Catalogue Search | MBRL
Are you sure you want to remove the book from the shelf?
{{itemTitle}}
28,966
result(s) for
"NATIONAL EDUCATION POLICY"
Sort by:
Is India's higher education system a case of elusive inclusive development?
India, with the third largest higher education system globally, has the lowest gross enrolment ratio compared to G20 nations. The National Education Policy 2020 has made a strong recommendation to enhance the gross enrolment ratio for higher education to 50% by 2035. This figure stood at 19.4% in 2010 and 28.4% in 2021-22. The study, therefore, analyses the nature of the growth of higher education in India from 2000 to 2020 and carries out Panel regression to investigate the gross enrolment ratio at the state level, primarily affected by the number of universities and the growth in the number of colleges per million population. The analysis reveals a need for significant expansion of higher education in India in the future, or it will result in a case of elusive inclusive development-wherein India will miss the 2030 global agenda concerning Sustainable Development Goal 4 on higher education and the 2035 National Education Policy target. The study recommends that higher education should be closely monitored by the states at the district level, providing high-quality and affordable online education to realise the preferred outcomes.
Journal Article
Evaluating the Promise and Pitfalls of India’s National Education Policy 2020: Insights from the Perspectives of Students, Teachers, and Experts
The National Education Policy 2020 (NEP 2020) is a comprehensive and ambitious plan to transform India’s education system. However, its implementation has sparked debates among stakeholders, including students, teachers, and experts. This paper evaluates the promise and pitfalls of NEP 2020 based on the perspectives of these stakeholders. This study used an explanatory sequential mixed-methods approach to compare and elucidate the views of students, teachers, and experts from diverse backgrounds. The subject experts have a more positive outlook on the promises of the policy, lauding its expansive and comprehensive vision. While the multiple entry-exit options and the new credit systems are viewed to be more beneficial by the students, teachers believe that they require further capacity building and training to deliver the range of subjects and skills envisioned in the policy. All the respondents are confident that NEP 2020 will harbinger reforms to enhance the quality of education in India. We conclude with recommendations for policymakers, educators, and other stakeholders to ensure the successful implementation of NEP 2020 and the achievement of its goals.
Plain language summary
Evaluation of national educational policy-2020
This study evaluates the National Education Policy 2020 (NEP 2020), which aims to transform India’s education system. We looked at the perspectives of students, teachers, and experts to understand their views on the promises and challenges of the policy. Experts generally have a positive outlook on NEP 2020, praising its broad vision. Students particularly appreciate the flexibility it offers with multiple entry-exit options and new credit systems. However, teachers feel they need more training to effectively teach the diverse subjects and skills outlined in the policy. Overall, everyone believes NEP 2020 will bring positive changes to India’s education quality. We suggest recommendations for policymakers, educators, and others to ensure the policy’s successful implementation and goal achievement.
Journal Article
Value-based education in NEP 2020: fostering ethical and moral growth through Dharma
PurposeThe research examines how the principle of Dharma can be included in the Indian National Education Policy (NEP) 2020. The study seeks to know how Dharma as an educational framework can be infused with contemporary education to promote moral and ethical development as well as intellectual growth among students in India.Design/methodology/approachThis research uses qualitative analysis of NEP 2020 documents and literature related to Indian Knowledge Systems (IKS) and the concept of Dharma. It analyses the philosophical bases behind NEP including traditional texts like Vedas, Upanishads, among others. Moreover, this study also evaluates how current Dharma teachings are implemented into curriculum by assessing its present status of incorporation as a part of Indian Knowledge System.FindingsThis research has found that national educational reforms have considered many traditional Indian beliefs and values, but they have not done enough when it comes to incorporating Indian Knowledge System and the concept of Dharma into practice through the curriculum. The paper advocates for a system that is grounded on morals, thus blending the current learning standards with cultural heritage. These findings call for continuous endeavouring in order to embed ethical and moral dimensions of Dharma across all levels within India’s education systems.Practical implicationsThe integration of Dharma and IKS in education can enhance the development of well-rounded individuals who are not only intellectually competent but also ethically and morally grounded. This strong foundation of Dharma will also act as a personal and professional guide. Educators and policymakers can use these insights to design curricula that promote holistic growth, aligning with both global educational standards and cultural values.Originality/valueThis paper examines the philosophical and ethical foundation of NEP 2020 instead of only considering its pedagogical and skill-enhancement characteristics, thereby giving a fresh viewpoint. It contributes to the discussion on educational reforms in India by highlighting how present educational needs should be linked with traditional values. The research shows that the concept of dharma can help learners develop holistically so that they can meet present-day problems without losing touch with timeless morals.
Journal Article
Human capital consumption of households in a generational economy: evidence and implications for India
Using the National Transfer Accounts (NTA) methodology, this study calculates the cost of human capital consumption by children, youth, adults and elderly in India’s generational economy. Age-specific and lifetime cost of human capital consumption of these generations are measured in terms of per capita household consumption expenditure and distinguished by public and private consumption of education, health and others. The relative costs of children, youth and the elderly are determined with respect to the cost of adults, and the uniqueness and similarities of cost components are compared across the generations. Variations in the generational costs over time are distinguished between inflation and resource allocation effects. A medium term forecasting model is developed for assessment of the aggregate investment requirements for public education and health consumption needs. These analyses are useful for forward-looking macroeconomic policy interventions, such as projecting resource requirements for implementation of National Education Policy 2020 for school education, financing UN-SDGs as they are related to human development and for strategizing human capital investment for India’s generational economy. The approach and implications are of general relevance to other generational economies subject to the comparability of socio-economic and demographic structures.
Journal Article
The New Education Policy 2020, Digitalization and Quality of Life in India: Some Reflections
The democratic welfare government is not only interested in creating educational institutions as infrastructure for education for all, but is also equally keen on quality-oriented, even-handed, and equitable education. In fact, the focus of the Global Agenda SDG 4 is to raise the standard of living and quality of life by ensuring quality and lifelong education irrespective of region, race, religion, color, and caste, etc. Thus, there is a strong focus in India to reach global targets and more importantly, this is due to the necessity of fulfilling the government’s goals on overhauling India’s education system in the context of far-reaching changes that have taken place in terms of economic, social, and scientific areas over a period of last twenty years. The outcome of all these complex issues and critical thinking across stakeholders in social development manifested into policy action called the New Education Policy 2020 (NEP 2020). Therefore, it is critically important to analyze the subject under study as a compact system composed of simultaneous relationships to give a combined effect of the objectives and the framework undertaken for the analysis. Quality of life and education are the variables that are difficult to precisely measure in quantitative terms and hence, the implications and inferences are carefully analyzed on the range of issues that are selected for statistical analysis and structural modeling. By going with our estimates, it seems that though NEP 2020 is a popular and mandated educational policy for educational reforms and for a better future, the expected implementation of the policy would be very difficult in the context of digitalization and for raising the quality of life. In our opinion, remarkable progress on the quality of life can be made possible with flexibility in proper life-long education and training, which can culminate skill, experience, quality of education, and rigidity of the segmented labor market into better opportunities and employment.
Journal Article
We Deliver: The Condition of the Woman Academic in India Today
This auto-ethnographic essay draws upon Foucault's Archaeology of Knowledge to discuss the condition of Indian women in the Humanities in academia today. While acknowledging the encouragingly gender-inclusive projections in India's National Education Policy vision statement from 2020, I argue for more probing engagement with the concrete reality of being a woman teacher and researcher in the increasingly competitive and corporatized milieu of higher education. My methodology has been a close reading of the NEP's vision statement to analyze recurrences of terms and concepts as pointers to its discursive field. I argue that this policy statement implicitly envisions an empowered new-age Indian woman teacher, notionally mother to all her pupils, aiding their awakening intuitively from the very heart of her experiences, skills, and memories. Against this somewhat idealized feminine ecology of the NEP in principle and spirit, I juxtapose the actual everyday choices and struggles of women in academic positions. Does the decolonization of education in spirit also impart actual transformative agency to women academics? Will women be listened to? Not one essential woman, but heterogeneous women--women across different strata, identities, professional spaces, and ideologies? Above all, my essay probes the challenges and dividends of transitioning to a more home-grown teaching and research methodology derived from current Western academic models. For instance, what forms and lines of interdisciplinarity could best serve the interest of quality control in research and teaching? In the third and last section, I argue that women are equal contributors in the discourse of academics in the future. We are committed stakeholders that can help enhance collective performance and efficiency in ways that are commensurate and compatible with our particular needs, contexts, restraints, aptitudes, and encumbrances. I conclude my essay by urging colleagues in academia, women and men, to recognize that we can truly deliver on this challenge only in a spirit of intellectual, ethical, and interpersonal collaboration and collegiality.
Journal Article
Implementation of the Bachelor of Studies (BS) Program in Government Colleges of Khyber Pakhtunkhwa: Prospects and Challenges
The present study explores the challenges and issues faced in the implementation
of the BS program offered in government colleges and public sector universities of
Khyber Pakhtunkhwa. The responsibilities of colleges and universities are
highlighted in view of National Education Policies. The research shows how and
why the BS education system was initiated in Higher Education Institutions and
what measures were taken for its successful implementation. The research
methodology used was exploratory in nature, employing a mixed method approach
for triangulation. The target population of the study was 65 randomly selected
government colleges of Khyber Pakhtunkhwa, sampled through the Convenience
Sampling Technique. Primary data was collected through semi-structured
interviews, focus group discussions, and a questionnaire from 127 faculty
members of government colleges. The quantitative data was analyzed using
descriptive statistics, while the qualitative data was analyzed using a thematic
analysis approach. The findings of the study highlight the importance of academic
autonomy for the government colleges to enable them to grow in knowledge and
research. Recommendations such as bringing innovation to higher education,
initiating research journals, strengthening of the Higher Education Academy of
Research & Training (HEART) and implementing a rationalization policy in
transfer rules at the directorate level, are made in light of the findings.
Journal Article
Top-Down English Policy and Bottom-Up Teacher Take: An Interview-Based Insight from the Balochistan Province of Pakistan
Provinces in Pakistan have initiated teaching English as a compulsory subject in Grade 1 onwards in their government schools by following the latest National Education Policy (NEP) of 2009. The policy states that the measure shall develop the students’ English proficiency that would later help them compete. In this study we intended to understand whether the policy was implemented successfully in the province of Balochistan. By drawing upon the language planning framework proposed by Kaplan, Baldauf, and Kamwangamalu (2011) and applying convenient sampling technique, the researchers conducted thirty-one semi-structured interviews with urban and rural male and female teachers who teach in Grades 1 to 5. We found that issues such as limited teaching time for the English subject, lack of qualified teachers, inappropriate English textbooks, teachers’ customary teaching methodology, paucity of resources, and gap between policymakers and practitioners impacted the policy. The study offers recommendations that could help the Pakistani policymakers to align the policy with practice, research, and the teachers’ voices in order to achieve the desired outcomes.
Journal Article