NEP - 1940097
Impact of the Draft National Education Policy on its adoption by the Government of India in Science.
On 31 May, the draft National Education Policy (NEP) developed by a committee chaired by K. Kasturirangan was shared by the ministry of human resource development (MHRD) for public comment. A comprehensive education policy for India is on the anvil for the first time since 1986 [1].
The draft national educational policy mainly aims to provide students increased flexibility and choice of subjects to study. They have also tried to reduce curriculum content to enhance essential learning and critical thinking in students. They have strictly instructed that there will be no separation between arts and science students. All students will have the opportunity to engage deeply in the arts and humanities as well as in the study of the sciences. Such a separation will be discouraged in higher education as well [2].
They have tried to increase scientific temper and encourage evidence based thinking throughout the curriculum. Evidence based reasoning and the scientific method will be incorporated throughout the school curriculum in science as well as in traditionally "non-science" subjects in order to encourage rational, analytical, logical thinking in all aspects of the curriculum. To increase scientific temper and encourage evidence based thinking teachers must be given constant opportunities for self improvement and to learn the latest innovations and advances in their profession [2].
The undergraduate programmes should have a common core curriculum or subject that is requirement for all students and one or two areas of specialisation. All Higher Education Institutions should have mechanisms and opportunities for funding for topic centred clubs and activities organised by students with the help of faculty and other experts in specific fields, such as clubs and events dedicated to science and mathematics. So over time, such activities could be incorporated into the curriculum once appropriate faculty expertise and campus student demand is developed [2].
The 4-year integrated stage-specific B.Ed. programme will eventually be the minimum degree qualification for teachers. In higher education, a restructuring of higher education institutions with three types of higher education institutions is proposed type 1: Focused on world-class research and high quality teaching, type 2: Focused on high quality teaching across disciplines with significant contribution to research, type 3: High quality teaching focused on undergraduate education. This will be driven by two Missions -Mission Nalanda & Mission Takshashila. There will be re-structuring of Undergraduate programs (e.g. BSc, BA, BCom, BVoc) of 3 or 4 years duration and having multiple exit and entry options [3].
All Higher Education Institutions should have adequate physical infrastructure and facilities with basic hygienic requirements by 2023, including safe drinking water and functioning toilets, faculty office space, conducive learning environments through pleasant classrooms with adequate furniture; materials and infrastructure to support differentlyabled students; well-designed campuses; computers and computer rooms, internet connectivity, and institutional e-mail; science laboratories; vocational education spaces; materials for arts/crafts, etc. Every institution must have adequate faculty, ensuring that all programme, subject and field needs are met, a desirable student-teacher ratio (not more than 30:1) is maintained and diversity is ensured [2].
Research and innovation at institutions in India, particularly those that are engaged in higher education, is critical now days. Evidence from the world's best universities throughout history shows that the best teaching and learning processes at the higher education level occur in environments where there is also a strong culture of research and knowledge creation; so the very best research in the world has occurred in multidisciplinary university settings. It is also extremely important to note that only the government can have the perspective to drive the research that will result in innovations that will facilitate economic growth. The main problem in research is lack of funding. So the government should provide sufficient fund for research. Lack of a research culture and mindset in youngsters is another problem. Talented students are rarely encouraged by parents or by society to pursue their research interests in, e.g. pure science. If all students were enabled and encouraged to pursue subjects that they found the most interesting and in which they had the most talent, it would be best for these students as well as best for the nation. At the current time, most students who excel at studies regardless of their subject of interest are generally urged towards a few restricted areas, such as engineering or medicine; a full range of individual interests must be encouraged to help rebuild a vibrant knowledge and research culture. Another problem in field of research is lack of research capability in most universities. There is still the serious issue of lack of research capacity in most of the State universities where the bulk of the students study. Unfortunately, most universities where undergraduate students study in India simply do not have the capability of seeding, managing, funding, and conducting research. The decision to separate research and teaching in post-independence India, with research being conducted at relatively well-funded standalone research institutions while universities were designated only for teaching and largely starved of research funds, has evidently hurt the country considerably - both in education and in research. The relatively few scholars in the country who are enabled to conduct research are then generally not in a position to pass on and teach their research knowledge and experience to the next generation. A concerted effort thus needs to be made to halt and reverse the effects of this separation in higher education between teaching and research. Research will have to be seeded, grown, supported, and fostered at higher education institutions around the country that do not currently have the capacity for research. Removing impediments to and thereby significantly expanding research and innovation in the country through a new National Research Foundation. This Policy envisions a comprehensive approach in transforming the quality and quantity of research in India. This includes definitive shifts in school education to a more play and discovery based style of learning with a key emphasis on the scientific method and critical thinking, career counseling in schools towards identifying student interests and talents, the institutional restructuring of the higher educational system to promote research in universities, the multidisciplinary nature of all higher education institutions and the emphasis on liberal education, the inclusion of research and internships in the undergraduate curriculum, faculty career management systems to substantially include research in its considerations, and the governance and regulatory changes that encourage faculty and institutional autonomy and innovation. The National Research Foundation will catalyze and expand research and innovation in the country [2].
To overcome these obstacles in field of research a new National Research Foundation will be set up through an Act of Parliament, as an autonomous body of the Government of India, to fund, mentor, incentivise, and build capacity for quality research across the country in all disciplines, primarily at universities and colleges, both public and private. Appropriate infrastructure and a trained staff will be provided to enable it to fulfil its mission. The National Research Foundation will consist of four major divisions - Sciences; Technology; Social Sciences; and Arts and Humanities - with the provision to add additional divisions like health, agriculture and environmental issues whenever it may be determined to be beneficial by the Governing Council of the National Research Foundation. National Research Foundation should be supplemented by faculty with Master's and PhD degrees in various related disciplines such as science education, psychology, cognitive studies, human development, linguistics and many other disciplines. Teaching experience, research experience at field stations, publications in international peer-reviewed journals of education and allied disciplines [2].
Undergraduate education in agriculture is presently unable to cope with the demand from industry, and particularly from agri-business, for trained graduates. The demand is well over twice the present capacity of Agriculture Universities. The capacity to provide integrated undergraduate education, in all the related disciplines of agriculture and veterinary sciences, as well as with general education will be increased sharply, both at existing institutions and by setting up new Agriculture Universities. Despite the demand, youth are not attracted to this discipline. It is imperative to present the opportunities that exist in agriculture to both students and parents, to help them make informed choices [2].
Reference
1. A. Behar, "Opinion | Glimpses of the much-awaited National Education Policy", https://www.livemint.com, 2019. [Online]. Available:https://www.livemint.com/opinion/columns/opinion-glimpses-of-the-much-awaited-national-education-policy-1559751088213.html
2. Mhrd.gov.in,2019.[Online].Available: https://mhrd.gov.in/sites/upload_files/mhrd/files/Draft_NEP_2019_EN_Revised.pdf.
3. Desk, "HRD Ministry drafts new National Educational Policy: 19 changes recommended", India Today, 2019. [Online]. Available:https://www.indiatoday.in/education-today/news/story/hrd-ministry-drafts-new-national-educational-policy-19-changes-recommended-1540190-2019-06-01.
----Joel Jose
1940097
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