Assignment By Tesna Abin (1950027)

The Impact on Draft National Education Policy in the Discipline of Psychology

 

Abstract

         Research identifies the impact of national education policy lead through psychology to an emphasis on strengths-based education. This paper examines the dynamics of national

Education policy, defines psychology, discusses various approaches to student success, and evaluates the benefits of psychology on student engagement and institutional effectiveness. Keywords: National education policy, Psychology

Introduction

The National Education policy to meet the changing dynamics of the population's requirements with regards to quality education, innovation and research, aiming to make India a knowledge superpower by equipping its students with the necessary skills and knowledge and to eliminate the shortage of manpower in science, technology, academics and industry. The field of National education policy has adopted psychology's strengths-based approach to education that allows the individual student to excel through an emphasis on personal strengths. In this paper the negative aspects of the new draft will be discussed in general and a detailed enquiry into the new drafts impact on the discipline of psychology will be dealt in detail.

Negative dimension of NEP

           The proposal to establish a National Research Foundation (NRF) to grant competitive fund for outstanding research proposals across all disciplines, as determined by peer review and success of proposals is a very commendable thing as far as the discipline of psychology is concerned because the discipline like social sciences and humanities are really neglected in India when it comes to matter of fund allocation because most of the fund for the scholars are provided for the science discipline whose contribution is proportionately very less in India. The lack of research at most universities and colleges, and the lack of transparent and competitive peer reviewed research funding across disciplines.The most significant observation that the new draft makes is the two valuable observation namely so many members of the academic community of the country not conducting  scholarly research and secondly, on the education side, it is difficult to have outstanding higher education and teaching in an environment where knowledge creation is not taking place

        Governance and leadership of HEIs are currently deeply influenced and controlled by external bodies and individuals. Often these multiple external influences have vested political and/or commercial interests in the HEIs. The main thrust of this policy regarding higher education is the ending of the fragmentation of higher education by moving higher education into large multidisciplinary universities and colleges, establishing at least one large high quality multi-disciplinary HEI in (or close to) every district. The notion of 'knowledge of many arts'- i.e. what is called 'liberal arts' must be brought back to Indian education,

               Financial autonomy will not mean a cut in funding, but rather the freedom to decide how best to spend funds to maximize educational attainments. It is a very hopeful suggestion for the discipline of psychology because new researches will be getting fund and the scholars from the field of psychology will be getting an impetus go seriously with researches. And another suggestion to grant autonomy to all institutions that are making serious attempts towards attaining excellence will indeed be key to actually attaining true excellence at all higher educational institutions. It will open up new areas of researches and innovation in the country. The suggestion to provide strong academic, financial, social, and psychological support systems for students with a special focus on those from disadvantaged groups will ensure equity.

            The recommendation to fill all faculty positions, based on rigorous recruitment evaluations, and to stop the practice of contract employment are excellent suggestion because it will create new job opportunities for the trained and qualified psychologists and all the more it will provide security for the scholars from psychology and a sense of security will lead to deeper researches without fear of insecurity of profession in the field of psychology.

Major observations by CPI (M) on Draft New Education Policy

- Three-Language Formula at the Primary level is lop-sided, impractical and overburdens students.

- The DNEP has failed to account for the policy shortcomings that have led to the decline in   Science Education.

- The DNEP does not address the hostile attacks on Scientific Temper.

- The DNEP does not enquire into the causes for the failure of government-run schools.

- 'School Rationalization' threatens local access for the underprivileged. 

- Welcoming Multiplicity is a wrong step as it defeats the "Equal Outcomes" objective of the National Curricular Framework and encourages teaching shops.

- National Tutor Programme (NTP) and Remedial Instructional Aides Programme (RIAP) are dismissive of quality parameters in teaching.

- Value Education invokes selective ideas and is not in consonance with a modern, democratic and secular outlook.

- The principle of universal access is missing from the DNEP.

- The DNEP is silent on the representation of teachers and students in institutional governance.

- No clarity on challenges facing Access, Equity and Social Justice in Higher Education. 

- Three-tier Institutional Setup ignores the diversity of learning needs and local priorities, while also encouraging wastage of resources. 

- The proposal to do away with democratic composition is not only at variance with the larger democratic principle of authority in public institutions but also weakens the voice of the academic community in considerable ways.

- The National Research Foundation (NRF) is another centralized, top-down model of administering research initiative in Higher Education that is fraught with many ills.

- The policy fails to recognize that gender is not just a women and girls' issue, it also pertains to boys, men, and the LGBT community and the inherent discrimination both in policy and implementation.

Conclusion

Evidence in support of psychology in national education policy continues to grow as researchers

recognize the relationship between a person's well-being and their personal and professional success in life .  If psychology is applied to higher education, we increase the likelihood of seeing students working to their potential, understanding their individual strengths, engaging in healthy social and emotional campus cultures, and fostering enduring relationships between administrations, faculty, and other students.

References

1.       National Education Policy

2.      "NCERT" (PDF). National Council of Educational Research and Training. Retrieved 12 July 2009.

3.      "Saakshar Bharat". Archived from the original on 4 July 2012. Retrieved 15 July 2012.

4.      "Rashtriya Madhyamik Shiksha Abhiyan". EdCIL (India) Limited. Archived from the original on 3 February 2014. Retrieved 2 February 2014.