The draft National Education Policy (NEP) 2019 recommends a restructuring of school years and the curriculum, in a wide-ranging manner.
These include –
flexibility and wider scope at the secondary level
space for moral reasoning
re-emphasis on the true spirit of the three language formula
a focus on the core concepts and key ideas in subjects
vocational courses
focus of assessment on understanding
The policy envisions an “India centered education system that contributes directly to transforming the nation sustainably into an equitable and vibrant knowledge society”.
The operational vision is that of a “knowledge society”, almost entirely contained in UNESCO-preached ‘21st century skills’.
“The goal”, according to the draft policy, “will be to create holistic and complete individuals equipped with key 21st century skills”.
What are contentious areas?
Lack of democratic thinking - The democratic ideal is neither mentioned nor used in articulating the aims of education or curricular recommendation.
However, democratic values are mentioned in the list of key “skills” that are to be integrated into the subjects.
The broad goals are to send out “good, successful, innovative, adaptable, and productive human beings”; not a critical, democratic citizen who may want to change the situation rather than adapting to it.
Confused thinking process - The phrase “evidence-based and scientific thinking” is used together everywhere implying that there can be “scientific thinking” which is not evidence based.
The policy assumes that evidence-based and scientific thinking will lead naturally to rational, ethical, and compassionate individuals.
Further, “evidence-based and scientific thinking” is supposed to help create an ethical, rational, and compassionate individual but
It does not focus on creating “logical and problem solving” individuals,? as they are listed separately as “skills”.
Social studies - Social studies seems to be missing entirely as it has been mentioned once and then left out of the entire discussion on curriculum.
In the end, the vision of the draft NEP rests on UNESCO declarations and reports.
It does not pay much attention to the Indian Constitution and development of democracy in this country.
Thus, in spite of wanting to make education India-centered, in the suggested curriculum changes, socio-political life is almost invisible.
All this goes to show that the draft NEP 2019 itself lacks the very abilities it emphasizes, namely critical thinking and deeper understanding.
In short, the policy lacks depth and loses focus of the richness of secular democratic ideals by aiming for 21st century skills.
Emphasis on Language teaching - The draft NEP rightly criticizes private pre-schools for being a downward extension of primary school and of there being formal teaching in them.
But it goes on to recommend preparing children for primary by prescribing learning the alphabets of and reading in three languages (for 3-6-year olds).
All this in the name of “enhanced language learning abilities” of young children.
Further the draft policy mistakes “language acquisition when children are immersed in more than one languages” with a “language teaching” situation where immersion is impossible in three languages.
It then extends it unjustifiably to a learning of three scripts.
It prescribes teaching script and reading in three languages to three-year-old children, but writing is supposed to be taught to six-year-old children.
It also wants to introduce “some textbooks” only at age eight.
It is unclear why there is a three year gap between teaching, reading and writing.
What is the way forward?
Identifying key concepts and essential ideas are a matter of rational curricular decision making.
Social studies needs more space in the upper primary curriculum.
The subject has to be taught in such a manner that it connects with society and can be a very good way of introducing critical issues and moral thinking.
Abstract moral reasoning is likely to have the same fate as so-called “moral science” that is taught in many schools.
Similarly, “Indian classical language” and “Indian languages” can constitute a single rich subject rather than being split into two courses.
The most important and educationally worthwhile term is “skill” and everything has to fit in within that; even ethics and social responsibility.
