Qualitative Assessment Of New Policy Framework On School Education In India

Abstract

India has been geographically, culturally and historically tempting for the world since times immemorial. The education pedagogy is thus in sync with the vision in both letter and spirit to make it a super power. This National Education Policy has borrowed from the historical past of enlightenment and nostalgia to weave the rich cultural heritage of Indian civilization with global outreach of knowledge. Yet, despite high levels of commitments embedded within the democratic fabric of this nation, equity amongst resources is a rare thing. Therefore, NEP 2020 indicates improvisation in curriculum and pedagogy development in institutions that develops a deep sense of respect towards the Fundamental Duties and Constitutional values, bonding with one’s country, and a conscious awareness of one’s roles and responsibilities in a changing world (NEP:5). However, change is constant and to keep pace with increasing contradiction of what is acceptable and accommodating is challenging. The learning begins in early childcare and primary schooling is the focal centre of this education policy. For this the local dialect needs to in sync with the learning as the reproduction of knowledge is hampered subject to proficiency in language. Does this  mean humanity is handicap to serve mankind without a common medium of language? Or the global harmony can be attained to encompass ‘learning for all’ by communicating in local dialect for the ‘good for all’. NEP 2020, if pronounced well in execution can bring desired change in all-inclusive approach to uplift the downtrodden and marginalised sections of society. To instil intent with curriculum goes hand in hand developing critical thinking and holistic development.