The New Education Policy will enable India to be more competitive in the year 2030

The New Education Policy comes as a breath of fresh air – so fresh, that it has left many practitioners of education winded. At one level, it is so ahead of its times, that those who work in education currently can feel the disconnect from the present – but then, is that not the very nature of progress? It is a grand vision, only when it is very different from the present, else, it is but a continuation of the same.

India has found itself bound by the rote learning trap for many decades. And there are very many good reasons for the rote learning culture to perpetuate itself. It is easy – and therefore the lazy way out for all of us, we have to admit. It is so much easier for most students to memorise things, rather than mulch through them, understand why they came about, how they work and how they should evolve. Even to teach it well would take so much more time – teaching to the fixed text is just so much more manageable. Along with the added bonus that this does not need to evolve, so a lesson plan can be used year upon year. We do have great teachers who do enable learning beyond rote, but if one finds that one is a mediocre teacher, it is so easy to survive in this rote learning culture.

Assessments are also easier in our traditional way – how can anyone dispute a mark when the student has seemingly photocopied the text into the answer sheet. It is as objective a system as is possible – with no room for independent thought, creativity, critical thinking or even independent forays into possibilities – those would clearly disrupt the objectivity achieved by rote learning. The New Education Policy, as drafted, is a guideline to enable these abilities within school. It tries to do it in different ways across different levels – indeed, even redefining the year groupings.

At the same time, one must also agree that all of our traditional ways of teaching and learning, including rote learning are not bad. It is wonderful when we can recite a poem, by heart, and remember it as comfort for our old age. It is wonderful when the doctor or surgeon remembers precisely what medicine and dosage are required in an emergency. It is wonderful when we can do math rapidly in our heads whether we are shopping for a home at the marketplace, or are negotiating large trade deals on behalf of one’s country or company. All of this has been done very well with our old ways of teaching. And the New Education Policy does not disrupt all of it – it just challenges the current teaching and learning system to do better for a new age.

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The SDG 4, to which India is a signatory, has made promises about education that must be in place by the year 2030, or before. Earlier deadlines have been missed, which makes this one even more important. The New Education policy shows the way forward towards ensuring inclusive and equitable quality education and promoting lifelong learning opportunities for all. The policy takes an extra step forward and seeks evidence and research-based solutions for helping under-represented groups to reach higher levels of education.

While the focus of the NEP2019 (draft) remains foundational learning, there is a refreshing space for lifelong education built into the policy guidelines. Lifelong learning is going to be a part of 21st-century learning, where we learn what we need, on-demand, and when we find an opportunity for learning so that we can keep pace with the changing world. It is something we already see happening in some professions, such as computer science, where professionals must constantly upgrade themselves to remain relevant. This is not easy for anyone – because it requires a fundamental shift in education. From teaching content, we must move to the teaching process – the process of learning. The core role of schools moves away from testing ‘what’ is being learned’, to ensuring ‘how’ to learn is enabled for lifelong learning. This is a very tough ask from schools, but if we do not do it now, our students will be left behind in the race called life.

To make sure that we are able to move towards creating nimble learners, the NEP has recommended the end of all formal streaming so that all choices are now allowed to all students. This carries through to higher education where all colleges and universities are to adopt a multidisciplinary approach so that students can deal with challenges in life in a holistic manner. While we can all see that this is a good move for the students because it removes the artificial barriers to learning that had been created by dividing it up into streams, it also means that there is a bit of an upheaval required in running schools. The larger schools have been able to give this choice more easily, but now the smaller, and less endowed schools must also rise to this level for all their students.

Even assessments are going to change in fundamental ways. First, is the administrative change, where students can do the exam at a time of their choice, when they feel ready – though this may only be offered twice a year, while full choice would have meant anytime on call, or at least one chance a month or quarter. The second change is going to be in the nature of questions that will seek more than rote learning. This is a change that is being implemented from the younger classes, where deeper learning, analytical skills, application ability and the impact of such learning becomes more important than simple facts and figures. This change in assessments is expected to drive fundamental change through the education sector so that our students can face up to the challenges of the wider world, not just in India.

Overall, the New Education Policy is a step forward towards the future, and to enabling India to be more competitive in the year 2030 and beyond but even as a step, we have to acknowledge that it is a difficult but necessary one. We have now gone beyond the need for simple reform, and this guide offers us a way to leap forward, ready to face the future. It enables 3Cs – Chance, choice, and challenge – It gives more students a greater chance to succeed in life, it gives more choices along the way, and it challenges us, educators to rise above our current capacities, and deliver to the demands of this century. For us, the goal shines bright above, but we also recognise that the road ahead feels uncertain and unknown yet – and this is where we have our work cut out for us, together.

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About the author:

Meeta Sengupta, writer, advisor, keynote speaker, delivers results for education systems and individuals