Education is the foundation on which the future of a nation exists. This is your chance to have a say in this critical ingredient of nation-building. Read the draft of the National Education Policy by visiting the link below, and send your suggestions directly to the draft of the National Education Policy 2019 is now available on MHRD website.
We urge everyone to read it and email your suggestions to firstname.lastname@example.org. Let us all give our inputs and do our bit in bringing an effective National Education Policy!
A vision for the education system in India
The vision of India’s new education system has accordingly been crafted to ensure that it touches the life of each and every citizen, consistent with their ability to contribute to many growing developmental imperatives of this country on the one hand, and towards creating a just and equitable society on the other. We have proposed the revision and revamping of all aspects of the education structure, its regulation and governance, to create a new system that is aligned with the aspirational goals of 21st century education, while remaining consistent with India’s traditions and value systems.
The historic Universal Declaration of Human Rights, adopted at the UN General Assembly in 1948, declared that “everyone has the right to education”. Article 26 in the Declaration stated that “education shall be free, at least in the elementary and fundamental stages” and “elementary education shall be compulsory”, and that ‘education shall be directed to the full development of the human personality and to the strengthening of respect for human rights and fundamental freedoms’.
The idea that education must result in the ‘full development of the human personality’ continued to be reflected in influential reports such as that entitled Preamble 25 ‘Learning: The Treasure Within’, which the International Commission on Education for the Twenty-first Century chaired by Jacques Delors, submitted to UNESCO in 1996. The Report argued that education throughout life was based on four pillars: i) Learning to know – acquiring a body of knowledge and learning how to learn, so as to benefit from the opportunities education provides throughout life; ii) Learning to do – acquiring not only an occupational skill but also the competence to deal with many situations and work in teams, and a package of skills that enables one to deal with the various challenges of working life; iii) Learning to live together – developing an understanding of other people and an appreciation of interdependence in a spirit of respect for the values of pluralism, mutual understanding and peace; and iv) Learning to be – developing one’s personality and being able to act with autonomy, judgement and personal responsibility, while ensuring that education does not disregard any aspect of the potential of a person: memory, reasoning, aesthetic sense, physical capacities and communication skills.
Such an articulation of a broad view of education encompassing the holistic development of students with special emphasis on the development of the creative potential of each individual, in all its richness and complexity, has grown increasingly popular in recent years, and many recent reports from UNESCO, the OECD, the World Bank, the World Economic Forum, and the Brookings Institution have highlighted the broad consensus that has developed. Students must develop not only cognitive skills – both ‘foundational skills’ of literacy and numeracy and ‘higher-order’ cognitive skills such as critical thinking and problem solving skills – but also social and emotional skills, also referred to as ‘soft skills’, including cultural awareness and empathy, perseverance and grit, teamwork and leadership, among others. The process by which children and adults acquire these competencies is also referred to as Social and Emotional Learning (SEL). Based on the developments that have taken place in the world of cognitive science, there is now deep engagement with the idea that these social and emotional competencies must be acquired by all learners and that all learners should become more academically, socially and emotionally competent. The Policy recognises that it is important to conceive education in a more encompassing fashion, and this principle should inform and guide reforms in relation to the reorientation of the contents and processes of education.