NEP 2020-Review : Educational Reforms in school structure, evaluation and assessment
By: Dr Imtiyaz Rasool Ganai
For best future plans and Results, it is very essential to make the appraisal of past systems and situations, assess the present performance and design future goals and strategy. Now that the long waited Educational Reforms and structural changes in the fast global tempo of nations have necessitated the overhaul of 34 year old parameters of education, there is a need to analyze it properly. In 1986 we were not having such a robust network of schools and colleges as that of present when we have fast sprawling institutions with a variety of subject specialization and demands. We have local unemployment issues and global work struggles which demand vast changes in Educational sphere in India.
Finally NEP2020 was compiled after a long and hectic process by various stakeholders only after threadbare deliberations and discussions. It is unique in its goals and structure as the Human resource department involved academia, Govt. and private players in this process which fructified with the announcement of. National Education Policy 2020.The Ministry of MHRD has involved all the stakeholders- from ground level to highest level of Bureaucracy.
Pertinently, the gram panchayats and academicians were also taken on board and thecollective efforts and unprecedented collaboration has made it possible to draft this historical formative documentfor open discussion. It took a good deal of time for participatory consultation for its final shape. It’s inclusiveness from ECCE, to Higher Education made it vital as the local and Global job adjustment and social and personal demands were also taken into consideration. 100% Gross Enrollment Ratio by 2020 has been targeted besides sweeping changes in Educational structure.
Educational development will commence from the 3 years age group and four broad categories starting from 3 years to 18 years on the pattern of 5+3+3+4 for holistic development from home to workplace is mandated. For the overall development of children, changes in curriculum from ECCE to Higher education were necessitated on the basis of inclusive and equitable parameters. Reviewing the broad sections of the draft it is reflected that 12 years and three years Pre primary schooling will be initiated hence forth with emphasis on Foundational literacy and Numeracy devoid of any rigid compartmental barriers. The vocational and extracurricular school programmes will be carried alongside academics while as internship and vocational education will be introduced to students from class 6th.
it also states that Mother tongue and regional language will be prioritized and particular language imposition will be desisted and discouraged. Learning outcomes and achievements will be assessed by progress cards and this will be continuously tracked in order to make teachers responsive and well equipped the NCTE and NCERT will Work together to frame a new comprehensive curriculum in collaborations with National council for Teacher Education. Four years B.Ed course for prospective teachers ought to be started while as National Profession Standard (NPST) for continuous professional development of teachers so as to ensure and develop proficiency and it will be mandatory for prospective teachers to pursue integrated 4 years B.Ed course. The special Education zones for disadvantaged areas and groups will be established and gender inclusion funds for ensuring the Education and development of these groups initiated. Though the higher Education system was regulated and assessed by various bodies previously also, but the school Education was not much assessed and now the NEP2020 has set SQAAF(School Quality Assessment And Accreditation Framework) in order to revamp, revitalize and reform the school Education in the country and keen vigil and evaluation of various interventions will be given due considerations PARAKH performance, assessment, review, and analysis of knowledge for holistic development for achieving quality standard goals Minimum Quality standards for Schools were framed so that all the components will be made efficient.
Academic standard for improving academics, school infrastructure standard to develop and consolidate the school and infrastructure required to ensure quality. School goals standard will be fixed to achieve academic, vocational, extracurricular goals. The quality standard will set social and universal goals. Also that means holistic development with the participation of all the concerned agencies will be roped in. The standard setting will include professional and quality standard in terms of safety, security, basic infrastructure, number of teacher’s subject wise and need bases as per enrollment and. Grades with All financial requirements and needs.
The NAS and SAS will get more attention while Assessment SCERT and Diet will be converted into research hubs and assessment and evaluation centers with involvement of Zone level bodies. The review of the policy document makes it clear that for its implementation it is required to involve the stake holders but the expertise of teachers who have good deal of knowledge at ground level must be given their role and the state level and district level review committee members must be constituted by those teachers who have research base in Educational fields .the department is having teachers with Ph.d and other research back ground who must contribute their experiences and expertise. The entire subject Based teachers of science, ARTs and Education must be included into review and consultation committees.
