Re: Impact on NEP on respective discipline

Hi Sir,

Please find bellow content for reference

Auditing the impact of Draft Educational Policy, 2019 on Commerce Education

The article spotlights history of Commerce Education which broadcasted its essence in directions by establishing knowledge and asserts opinion on possible impacts of the draft National Education Policy 2019.

Commerce Education Definition:

Herrick described that "Commerce education is that form of instruction that both directly and indirectly prepares the businessman for his calling". Herrcik viewed commerce education as a qualification for development of businessman.

In 1993 Nichols defined "Commerce education is a type of training which while playing a part in the achievement of the general aims of education on any given level, has for its primary objective for the preparation of people to enter upon a business carrer or having entered upon such a career to render more efficient services there in and to advance from their present levels of employment to higher level".

History of Commerce Education

The industry growth and science advancement demanded specialized education in the field of commerce.

The Trustees of Pachiyappa's charities in the year 1886 instituted commerce education and examination of commerce was enacted by Madras government around the same time. School of Commerce was established by Government of India in Calicut 1895 and Presidency College was inaugurated in Calcutta , 1903 constituting the commerce classes which later became the Government Commercial Institute.

Sydenham college of commerce and economics was established by Bombay in 1913 accomplishing Commerce education at University level. The first Fiscal Commission in 1920 with its proposition resulted in considerable enhancements in diversified industrial sectors particularly in the fields of iron and steel industry, sugar industry, tea industry, cotton industry and jute industry enhanced commerce education in India particularly.

Commerce education in 1930 was academically inflated by several universities through incorporating undergraduate course B.Com ( Bachelor of Commerce ) and post graduate course M.Com ( Master of Commerce) for commerce course seekers post 12^th standard. During the period of 1920-1940 various commercial institutes were established including commerce education as their academic discipline.

The Indian Institute of Bankers was established in 1926, the Institute of Chartered Accountants of India was established in 1934, Institute of Works and Cost Accountants of India was established Later in 1944, Federation of Insurance Institutes was established in 1955, leading to the escalation of commerce courses in India at the school college and university level.

Indian National Government post independence in 1985 appointed the Special Committee for Commerce Education under the chairmanship of Dr. V.K.R.V. Rao, former Director of the Institute of economic Growth and the committee advocated that universities of commerce should equip professional education in accountancy, cost accountancy with accommodating specialization in different disciplines included in the courses. The committee also emphasized universities imparting commerce education should not be viewed as competitor of professional courses as its aspects are restricted to act as complementary and distinct plans should be considered for commerce and management education. Dr. V.K.R.V. Rao Committee's recommendations can be acknowledged with conclusion that commerce education considered to act as supplementary of professional courses. The special Committee for Commerce Education emphasized post graduate course of commerce should be pursued for added academic quest and M.Com course should include research which trains enrollers for academic field. The commerce education since then prevailed to be a conventional long established education.

The Draft National Education Policy, 2019 and its impact

The National Education Policy 2019 was drafted with vision of revolutionizing Indian education system by subsidizing nation sustainability into equitable and vibrant knowledge society by providing high quality education. The report proposes an education policy, which seeks to address the challenges of: (i) access, (ii) equity, (iii) quality, (iv) affordability, and (v) accountability faced by the current education system.

Primary Education:

The draft Policy furnishes renovation in education at all levels from school to higher education. The draft focuses on contributing quality early childhood education with accomplishing foundational literacy and numeracy. The draft proposes flexible appropriate curricular pedagogical structure for school education by removing hierarchy of subjects, non separation of areas, consolidation of vocational courses with academic streams, intensive teacher preparation with robust recruitments, increase public investment in education and strengthening the use of technology. The draft also looks to establish National Education Commission, National Research Foundation to organize research and innovation, Rashtriya Shiksha Aayog as custodian house of education in India.

Primary Education builds strong foundation and implants base for choosing the higher education for career. The draft affirms strengthening the stepping stone of the child hood education by enlarging facilities through multi-pronged approach contingent on local needs, geography and existing infrastructure with expectation of increments in enrolments

India with large population in rural areas are concealed from quality infrastructures and education but the enrolment ratio is high for only primary education in rural areas due to mid day meal scheme. The primary education impacts the basic learning of pupils which trains and shapes the passion for accessing higher education.

The policy observes learning crisis related to primary language with mathematics which considers it to be highly prioritized for resolving which would be good sign for enhancing the number education developing strong foundation leading to interest in commerce field and proposes redesigning of teacher education to have a renewed emphasis on foundational literacy with ensuring numeracy with pupil-teacher ratio under 30:1 at the level of each school. The existing teachers with infrastructure should also be considered for achieving the 30:1 teacher pupil ratio and need to consider whether it is feasible ratio for primary education. The policy has not yet determined how quality will be measured and its norms.

Commerce Education requires strong hold in numbers which can be developed in the early primary education. The draft policy recommendation on new curricular and pedagogical structure for school education would result in constructing systematic learning of concepts, equipping to adolescence and encouraging pupils to opt for commerce education.

The policy with its proposition on financial support ratio of 2:1 by central government for every rupee sent in setting up special education zone for ensuring opportunities to learn and excel for all children without forgoing due to circumstances of birth or background increases the accessibility and comfort for the pupils which leads them to have courage in building ambitious choice for further higher education.

The policy comes up with new governance and providing opportunities to be part of administration after a minimum number of years of teaching experience and imposes responsibility to ensure pupils are taught with passionate , highly qualified, professionally trained and well equipped teachers would result in great advocacy by creating positive believing learning environment.

Higher Education

The policy aims to rehabilitate higher education system through constituting world class multi disciplinary institutions across the country with aim of increasing gross enrolment ratio to at least 50% by 2035. The increase in universities cannot assure higher enrollment but affordability and accessibility with proper primary education can result in achieving the expected outcome.

A new vision and architecture for higher education has been envisaged with large, well- resourced, vibrant multidisciplinary institutions. The current 800 universities and 40,000 colleges will be consolidated into about 15,000 excellent institutions, These would also result in transparency and quick tracing of quality institutions for higher education.

The policy has proposed that institutions will be either universities or degree-granting autonomous colleges allowing more number of degrees to be awarded and increasing research would generate new knowledge by empowering the research scholars to be competitive by removal of control from affiliations. The policy has objective of developing high quality institutions in disadvantaged geographical areas and new institutional architecture to encompass all fields, including professional fields. The commerce professionals courses are less integrated with the degrees awarded by universities when compared to the quality and complexities. The commerce professional institutions such as ICAI , ICSI and ICWAI have not agreed to consolidate their subjects with the degrees awarded so that few papers can be exempted by reducing volume and not compromising with quality. The commerce course would be less integrated with Indian professional courses, Universities can enter into tie up with other international commerce professional institutions which would result in accrediting the students professional career.

The policy drafted has afforded flexibility to institutions for offering different designs of Master's programmes, (e.g., there may be 2-year programme with the second year devoted entirely to research, for those who have completed the 3-year undergraduate programme; there may be an integrated 5-year Master's programme; and for students completing a 4-year undergraduate degree with honours, there could be a 1-year Master's programme) The flexibility can provide more specialized commerce courses equivalent to professional courses which would result in building strong competitive knowledge in industry field.

The policy drafted has proposed to discontinue Mphil programme and admission for Phd with Master's degree or a 4-year undergraduate degree with honours. The academicians pursuing Mphil in Commerce discipline is quite more which would be a trial before doing Phd but by discontinuing Mphil would decrease research articles in commerce disciplines and Phd enrollers fail to complete their phd within 3 years , the time gap for creating new knowledge would be more . The completion percentile of Mphil is more than Phd.

The policy has emphasized on expanding open and distance learning by incorporating various measures such as online digital repository, funding for research, improved student services, credit-based recognition of MOOCs, etc.. These would result in the highest enrolment but the quality should be taken care with the method of assessing internal assessments.

The policy has stimulated internationalization of education through both institutional collaborations, and student and faculty mobility. An Inter-University Centre for International Education will be set up within selected Indian universities. The commerce education has global recognition which will result in barter of knowledge and talent with skill exchange.

The policy has proposed to control higher education, including professional education through one regulator National Higher Education Regulatory Authority there by centralizing the regulatory power.

Conclusion: The draft National Education Policy, 2019 has proposed modifications and diversification innovations impacting commerce education in minimal scale. The commerce education in India can be made more competitive and equivalent to professional course by exclusively negotiating with the professional associations with the collateral courses which can be more complex with practicalities and good communication skills which is lacking with the professional association courses. The negotiation should be for breaking the voluminous of the subjects of professional association courses and granting exemptions for the paper included in the curriculum of university subjects. The students would be granted with the professional degrees which would motivate them in building strong competitive commerce career.

References :

Draft National Education Policy , 2019 https://mhrd.gov.in/sites/upload_files/mhrd/files/Draft_NEP_2019_EN_Revised.pdf

Websites:

https://economictimes.indiatimes.com/industry/services/education/how-nep-can-revolutionise-indias-education-system/articleshow/69797244.cms?from=mdr

https://www.clilatindia.in/2019/06/19/a-response-to-the-draft-national-education-policy-nep-2019/

http://www.prsindia.org/report-summaries/draft-national-education-policy-2019

https://www.greaterkashmir.com/news/opinion/on-national-education-commission-of-nep-2019/

https://frontline.thehindu.com/cover-story/article28259123.ece

Submitted by,

Sharath S

1910021

Mphil – Commerce