NEW EDUCATION POLICY The suggestions we submitted to the MHRD Minister on 22nd August 2015

×

Error message

  • User warning: The following module is missing from the file system: s3fs. For information about how to fix this, see the documentation page. in _drupal_trigger_error_with_delayed_logging() (line 1143 of /home/smilisae/public_html/jeasa.org/includes/bootstrap.inc).
  • User warning: The following module is missing from the file system: s3fs_migrate. For information about how to fix this, see the documentation page. in _drupal_trigger_error_with_delayed_logging() (line 1143 of /home/smilisae/public_html/jeasa.org/includes/bootstrap.inc).

                                                                                                        

Suggestions and proposals to the Ministry of Human Resources (MHRD, Government of India) for the NEW EDUCATION POLICY (NEP) from the JEA:

Highlights of the Suggestions

  • Providing Quality and holistic education for all.
  • Accountability and responsibility in education structure.
  • Give autonomy to schools; allow more autonomous education boards by those who have been in the forefront in Education.
  • Value education and probity in Public life without going religion specific.
  • Amend RTE Act to provide education for 0 to 14 of age, & all promotion till class 3
  • Diversity, Inclusiveness and Constitutional values to be upheld.
  • Divergent and critical thinking has to be encouraged than convergent thinking.
  • Make Teachers training and updating mandatory as we prepare people for Civil Service. Teaching is also an important Civil Service.
  • Promote Constitutional Values; Rights and Duties of citizens in education
  • Prepare the young towards nation building and national integration, by developing leadership skills, Technical skills, social service skills and qualities of the heart.
  • Teach students to be eco-sensitive leaders for the Nation.

 

We suggest the following areas for the betterment of our national education policy. Here we are not limiting only to the areas to which the MHRD has sought suggestions. We are suggesting points for a holistic education for all, with value based competence and participation in Nation building. Therefore, we highlight the points above and give detailed explanation to each one below. Hope this exercise from JEA, and CBCI, which educate millions of Indian in their educational institutions will help the Government to prepare a better education Policy for the nation’s future.

 

INTRODUCTION

 

If ‘Surya Namaskar’ is human mind’s recognition of the all-illuminating all-nourishing self-diffusive service of the Sun, ‘Vidya Namaskar’ should be the primal act of every Indian for a variety of reasons like generating and disseminating knowledge. Reason: it is knowledge that illumines darkened minds (‘tamaso ma jyotir gamaya’), inspires the intellect and inflames the will to be self-diffusive in concrete acts of service of all.

 

What is the present state of that ‘knowledge’ generating, promoting and disseminating state of education, is the present national concern, highlighted by the Ministry of H.R.D.  The Christian community that for centuries had played a major role in education in our country, appreciates genuinely the nation-wide consultation the Ministry is engaged in. Periodic assessment of its performance is a definite sign of any good and forward-looking institution or organization for the simple reason that new forms and sources of knowledge keep the society ever in a state enquiry. To be in possession of the knowledge  of the strengths and weaknesses, merits and demerits, achievements and deficits, and above all of those factors responsible for them, can be immensely beneficial to the creative task of redesigning education in the country to be of better service to the nation in the days to come. Is education a liberative power in India? Is education a humanizing force? Is education used by some to dominate and enslave others? Has education in India the capacity of demolishing walls of separation between man and woman, between man and man? Is that kind of education at the doors of those socially, economically, culturally, religiously, racially left behind? For ‘leave no one behind’ is the ‘silent inner voice’ of the dharma that is Christianity. 

 

It is accepted universally that Education aims at the integral development of the child: body, mind, intellect and areas of affectivity. Healthy relationship with every citizen is another aspect of integral development. Development of the nation depends upon the integral blossoming of every citizen, all the citizens. The all-round welfare of the citizens, for which economic development is a major contributing factor, depends upon the quality of life of every citizen, and of citizenry in general. Quality of life is the outcome of the availability of those elements that address the fundamental needs of the human person and that will lead to social transformation, a goal placed before the nation by our Founding Mothers/Fathers as a pre-condition for healthy utilization of economic opportunities. But this is yet to take place sufficiently in our country. Hence our nation’s journey towards this laudable goal is seen as being hampered by a number of very serious blocks or social evils. These issues need to be attended to although cannot be listed here.

 

We are faced with a disturbing puzzle. Consensus has been evolving for the conviction that greater responsibility for many of the maladies we are faced with today has to be borne, strangely, by the educated, just as the role of illiteracy had been a serious block to our country’s progress. People ask:

 

(1) Is it not the educated class that failed the nation that had on becoming free and assuming power for self-rule, committed itself to universal literacy, especially education at the primary level?

 

2) Are not the educated largely responsible for corrupt practices in bureaucracy, industry, financial sectors, arms deal, black money, banking sector, land transaction, mines extractions and similar issues?

(3)  Are not the educated that were placed at key administrative positions that are responsible for scuttling by tardy implementation of scores of welfare projects for the deprived sectors?

 

(4)  Decades-long Maoist violence has been regarded by many competent analysts as the result of neglect of the affected regions by the local/district/and state administration for decades and decades. Were not those administrators/bureaucrats ‘educated’ public servants? 

 

(5) Are not the ‘educated academicians’ responsible for poor quality research in our universities? Are they not responsible for mal-functioning of many educational institutions?

 

 (6) Are not the educated that promote consumerism, disseminate the virus of communal and divisive thinking and uphold still the Indian version of apartheid that is untouchability and caste divide based on the unscientific assumption of purity-pollution categories?

 

(7) Finally, is it not the educated that sabotaged implementation of the provisions for positive affirmation for reclaiming members of the scheduled castes on their becoming Christians or Muslims? The questions are many and disturbing. But truth will free us and education is expected to be endowed with that liberating power.

 

The Christian educators in the land would like to highlight and recommend the following for the growth and welfare of our people for which education has to be the dharmic surya bhagavan to provide inspiration and light for the minds and will of all in the nation, especially of the planners and teachers:

 

1 On account of deficient attention to one’s DUTY AND RESPONSIBILITY vis-à-vis our people the conclusion is clear: those ETHICAL MORAL COMPONENTS/VALUES that call every one to HIS/HER task and perform are deficient in our educational system. Stress on ‘academic’ or technical alone without that missing component leads to dereliction of duty and neglect of sworn duties and responsibilities. Has it not failed the nation and its people? Can education fill that gap? as a basic requirement? The motivating force for prompt compliance with the basic ethical-moral laws and principles that inculcate among our students a high sense of duty, responsibility and accountability needs to come - values like truthfulness and honesty, rectitude in behavior, obedience to the conscience, zest for helping others in need, etc..

 

2 ‘The least and the last’ was held up as talisman for planning and execution by the Father of the Nation. The recent survey shockingly reveals gaps in our planning because of which our resources are not reaching them. The educators and the to-be-educated should be helped to imbibe the vision of the total human community as rightful sharers of the nation’s resources.

 

3. The need to stress pride and patriotism in our country is great. Education should communicate values and dynamics of an inclusive culture and community as the backbone of our nation.

 

4 The shocking miss-match between essentials articulated and highlighted in the Preamble of the Constitution and their non-carry over into actualization in social praxis stares at our face. In the light of insights gained after decades of experiment in nation building there is the urgent need to draw attention of all to his deficiency. Text books should embody these values strikingly. Democracy, secularism, egalitarian understanding of society, liberty of thought and expression, freedom of belief practice and propagation, are among the pillars of our social covenant sworn and signed. However gender, caste, racial inequalities plague our nation at all levels, including the Executive, Legislature and Judiciary. The true light of dharmic surya has to penetrate and illumine their minds and influence their will.

 

We submit to the Commission the findings of our own consultation. It is our conviction that every Indian, especially the last and the least, will get prime attention in the course evaluating and planning. It is our hope that a humanism that honours nature, the dignity, the rights and the freedom of every Indian, will underpin the assessment the planning and especially streamlining of the provisions so that a true humanization should be accepted as the prime task of education. Scientific research, academic development, technological development etc should be based on inalienable rights of the Indian citizens of all beliefs and practices. We conclude by transcribing Tagore, ‘into that milieu of such true and liberating knowledge (education) let the Ministry of H.R.D. lead our people’. 

 

Context

Development of Education in India after Independence

A lot had been done by the successive governments. After the implementation of plans, efforts were made to spread education. Govt. decided to provide free and compulsory education to all children up to the age of 14. But this aim could not be achieved yet. In First Five Year Plan 7.9% of total plan outlay was allocated for education. In Second and Third Plan, the allocations were 5.8% and 6.9% of the total plan outlay. In Ninth Plan only 3.5% of the total outlay was allocated for education.

To streamline the education, the Govt. implemented the recommendations of Kothari Commission under ‘National Policy on Education’ in 1968. The main recommendations were universal primary education. Introduction of new pattern of education, three language formula, introduction of regional language in higher education, development of agricultural and industrial education and adult education.

To combat the changing socio-economic needs of the country, Govt. of India announced a new National Policy on Education in 1986. Universalisation of primary education, vocationalisation of secondary education and specialisation of higher education were the main features of this policy.

National Council of Educational Research and Training (NCERT) at National level and State Council of Educational Research and Training (SCERT) at State level were established to maintain the standard of education. University Grants Commission (UGC) was instituted to determine the standard of higher education.

The following points explain the development of education in India after independence:

  • Expansion of General Education:
  • Development of Technical Education:
  • Women education:
  • Vocational education:
  • Growth of higher education:
  • Non-formal education:
  • Encouragement to Indian Language and Culture:
  • Adult education:
  • Improvement of Science education:
  • Education for all:

These make it clear that a lot of development in education has been made in India after Independence. There is wide growth in general education and higher education. Efforts have been made to spread education among all sections and all regions of the country.

Still our education system is ridden with problems. Since there is a new effort to bring out a NEP, we must look at it in a different way. We, as one of the major contributors of Education to Indians cutting across class and castes, regions and religions, have these to submit to the Government of India to look into and include in the New Educational Policy.

We endorse; “Education is the key to empowering the marginalized so that they can enjoy their God-given dignity.”  “Every country develops a system of education to express and promote its unique socio-cultural identity and also to meet the challenges of the times.” (National Policy on Education, 1986 no.1.1).

 

Theme 1 : Looking at the Educational needs in India we find the following:

A) The General trend :

1.1 We live in knowledge dominated world with reduced barriers between peoples and nations.

1.2 There is knowledge gap between the privileged and the less privileged. This causes exploitation.

       Rich nations and corporate houses control the rest resulting in marginalization of the rest. It is to

       be noted that Globalization & liberalization have come to stay.

 1.3 So we see that there are inequalities and injustices.

 

B)  The Indian Scenario

1.4       A minority affluent

1.5       Culturally rooted belief: caste system

1.6       There is more and more intolerance/ division among groups

1.7       Education sole means to meet the challenge

 

C) The Educational context & Proposed areas of Focus

1.8       Education is the sole means for liberation

1.9       Education is a major concern of the country

     - to transform individuals and society

     - as a means for transforming an unequal society

     - to empower the Dalits, SCs, STs, OBCs, Minority, Women &  the deprived and  the Marginalized.

1.10 Get the collaboration of educational agencies (Many Educational agencies like Christian

         Missionary schools, Private schools, NGOs) to impart modern education in India :

              - 60% of our educational institution should be in rural areas  and suburbs as much more

                 remains to be done to educate the masses in the rural and suburban settings.

1.11  Education has to be geared to  a multi-religious, multi-cultural and multi-linguistic  context to

          bring about national integration and appreciation of religions and cultures.

 

D) Options for the policy

a) education : as spiritual ministry – formation of character & Conviction

b) Education that is total education or holistic

c) Education towards creating an inclusive society

d) Making Education a powerful instrument for empowerment      

e) Flexibility and proactive guidelines regarding management policies

e) to be sensitive to the pluralistic nature of our society and culture

f) stress the Constitutional values and proactive leadership

g) protect natural environment

h) to be gender sensitive

i) create value based and eco friendly climate in the institutions

j) Protect the secular nature of the social fabric, and the Minorities

K) Ensure that the Minority status and Minority Rights are protected.

L) Teach the Preamble of the Indian Constitution in Schools & the values enshrined therein.

M) Go by the Supreme Court Verdict of 6th May 2015 which clearly states in two separate judgments: 1. The minority schools both aided and unaided are exempt from RTE. 2. It is the prerogative of the child and the parents to choose the medium of education…

The intent of Indian Constitution (Art. 30 (i) is not to be tarnished by insisting on having any fixed percentage of students (like 25% or 50% etc) in the school or college to enjoy the Minority status or to acquire the Minority Certificate.

Theme :  2   Vision, Mission & Goals

2.1  Through all round development create a knowledge society.

2.2   Education is a transforming process of  individuals and society. Quality education is the gateway.

2.3   The Mission & Goals

                -1. quality education for all, especially the poor, the marginalized,  the Minority etc.

                -2. educate to liberate from social conditioning

                -3. Create awareness of the human rights of every person and group

                -4. Create awareness about the ultimate meaning of life

    -5. Create understanding and awareness of the implications of economic policies, political

          structure and practices and decisions

    -6. Teach students to contribute to nation-building

    -7. Teach students to collaborate and cooperate for the growth of all

    -8. To nurture an encounter with God as personal event -teaching them to appreciate

          other faiths, teaching them to acquire universal values.

 

Theme : 3    Education  that  is empowering  and inclusive

 

  1. Spiritual formation for all

In educational institutions students come from different faiths and cultures so :

3.1. Stress the spiritual and formative aspects of religions.

3.2. Develop in them universal social, moral, spiritual and ethical values

3.3. Help internalize social aspects of one’s religious traditions to inculcate building up of character.

3.4. Bring about communal harmony and peace among all sections of people.

3.5. Develop a spirituality of relationship and friendship.

 

B. Policy Directions & Specific Practices

3.6. Variety of Educational interventions should be adopted to take care of the educational needs of  such a huge population with wide ranging economic, social, religious and cultural backgrounds:

Government, aided & unaided Minority, private, Navodaya, Special category, Army/BSF, International,  Autonomous,  National Open, Central, Self Financed etc.

3.7. Lot of flexibility, proactive approach and minimum control in administration will enable greater educational effectiveness.

3.8. Offer special financial educational interventions for the weaker sections: Minority, SC/ST, OBC, Dalits etc. apart from aid offered to the aided category.

3.9. Infrastructural facilities, midday meal, scholarships to be given to schools with children below poverty line and children of Minority Communities.

3.10. A lot of other services and vocational training and guidance to be offered :

-Consider job-related vocational courses; -Provide career guidance & counselling

-Provide leadership training, soft skills involve parents, NGOs, Community Leaders etc.

The New Education Policy will give the highest priority to solving the problem of children dropping out of school & will adopt an array of meticulously formulated strategies based on micro-planning, & applied at the grass-roots level all over the country, to ensure children’s retention at school.”NPE5.12

The new Policy will lay special emphasis on the removal of disparities and to equalize educational opportunity by attending to the specific needs of those who have been denied equality so far.” NPE 4.1

Theme  4 :   Updating and Reorienting the quality of our Educational Services

      It is in Education in fact the promise of a more human future and a more harmonious society lies.

    “In our culturally plural society, education should foster universal and eternal values, oriented towards the unity and integration of our people. Such value education should help eliminate obscurantism, religious fanaticism, violence, superstition and fatalism.” (NEP 1986 no.8.5)

A. Integral Personal Development of All Students:

4.1. Holistic & integral development :

Health and body fitness, Emotional and psychological maturity, Social sensitivity and leadership,

Intellectual and cognitive skills, Moral and spiritual growth.

4.2 High levels of the four Cs : Competence, Conscience, Compassion, Commitment

4.3 Enable student to see life as gift of God and as a call to serve

4.4 Help liberate from social conditioning by providing open-ended discussion & listening

4.5 Promote rights of children, especially the girl child

4.6 Help make right choices with regard to life, family & human love

4.7 Teach to become responsible citizens (Right holders & Duty bearers)

4.8 Institutions become dynamic in responding to new focus areas & adopt appropriate strategies

4.9 In the Class Routine use a large degree of freedom for innovation, relevance & acquiring life skills

4.10 Curricula need to focus on :

inclusion of values enshrined in the Constitution, connecting knowledge to life experiences outside the school, ensuring that learning is shifted away from content-based rote methods to promote creativity and problem solving skills and other life skills, enriching the curriculum to provide for overall development of children rather than remaining textbook-centric, primary education should focus on sound and scientific activity oriented learning and developing without the pressure of books, examinations etc., Making examinations more flexible and integrated with  life situations, nurturing an overriding national identity, while preserving regional identities, informed by caring concern for various communities and peoples within the democratic polity of the country, Fostering and promoting a work ethic, good academic discipline and standards, and instilling a sense of history, culture and tradition, thus fostering national solidarity.

4.11 Help students to understand critically the role of new technologies and media & their importance

4.12 Help students to use knowledge-based media, news papers, magazines, Electronic media, internet, social media etc. critically

4.13 Help to use updated technology both in rural and in urban institutions.

4.14 Through periodic training equip teachers.

4.15 Create an ambient for teachers to work as partners.

4.16 Teach to foster public relations with the neighbourhood, civil & public authorities.

4.17 Teach to promote harmony & unity among all for this will cultivate qualities & attitudes mentioned in the Fundamental Duties of the Constitution of India (51 A)

 

It shall be the duty of every citizen of India :          

a)  to abide by the Constitution and respect its ideals and institutions, the National flag and the national anthem;

b)  to cherish and follow the noble ideals which inspired our national struggle for freedom

c) to uphold and protect the sovereignty, unity and integrity of India;

d) to defend the country and render national service when called upon to do so;

e) to promote harmony and the spirit of common brotherhood amongst all people of India, transcending religious, linguistic, and regional or sectional diversities; to renounce practices derogatory to the dignity of women;

f) to value and preserve the rich heritage of our composite culture;

g) to protect and improve our natural environment including forests, lakes, rivers and wild life and to have compassion for living creatures;

h) to develop the scientific temper, humanism and the spirit of enquiry and reform;

i) to safeguard public property and to abjure violence;

j) to strive towards excellence in all spheres of individual and collective activity so that the nation constantly rises to higher levels of endeavour and achievement.

4.18  We respect & accept differences of Religion, language, cultures, traditions extending acceptance, appreciation and protection.

“In the Indian way of thinking, a human being is a positive asset and a precious national resource which needs to be cherished, nurtured and developed with tenderness and care, coupled with dynamism. Each individual’s growth presents a different range of problems and requirements, at every stage – from the womb to the tomb. The catalytic action of Education in this complex and dynamic growth process needs to be planned meticulously and executed with great sensitivity.” NPE 1.1024

B. Social Sensitization

4.19 Execute good programmes of social sensitization of students on social issues & inherited inequalities. In order to create a society inspired by the perennial values of service with love, peace rooted in justice, and fellowship based on equality.

4.20 We teach students about the dynamic functioning of society:

                        - economic, political & social structures

                        - the meaning of cultures, religions &  ideologies

4.21 We provide opportunities to students for practical social action.        

4.22 Help staff & students to understand the effects of globalisation.

4.23  Live & communicate spirituality of community.

4.24 Promote cooperation & collaboration; Networking, synergy & Team work is promoted.

4.25 We help promote a sense of equity, equality & justice in the minds of students.

            This will remove caste, class, culture, language and religion based prejudices.

4.26 Participate in the care & protection of environment.

4.27 Judge institutions by the past pupils competencies and social motivation for social transformation.

C. Contribution through Higher Education

“Higher education provides people with an opportunity to reflect on the critical social, economic, cultural, moral and spiritual issues facing humanity. It contributes to national development through dissemination of specialized knowledge and skills. It is therefore a crucial factor for survival”. NPE 5.24

"An effort will be made to encourage the setting up national research facilities within the university system, with proper forms of autonomous management" NPE 5.32

4.28 Country’s progress depends on higher Education.

4.29 Colleges should not be islands of excellence but agents of change, to contribute to enhance the quality of life.

4.30 Our Higher Education Institutes are well known for quality imparting world class and  modern education. Our institutions are to be also ready to meet the demands of social justice & human rights.

4.32 Academic temper and research mentality and quest for values need to pervade the campus

4.33  Higher Education Policy Trust

  • To make young people honest citizens.
  • To make our institutions inclusive.
  • To keep in step with changing times.
  • To promote research & publications.
  • To network with other institutions.
  • To focus on leadership development.
  • To accompany students in their spiritual search to find meaning in life.

D.  Contribution through Non-formal education, Vocational Training, Skilling India

Our future educational efforts should move more and more in the direction of non-formal education, Vocational training, adult literacy, and skill development for employability, Community Colleges.Non-formal education to conscientize, train, organize and empower the poor, the Dalits and the tribals etc. must be given top priority to ensure inclusive development.

4.34 Greater focus in this field can affected the quality of life of countless thousands.

4.35 In the Sector of education this can be through night schools, Adult literacy programmes, coaching for drop outs, open schools etc.

4.36 In the Sector of health, preventive health education can contribute to saving lives & good health.

4.37  In the area of women empowerment, teaching home skills, life skills & job skills will be of great help.

4.38 Sector of Vocational and Technical education, use of Community colleges and  National Institute of Open Schooling can help to earn a livelihood.

4.39 The services for the differently abled, is to be continued in the spirit of caring for the uncared.

4.40 In the Sector of Rehabilitation care for the alcoholic and chemically dependent etc. with the help of NGOs much care need to be extended for the uncared to improve the quality of society.

4.41 In the Sector of Peace and Reconciliation, much can be done by visiting homes and communities of those who have experienced violence to working for prejudice-reduction and reformation and return to the mainstream.

E  Some Characteristics of a Value-Based Institutional Climate

            “A warm, welcoming and encouraging approach, in which all concerned share a solicitude for the needs of the child, is the best motivation for the child to attend school and learn”  NPE 5.6

4.42 Education is essentially a transformative process: in mindsets and attitudes.

            -the policies of the institution and members of the institution must own it.

4.43     Mutual trust must be built up

4.44     Delegate responsibilities to promote participatory management

4.45     Create friendly and humane climate-discipline be accompanied by love and compassion

4.46     Provide opportunities for development

4.47     Become a community of learners – appreciating national integration, secularism, democracy

4.48     Promote collaboration and cooperation

4.49     Institutions be open to the neighborhood and be transparent

4.50     Hallmarks are work ethics and productivity

4.51     A relaxed campus climate where initiatives and ventures are appreciated

4.52     Celebrate success of individuals and institutions

4.53     Inclusive attitude and behaviour appreciated

4.54     Meetings are interactive and consultative, goals and targets are set through consultative process.

 

Theme :  5 Management Policies

 

5.1       Collaborative and proactive relationship between Government, Management and faculties.       

5.2       Qualified & competent staff must be imbued with values & sensitive to the poor & marginalized

5.3       No capitation fees or donations or favours to be accepted to ensure integrity in service. 

5.4       Fee structure to be moderate; fee hikes must be reasonable to take care of all the needs of the

 institute and its future development plans.

5.5       Creation of a corpus scholarship fund for the benefit of the marginalized is allowed.

5.6       Institutions become community resource: make it available for the use of educational and

              Service  initiatives of responsible community leaders.

5.7       Make sure gender sensitivity, equity and equality are practiced.

5.8       Knowledge has to be dovetailed with humanism for human welfare.

5.9       Academic excellence will go hand in hand with value education and spiritual formation.

5.10     Institutions will evolve a code of conduct, feedback system and evaluation method of their own.

5.11     Institutions will maintain a high level of credibility and reputation in society.

 

Theme : 6   Some Paradigm shifts for greater Effectiveness

6.1 Throughout history changes have taken place. Institutions are to become flexible and ready to bring in technology & innovation and be ready to  depart from the maintenance mode that they are caught up in.

6.2 Focus on inclusive education giving priority to the weaker and needy section of society.

6.3 In providing education for all, net-work with others: NGOs, Govt. agencies and Minorities Communities.

6.4 Provide job oriented courses for rural youth : through community colleges, professional institutes, Vocational training & skill development centres.

6.5 Teach and inculcate social etiquette and environmental hygiene and mutual respect.

6.6 Enable students to develop life skills: Ten life skills that WHO has identified :

  • problem solving skills and decision making skills,
  • critical thinking skills,
  • creative thinking skills,
  • effective communication skills,
  • interpersonal relationship skills,
  • self-awareness skills,
  • empathy building skills,
  • advocacy skills,
  • skills to cope with emotions and
  • skills to cope with stress. 

6.7 Use e-learning for better learning & wider outreach especially to rural areas with acute teacher shortage

“Educational technology will be employed in the spread of useful information, the training and re-training of teachers, to improve quality, sharpen awareness of art and culture, inculcate abiding values, etc., both in the formal and non-formal sectors. Maximum use will be made of the available infrastructure. In villages without electricity, batteries or solar packs will be used to run the programme.“ NPE 8.11

 

Salient  features of the New Education Policy  aimed at making India a knowledge super power.

 India’s insight that knowledge liberates (gyan marga mukhti marga). Therefore, the following points to be considered. Education should be:

Inclusive : It should be Education that reach out to all and empower all.

Community oriented :It should be Education that ensures the participation of all stake holders and builds up relationship.

Value based : It should be Education that ensures the spiritual well being and formation of character and convictions upholding the secular nature of the country.

Inculcating Probity in Public Life : It should be Education that contributes to trustworthy, corruption free and honest way of life

Empowering the poor & the  Marginalized : It should be Education that gives 100 % access & 100% success to all including the poor and marginalized.

Imparting Holistic Education : It should be Education that takes care of total formation : Physical, Mental, Spiritual and socio-emotional.

Empowering the Minority  : It should be Education that guarantees the Constitutional right of the Minority to establish and administer their own Educational institutions.

Stressing on Teacher Training :

     Teacher evaluation in every 3 years. Teachers should conduct research and publish them.

-          Prepare a National Service of teachers who can have mobility (like the Civil Services).

-         We need to encourage functional skill and education must be embedded into it.

-         Need to eliminate ‘social stigma’ which is associated with job done, try to eliminate caste barriers which comes in the way of equality and human dignity

          - Give more power to Panchayat Raj to ensure better functioning of educational institutions. Panchayat raj to be strengthened and not the KAAP Panchayats.

- We must make our children ecologically sensitive, environmental friendly and nature lovers, because Earth is our home and we have been given it freely for us and for the future generations.

   Vocational education system should be recognised as equivalent to that of formal education and opportunities to be provided to acquire  graduate and post graduate qualifications.

      - Govt. must make online teaching free and develop e-resources so that students need not go for private  tuitions.

Govt. must prepare a minimum learning outcome in each of the category, a child must qualify a particular level to be promoted to the next level. This is needed because according to RTE all children from age 6-14 get promoted irrespective of the competencies of a particular grade. All promotion without meeting standards destroys the interest of the children and demoralize teachers.

 - parents be part of teaching-learning process in the primary level

- In the elementary level a child should learn the art of learning to learn, methodology must be pedagogical, scientific and age specific.

- Keeping in mind the technological advancement a new curriculum must be developed and evaluated like it is done in online testing or use programmed-learning method to make curriculum interesting, challenging and rewarding. Education in India should even move forward towards on line examinations and open book examinations if  application based and deductive type question papers are  prepared. 

Conclusion :

Building a New India, where every child is educated, where the marginalized are empowered, where the educational system seeks to transform society, is our dream. We are confident that with the help of God, with the dedicated service of our committed educationalists, and the collaboration of all, and through the leadership on whom people entrusted their faith, this dream will become a reality.

There are moments in history when a new direction has to be given to an age-old process. That moment is today” (The National Policy on Education, 1986).

Our Education must create an India that is an Inclusive India as envisioned by the Constitution and which can be represented by a triangle with its three sides representing the three characteristics:  TRULY INDIAN, REALLY MODERN AND DEEPLY HUMAN.

 

  • Prepared after wide consultation among educationists, and submitted to the HRD ministry by the Catholic Body of Educational Associations, on behalf of CBCI Education and Culture Secretariat.