However, this necessitates a change in curriculum outcomes, shifting the focus from ‘what to think’ to ‘how to think’. Traditional learning must transform from memory skills to thinking skills. Experiential learning and flipped classroom models must be seamlessly built into the curriculum. Speaking about schools, it is imperative to convert all primary schools to the secondary level and improve their infrastructure. Examination systems must transform from end-semester/end-year to continuous evaluation.

The NEP Creates A Vision Statement for the empowerment of higher education institutions through autonomy. Today, institutions have to work under a multitude of regulations and regulators, but no autonomy, both will give way to a single agency may be welcome, though the individual needs of technical education and others must not be sacrificed at the altar. Also, the autonomy to decide the admission procedure, fee structure, and curriculum must not promote commercialization.

Is complete autonomy a myth? If the vice-chancellor is a towering personality and a leader par excellence, he creates his own space and leads from the front, and then autonomy thrives. Even the faculty will need to be trained differently, and this calls for new-age skills training. But is it really feasible to provide autonomy to, say, 500 institutions in each of the states and ensure a standard set of “dos and don’ts”? Their performance must strictly be subject to a quality assurance metric. The current provision of a university alone conferring a degree or a diploma must be modified to include all autonomous colleges for this.

The focus must shift from merely publishing papers. That alone can make ‘Start-up’ and ‘Make in India’ initiatives come alive with new markets & due Impetus to be Given to Applied Research, & Hopefully, it will cater to the Development of more & more of Teachers Training Modules to equip Teachers with more of latest Technology Upgradation & to have more of OUT OF BOX TEACHING METHODOLOGY which will Sharpen Students Intellect &, Widen their Horizons for their Growth.

Future universities must be places that coexist with industry and become large multiproduct, multiprocess, and multifunctional businesses. Industry, too, must be allowed to set up institutions under section 25. Apart from a share in GDP, they would share an important perspective as well. They must collaborate on projects that solve real-world problems. The NEP can make us atmanirbhar, provided we let it do that.

There is a Holistic approach towards Education which was the Essence of our Ancient Gurukula System of Learning, Very Practical & now with NEP 2020, it will have more Application based learning a Practice which wasn’t followed by even Some of the Educational Institutions of today also, there will be more freedom of Learning, Exchange of Inputs with Development if Virtual Labs, Solve Real-Life Problems, this will definitely help in Creating Healthy & Prospective Community Leaders, Who will be more Far-Sighted, Self-Confident which will lead to a Prophetic call Given by our PM Modi for Atma Nirbhar Bharat. I as an Academician for the last 30+Years of Varied Experience from being a Schoolteacher in 1993 in Chennai to Head MBA of Various Reputed B-Schools, feel or rather heave a Sigh of Relief with this NEP 2020, Hopefully Future of our Indian Students will Reap the Harvest & Contribute in Construction of ” NEW INDIA” most importantly Students should also involve themselves in Volunteering Activities to learn the Principles of Giving, Sharing & Caring through SEVA BHAVA

Naya Bharat Nayee Umeed..

SALUTATIONS to our Brave Warriors & COVID

Dr. Sukanya Subbanna Iyer

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