1. What is school education?

Minu, my niece, is in the second grade. She has been assigned to explain the different parts of a computer, focusing on hardware and software. Her textbook provides a brief overview of each component, featuring 4-5 sentences accompanied by illustrations. Minu is unable to memorise them.

I have encouraged Minu to create drawings using Microsoft Paint. I have also given her minimal guidance. Through this experience, she has not only explored various drawing techniques but has also developed a strong understanding of computer components. She is now familiar with their functions. She has made insightful comparisons, describing hardware as the visible parts of a computer, akin to our legs, hands, and eyes, while likening software to the computer's mind.

The narrative highlights several key developments in Minu's journey. Through her exploration and engagement with Microsoft Paint, she has significantly boosted her confidence. Rather than merely memorising the components and functions of a computer from textbooks, Minu has gained a practical understanding of them through hands-on experience. This process has also enabled her to cultivate her drawing skills using digital tools. Additionally, she has honed her ability to analyse and think critically, allowing her to grasp the basic concepts of computer hardware and software. Throughout her challenges, Minu has demonstrated resilience by persistently solving problems without giving up.

The qualities that Minu has developed are integral to the educational experience provided by schools. In addition to these attributes, essential skills such as group dynamics, respectful interactions with teachers and elders, discipline, punctuality, effective communication, and emotional intelligence are cultivated in schools. Furthermore, fostering a sense of inquiry and promoting joyful learning are crucial components of this educational framework. Collectively, these elements establish a solid foundation for the future citizens of a nation.

2. What is brewing inside the Indian school education system?

School education is a crucial aspect for any aspiring nation. As a country, we have initiated significant projects such as the ‘Space Mission’, ‘Digital India Mission’, ‘ICT-enhanced education’, and the 'Unnat Bharat Abhiyan', aligned with Gandhi's vision of self-reliant 'village republics'. Additionally, the 'Make in India' initiative aims to position India as a global manufacturing leader. The success of these initiatives hinges on the effective collaboration between primary education and advanced education and research.

In India, the leading educational boards include the State Boards, the Central Board of Secondary Education (CBSE), and the Council for the Indian School Certificate Examinations (CISCE), which administers the Indian Certificate of Secondary Education (ICSE). Each State Board is tailored to its respective state and may feature localised curricula. In contrast, CBSE and ICSE provide a national curriculum that emphasises various educational elements, such as preparation for national-level entrance examinations and proficiency in the English language. Both CBSE and ICSE primarily support English-medium urban schools.

The education system in India ranks among the largest globally, comprising nearly 15 lakh schools catering to more than 26.5 crore children spanning from pre-primary to senior secondary levels, representing various socio-economic backgrounds. Currently, the Gross Enrolment Ratio (GER) at the primary level in Indian schools is around 93%. Secondary and higher secondary levels, the GER is 77.4% and 56.2%, respectively. As per the NSSO survey 2017-18, the number of children in the age group 6-17, who are out of school, is 3.22 crores. This fact reveals a crisis of dropout in our school education system.

Sustainable Development Goal (SDG) 4, referred to as 'Quality Education,' seeks to guarantee inclusive and equitable access to quality education while fostering lifelong learning opportunities for everyone by the year 2030. This objective is particularly significant in India, where we tackle the difficulties of delivering education to a vast and diverse population, emphasising both the quantity and quality of education.

Until recently, there was no comprehensive policy for school education (NEP2020 is currently in the implementation phase) that could guarantee the following: a standardized structure for school education and curriculum; particularly for foundational and pre-primary education (Anganwadi/Balsiksha), a uniform pedagogy; teaching and student performance evaluation procedures applicable to schools nationwide, uniform regulations and guidelines for Indian schools, equitable access to education for all societal segments, sufficient infrastructure in government schools; particularly in rural areas, and the accreditation of school education.

At the school level, there is a noticeable absence of courses that emphasise practical training or skill enhancement, which has cast its shadow in India's vocational training framework. This system tends to prioritise theoretical understanding and memorisation, in contrast to countries like Germany, South Korea, and Japan. Furthermore, vocational education (as an option in the senior secondary level) in India encounters obstacles such as inadequate infrastructure, accessibility challenges, and the prevailing view that vocational careers are less esteemed compared to conventional academic routes.

Before NPS2020, the Indian knowledge system (IKS) largely remained confined to the shelves of intellectuals, researchers, and even foreign scholars, with little engagement from the general populace. As a result, generations of students in India were largely unaware of this ancient wisdom, receiving only a cursory introduction to it within the context of their history curriculum.

The mushrooming tutorial centres highlight significant shortcomings in the existing education system. Students in primary and middle schools are increasingly seeking private tutoring, alongside those in secondary and higher secondary education. Additionally, higher secondary students are turning to coaching centres to prepare for national entrance examinations. There is intense competition among students striving for a perfect success rate in board examinations and competitive tests such as JEE Mains, JEE Advanced, and NEET. These observations indicate that traditional schools are no longer the central focus of education.

Hindrances to perceiving a standardised school education system

As a nation, we embody a diverse society, which reflects our reality. Despite having gained independence 78 years ago, we have not yet reconciled the disparities within our educational system. There have been obstacles in establishing a unified council to oversee our school education. The contributing factors include: - Regionalism in India fuelled by pronounced expressions of identity - A large underprivileged population facing social and economic challenges - The technological divide between rural and urban India - Linguistic diversity coupled with limited proficiency in English - Corruption and political intervention in the education system.

3. Possible solutions and NEP2020

The education policies before NEP 2020 focused largely on issues of access and equity. The National Policy on Education 1986 was modified in 1992 (NPE 1986/92). The Right of Children to Free and Compulsory Education Act 2009 established legal foundations for achieving universal elementary education.

NEP2020, the first education policy of the 21st century, proposes restructuring and modification of our current education system in the context of a rapidly evolving socio-economic, technological and environmental context. NEP2020 aims to cultivate an educational environment that prioritises collaboration, effective communication, critical thinking, and critical skills for addressing complex problems. This policy encompasses both the school and higher education systems.

Section 1 of this policy focuses on reforms in school education, consists of the following eight subsections: I. Early childhood care and education (ECCE): The foundation of learning II. Foundational literacy and numeracy: An urgent and necessary pre-requisite to learning III. Reducing dropout rates and ensuring universal access to education at all levels IV. Curriculum and pedagogy in schools: Learning should be holistic, integrated, inclusive, enjoyable, and engaging. V. Teachers VI. Equitable and inclusive education: learning for all VII. Efficient Resource Allocation and Effective Governance through School Complexes/Clusters VIII. Regulation and Accreditation of School Education [1].

NEP2020 envisages the modification of the existing 10+2 structure in school education through a new pedagogical and curricular restructuring of 5 (Foundational, 3 years of Anganwadi + classes 1 and 2) + 3 (Preparatory, class 3 to 5) + 3 (middle school, class 6 to class 8) + 4 (secondary, class 9 to class 12), covering ages 3-18.

The National Council of Educational Research and Training (NCERT) is engaged in creating a National Curricular and Pedagogical Framework for Early Childhood Care and Education (NCPFECCE) aimed at children up to eight years old. This framework includes specific sub-frameworks tailored for two age groups: children aged 0-3 years and those aged 3-8 years. The Anganwadi is intended to be an integral component of primary education, facilitating a smooth transition from pre-primary to primary schooling. The National Curriculum Framework for School Education (NCF-SE), 2023 has been drafted, enacted and is under pilot implementation.

By respecting regional and linguistic identities, we can reform our educational system. It is possible to provide a uniform curriculum through various languages of instruction up to the middle school level. A consensus on language policy is essential for the collective benefit of all Indians. English should be taught with the same dedication as local languages in rural and regional schools to eliminate the technological divide between urban and rural India.

The NEP2020 recommends that students in Grades 6 to 8 participate in projects or activities related to Indian languages as a component of the 'Ek Bharat Shrestha Bharat' Initiative. This initiative will enable students to explore the innate similarities among Indian languages regarding their phonetics, alphabetic structures, scripts, and grammatical frameworks, despite their origins in Sanskrit, Dravidian languages, and other classical languages. Additionally, they will also acknowledge their intrinsic differences.

The NEP2020 has cautioned that a significant number of young children from marginalised backgrounds currently lack access to quality Early Childhood Care and Education (ECCE). Empowering our fellow citizens who are socially and economically underprivileged can only be achieved through a unified educational framework and curriculum implemented nationwide. The nation cannot advance without incorporating these individuals into this vital initiative. Envision a population of 1.5 billion individuals who are empowered, nurtured, and fully realising their potential; we could emerge as the world's most valuable resource. Therefore, inclusivity is essential.

To foster a practical training instinct, NEP2020 suggests that all students in Grades 6-8 participate in an engaging course that provides both an overview and hands-on experience in essential vocational skills, including carpentry, electrical work, metalworking, gardening, and pottery, as determined by local communities. Consequently, students will also benefit from bag less school hours.

Our educational curriculum prioritises breadth over depth of understanding, as correctly highlighted in NEP2020. Accordingly, it proposes the following:

The curriculum needs to be streamlined to focus on essential content in each subject, allowing for an emphasis on critical thinking and a more integrated approach to learning. This will facilitate inquiry-based, discovery-oriented, discussion-driven, and analytical methods of education. The core curriculum will prioritise fundamental concepts, key ideas, practical applications, and problem-solving skills.

The NEP2020 framework proposes the continuation of Board examinations for Grades 10 and 12. Nonetheless, the current evaluation system for both the Board and entrance examinations will undergo reforms aimed at reducing the necessity for coaching classes. Consequently, Board exams will no longer be considered 'high-stakes'; instead, they will primarily assess the fundamental skills and competencies acquired, rather than mere memorisation.

The NEP2020 advocates for the establishment of a network of schools aimed at promoting effective governance and resource sharing in a large nation like India. Ensuring a strong educational foundation for our youth is as crucial as any other national endeavour. It is essential for various stakeholders, including private organisations, educators, local communities, and NGOs, to contribute to this cause, alongside the Government. Nevertheless, the Government must retain its role as the primary policymaker and regulator of the educational system nationwide.

The 'National Assessment Centre - PARAKH' serves as a crucial element of the National Education Policy (NEP) 2020. PARAKH, which stands for 'Performance Assessment, Review, and Analysis of Knowledge for Holistic Development,' is a proposed standard-setting body under the Ministry of Human Resource Development (MHRD). Its primary objective is to establish norms, standards, and guidelines for the assessment and evaluation of students across all educational boards and states in the country. The careful and effective implementation of PARAKH in school education is vital, given the overall average performance of India's higher education system.

A thriving coaching culture is deeply rooted in our ineffective pedagogy and teaching.

Pedagogy and Teachers

During a discussion at her school, Minu was prompted to identify five components of the environment. Her response included, 'My parents, my pet dog Bozo, the refrigerator, and the washing machine.' This answer did not satisfy the teacher. When I requested her to elaborate on her understanding of the environment, she explained that the teacher had defined it as encompassing both living and non-living entities that surround us.

I believe Minu is correct based on the instruction she has received. I accompanied Minu to a local park and elaborated on the significance of nature within our environment. I encouraged Minu to replicate aspects of the natural world in her apartment. Minu has placed two earthen pots containing Petunia and Zinnia on her balcony. Additionally, she has filled a small aquarium from her birthday present with Goldfish, Angelfish, and Guppies. To enhance the aquarium's appearance, she has adorned it with pebbles and aquatic plants to mimic a miniature pond.

I believe Minu has now gained the confidence to articulate the concept of the environment most effectively. Her learning has been shaped by enjoyable and imaginative experiences. This exemplifies the essence of pedagogy, where a teacher/pedagogue must act as a gardener. Pedagogy can be succinctly defined as the techniques employed in teaching and assessing students' performance. It holds significant importance within the framework of outcome-based and student-centred education.

We are living in a global era characterised by the onset of the fourth industrial revolution. The rapid evolution of science and technology, coupled with dwindling global resources, climate change, a rising population, escalating risks from both natural and man-made disasters, vulnerabilities in healthcare, and increasing intolerance, has created an urgent demand for genuinely skilled and empowered human resources through an outcome-based education system. In this shifting global landscape, human empowerment requires direction. We are fortunate to draw upon the rich heritage of the Indian Knowledge System (IKS) for guidance.

We have made significant progress from the GURUKUL education model, which was primarily focused on the teacher. The Guru determined the curriculum and shaped the accomplishments of each disciple according to a uniform path. However, each student possesses unique talents that are often neglected. Furthermore, this educational system did not include all segments of society.

Today, we need to script a student-centric education policy. We require a pedagogical approach that fosters inquiry among students, cultivates critical thinking, and enhances their capacity to apply learned knowledge to solve problems. This approach should focus on unlocking the potential of each student and be empathetically aligned with societal needs, promoting innovation rather than rote memorisation.

A significant barrier to the outcome-based approach is our current evaluation methodology. It is essential to introduce innovative ideas and fundamental reforms in our evaluation policies. We should consider implementing open-book examinations, flipped classroom models, and project or assignment-based learning. Regrettably, our educators lack the necessary training and motivation to effectively apply these concepts.

Reinstating the teachers who are pivotal to this educational transformation by safeguarding their livelihoods and dignity is of paramount importance. The financial insecurities faced by school teachers drive them to offer private tutoring, as many receive inadequate compensation. Additionally, local self-government entities are assigning school teachers to various other welfare initiatives, which limits their available time.

The process of appointing school teachers must be examined with the same level of seriousness as that of appointing university faculty. It should be a requirement for all practising teachers, regardless of whether they work in private or government schools, to qualify through a national-level examination.

The NEP2020 aims to ensure that outstanding students, particularly from rural areas, are encouraged to pursue teaching careers by offering a substantial number of merit-based scholarships for a quality four-year integrated B.Ed. Programs across the country. In rural regions, dedicated merit-based scholarships will be established, providing recipients with preferential employment opportunities within their local communities upon successful completion of their B.Ed. Studies. Furthermore, the recruitment of school teachers will take into account scores from Teacher Eligibility Tests (TETs) and the National Testing Agency (NTA) assessments.

To guarantee a sufficient number of educators in various subjects, it may be beneficial to recruit teachers to a specific school or school complex, and the possibility of sharing teachers among different schools could be considered. These qualified educators are to receive orientation and sensitisation through the modified school education policy implemented by the Government. This initiative resembles a Faculty Development Programme (FDP)/ workshops designed for higher education instructors. These educators are expected to act as policymakers regarding school autonomy, resource coordinators, and are accountable for the comprehensive development of each student. They are required to research effective teaching and assessment methods tailored to individual students. It is the duty of every stakeholder in school education, including the community, to instil the principles of quality control, accountability, and outcome-oriented school education in those educators.

The National Council for Teacher Education (NCTE) has established the National Professional Standards for Teachers (NPST), which outlines a universal professional standard for educators across various educational levels. Although the guiding document has been created, the successful implementation of the NPST necessitates collaboration among multiple stakeholders, including the NCTE, state education departments, and schools, to guarantee that teachers fulfil the necessary standards.

4. Indian Knowledge System (IKS), NEP2020 and our school education

The term 'BHARATA' is employed to characterise India as a nation where individuals are dedicated to the pursuit of knowledge and enlightenment. IKS represents wisdom; it is a rich and varied compilation of knowledge, beliefs, and practices that have been developed and nurtured over millennia in the Indian subcontinent. This wisdom is deeply rooted in the ancient texts of the Vedas, Upanishads, and Puranas. IKS has evolved and thrived through the integration of a wide array of disciplines, including mathematics, science, philosophy, arts, literature, medicine, and traditional practices, while also incorporating influences from various civilisations and cultures. Nalanda and Takshashila stand as testaments to our illustrious past and excellence. Scholars from diverse geographical regions travelled to enrich themselves with Indian wisdom and ethos.

India was subjected to foreign invaders and rulers from the early 11th century until the mid-20th century. The Delhi Sultanate was founded by Qutb-ud-din Aibak in 1206; his predecessors arrived to plunder India's wealth. In 1526, Babur, supported by the Safavid and Ottoman Empires of Central and Western Asia, established the Mughal dynasty, which lasted until 1857. From Mahmud of Ghazni's initial recorded invasion of India in 1001 AD to 1857 AD, a span of about nine centuries, the Indian Knowledge System (IKS) was not patronised; rather destroyed. The British governed our nation for approximately another two centuries, during which they introduced western education in India to create educated Babus (clerks), assisting them in administration. Undoubtedly, the Western education has played a significant role in the Indian Renaissance. Nevertheless, throughout these eleven centuries of neglect, our own IKS had faded into obscurity.

It is a poignant development to witness that any educational policy in independent India has recognised the IKS. The NEP2020 recommended the integration of ancient Indian languages such as Sanskrit, Pali, and Prakrit, along with Vedic mathematics, Yoga, and meditation into the school curriculum. This shift is particularly crucial given the alarming rise in student suicides, which highlights a critical failure of the current education system to equip students with resilience. Our students need a rounded development. IKS might inculcate in them qualities like mental endurance, appreciation, contentment, a sense of purpose and a profound sense of Indianness.

5. Conclusions

Implementing changes in a vast nation like India necessitates significant momentum, observing the outcomes requires time and our collective efforts.

In this country, there is a pressing need for a parenting approach that prioritises the development of global citizens before instilling a sense of Indian identity. Parents tend to focus on their children's academic achievements, striving for perfect scores rather than fostering well-rounded individuals. Embracing modernity should not equate to discarding one's cultural heritage, traditions, customs, and values, which are essential to an individual's identity.

The NEP2020 is not solely a document for educators, school teachers, school proprietors, and institutions of higher education. Every Indian parent should carefully examine this sixty-five-page document released by the MHRD. Parents must comprehend the vision, scope, and empowerment afforded to their children through this policy. Additionally, they should familiarise themselves with this document to grasp what the nation anticipates from their children and themselves as stakeholders in this policy. While policymakers can establish a vision for the country, civil society must bring it to fruition.

As Indians, we have endured numerous challenges and celebrated many triumphs. We must be confident in our ability to overcome this seemingly minor yet fundamentally important task of reforming our school-education system.

Reference

1. National Education Policy, NEP2020. Ministry of Human Resource Development, Government of India.
2. The Gardener and the Carpenter’ – modern parenting is all wrong (2016). Alison Gopnik. The Guardian. https://www.theguardian.com/

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