Education Policy in India

For a large portion of the last century, education has been a major development priority. Education is still a desire for sizable segments of the people in many regions of the world today. From the viewpoint of human capital, education fosters the development of human attributes, boosts economic productivity, and encourages economic expansion. As citizens from all spheres of society are better able to take part in democratic decision-making and profit from economic growth, education also plays an enabling, redistributive, and empowering role. Education is a human right that all people are entitled to, and it is the duty of the government to make sure that this right is upheld. In this blog, we'll explore how and why social policy's central tenet is to consider education policies.

Content

Normative Frameworks in Education Policy
Education Policy in India
The right to education law in India
Central schemes: sarva shiksha abhiyan
Rashtriya Madhyamik Shiksha Abhiyan (RMSA)
Rashtriya uchchatar shiksha abhiyan (rusa)
Draft national education policy 2016
Learning attainment and quality
International frameworks: efa and sdg
Conclusion

Normative Frameworks in Education Policy

To analyze and create educational institutions and policies, three basic normative frameworks are used. The human rights perspective, the capabilities approach, and human capital are these. In the 1960s, education emerged as a development issue. The "Human Capital" strategy stressed education's economic significance. According to this viewpoint, education fosters the development of human traits while also boosting economic prosperity. According to proponents of the "human capital" theory, education helped economic growth; as a result, the primary social responsibility is to provide access to education through more effective schools in order to support economic growth. This method is less concerned with the generational links between racial, economic, and gender disparities in schooling.

In contrast to the "Human Capital" perspective, the human development and capacities approach to education places a greater emphasis on "quality of life" than "economic growth." The Capabilities approach incorporates but goes beyond the "Human Capital" approach by highlighting the significance of education in "enhancing human freedom" and "developing peoples' critical abilities to reason about the lives and societies in which they live." These goals go beyond simply increasing the skills and earning capacities of individuals and households or contributing to economic growth.

In this perspective, democracy depends on education. Amartya Sen outlines three ways that education broadens potential. First, through its socially useful role in fostering conversations concerning social and political structures. Second, it facilitates our ability to participate in decision-making processes at the level of the household, community, or country through its instrumental process function. Thirdly, its distributive and empowering functions, such as enabling marginalized, excluded, and disadvantaged people to engage in political activism and ascend to positions of authority.

The Human Rights based approach view the significance of education as articulated by the Universal Declaration of Human Rights, 1948. Under Article 26 (1): “everyone has right to education’. According to Article 13, International Covenant on Economic, Social and Cultural Rights, 1966: ’Education is the primary vehicle by which economically and socially marginalized adults and children can lift themselves out of poverty and obtain the means to participate fully in their communities.’ Under Article 14:‘Compulsory education free of charge for All’. The Capability approach and the Human Rights-based approach has influenced policy and enabled it to move beyond ‘human capital’ perspective. These normative ideas are enshrined in several International Declarations such as The Millennium Development Goals (MDG), Education for All (EFA), the Decade of Education for Sustainable Development and the Beijing Declaration on Women and more recently the Sustainable Development Goals.

Education policy in india

India's constitution is supported by liberal ideas. It guarantees everyone the same access to a quality education. Additionally, it outlines unique, compensatory measures for historically persecuted communities. However, until the Education Commission was established in 1964, basic education was not given enough attention. D.S. Kothari, then-chairman of the UGC, founded the Education Commission between 1964 and 1966. A common school system was established, socioeconomic segregation was ended in schools, and free state-run lower and upper primary schools were greatly expanded, according to the 1964 Education Commission, commonly known as the Kothari Commission. All pupils have to attend the neighborhood school throughout the lower primary stage.

In 1968, the national education program envisioned a fundamental overhaul of the educational system. The claimed objectives of such reconstruction included national integration, realization of the "Socialistic pattern of Society," advancement of the nation, evolution of a common citizenship and culture, and obtaining membership in "the community of nations" (NPE1968:38). In order to do this, NPE attempted to "change the system" by increasing educational opportunities, improving educational standards, advancing science and technology, fostering moral and educational values, and creating individuals dedicated to national service and progress. The National Institute of Educational Planning and Administration reviewed the national educational system, and the result was the NPE 1986. This policy placed a strong emphasis on ensuring that all children up to the age of 14 remain in school. The 1986 policy promoted new industries, including information technology. Following the opening of the technical education sector, this increased significantly, especially in terms of capacity expansion in the commercial sector.

NPE1986 had a direct impact on the rapid proliferation of private engineering and medical institutes. Programs like the Sarva Shiksha Abhiyan, Mid Day Meal Scheme, Navodaya Vidyalayas (NVS schools), Kendriya Vidyalayas (KV schools), and use of IT in education were other contributions of the policy. 1 To examine the NPE 1986, the Acharya Ramamurti Committee was established in 1990. The elimination of capitation fees and addressing elitist bias in the educational system were two of the stated objectives. The committee strongly recommended that the right to education be recognized as a fundamental right in the Indian Constitution.

The right to education law in india

In order to provide free and required education to kids between the ages of 6 and 14, the right to education law was passed by Parliament in 2009. Three new clauses were consequently added to the constitution as a result of it: Part III of the Fundamental Rights contains article 21A. Amendments to Article 45. By adding a new clause (k) to article 51(A), fundamental obligations, parents and guardians become accountable for their children's education between the ages of 6 and 14. The Central Advisory Board of Education (CABE) prepared and submitted to parliament the Right to Education Bill in 2005. A new RTE 2008 law was drafted by an MHRD working group and submitted in the parliament after the responses to the original bill from state governments and the general public were taken into account. Without any public input, the new draft bill was approved by the parliament in October 2008 and became law in 2009. All kids between the ages of 6 and 14 have the legal right to a free, required primary education at a local school, per this statute. There are no costs associated with primary education that must be covered by the kid or parents, either directly (school fees) or indirectly (uniforms, textbooks, midday meals, transportation). Up until the end of a child's elementary education, the government will provide all of their educational needs for free.

According to the Right of Children to Free and Compulsory Education (RTE) Act 2009, private schools must reserve 25% of entry-level seats for students from "disadvantaged groups" and "weaker sections." A "child belonging to a disadvantaged group" is defined as someone who is from a Scheduled Caste or Scheduled Tribe, is from a socially or educationally backward class, or belongs to any other group that is disadvantaged due to social, cultural, economic, geographic, linguistic, gender, or other similar reasons. In addition, a 2012 revision added children with mental and physical disabilities and parents earning less than Rs. 2 lakhs annually to the category.

RTE also implemented decentralized and participatory school monitoring. According to the law, the School Management Committee would be made up of members from the local government, the parents and guardians of the children, the school, and the teachers (SMC). Monitoring school operations, creating a school growth plan, and keeping an eye on how grants are being used are all SMC duties. Teachers' requirements, appointments, and terms and conditions of employment have been kept sufficiently open-ended and vague. Teachers are forbidden from providing private lessons under Section 23 and are partially excused from noneducational employment. Where neighborhood schools were not present within three years of the Act's inception, the appropriate municipal or state government must construct them. The actual delivery of education was the duty of "appropriate government" and "local authority," while the Central Government was in charge of creating a common curriculum and enforcing standards for teacher training. Under the RTE Act, screening practices and capitation fees are outlawed, and all schools are required to get certificates of recognition.

Central schemes: sarva shiksha abhiyan

The Sarva Shiksha Abhiyan (SSA) program, supported centrally by the Indian government, was introduced in 2002 to ensure that all children received high-quality primary education. Enrolling everyone was SSA's main objective. The primary program in India right now to achieve universal elementary education is this one. All children in the age range of 6 to 14 are to receive an adequate education in schools and education guarantee centers, according to SSA aims. Additionally, gender and social category disparities in primary education were to be closed by 2007, those in elementary education by 2010, and universal retention by 2012. With an emphasis on education for life, the concentration is on elementary education of acceptable quality. The SSA includes provisions for the opening of new schools and alternative educational facilities, the building of schools and additional classrooms, the creation of restrooms and drinking water facilities in all schools, the provision of funding for teachers, the provision of regular teacher training, academic resource support, textbooks, and other forms of assistance for academic success. Within a 1 km radius, 350,000 schools had been built by 2011 under the SSA, serving 99% of the rural population. As 1.12 million new teachers were hired to lower the pupil-teacher ratio to standards, the student-teacher ratio improved. Between 2001-2002 and 2009-10, the dropout rate decreased by half, from 40% to 20%. During the same time span, gender parity in primary and upper primary levels increased from 0.83 to 1 and 0.77 to 0.96, respectively. Under SSA, 2.04 lakh primary schools and 1.59 lakh upper primary schools had been built by November 2016.

Rashtriya Madhyamik Shiksha Abhiyan (RMSA)

The Rashtriya Madhyamik Shiksha Abhiyan (RMSA) program was introduced by the central government in March 2009. Enhancing access to and raising the standard of secondary education were the goals of RMSA. The goal was to boost enrollment within a predetermined time frame by placing secondary schools within walking distance of homes. Other goals include enhancing secondary education quality by requiring that all secondary schools adhere to established standards, eliminating barriers based on gender, socioeconomic status, and disability, granting universal access to secondary education by 2017, and achieving universal retention by 2020.

Additional classrooms, labs, libraries, art and craft rooms, restroom blocks, drinking water supplies, and residential hostels for teachers in remote areas are some of the key physical facilities given by the program. The strategy includes important quality improvements like hiring more teachers to lower the PTR to 30:1, focusing on science, math, and English education, in-service teacher training, science labs, ICT-enabled education, curricular reforms, and teaching-learning reform. Focus on micro planning, upgrading of the Ashram school, focusing on areas predominated by SC/ST/Minority for opening schools, special enrollment drive for the weaker section, more female teachers in schools, and separate restrooms for girls are all significant equity interventions provided by the scheme. The State government societies created for the scheme's implementation are carrying out the plan. The implementing agency receives the central share directly. The corresponding State Governments additionally give the implementing agency the necessary State share.

Rashtriya uchchatar shiksha abhiyan (rusa)

A Centrally Sponsored Scheme (CSS), the Rashtriya Uchchatar Shiksha Abhiyan (RUSA) was introduced in 2013. This attempts to give qualifying state higher education institutions strategic funding. For general category states, the central funding is split 60:40, for special category states, 90:10, and for union territories, 100%. The funding is based on a critical evaluation of state higher education plans, which outline each state's approach to addressing issues of equity, access, and excellence in higher education. The funding would flow from the central ministry through the state governments/union territories to the State Higher Education Councils before reaching the identified institutions. RUSA intended to establish new degree colleges and professional colleges in addition to upgrading existing autonomous colleges to form new universities. It intends to support colleges and universities with infrastructure development, faculty recruitment, faculty development programs, and the development of leadership and managerial abilities in educators. The enhanced emphasis on vocational education as a major stream of higher education programs is a significant element of RUSA.

Draft national education policy 2016

For the purpose of drafting the New National Policy on Education, the TSR Subramanian panel was established in 2016. The committee presented the government with its report in May 2016 and made recommendations for ways to enhance the educational system. The committee's significant recommendations include the reinstatement of detention after class V, which would necessitate amending the Right to Education (RTE) Act. Additionally, it has been recommended that minority institutions set aside 25% of their seats for applicants from economically disadvantaged groups (EWS). Other important recommendations included banning political speech on college campuses, expanding the application of the Right to Education Act to include early childhood education, and extending the School Feeding Program and Midday Meal Program to secondary education.

The draft NEP 2016 was made available for public comment, and comments were accepted until September 30, 2016. To complete the Draft National Policy for Education, the Ministry of Human Resource Development established a new nine-person group in June 2017 under the leadership of former ISRO chief K. Kasturirangan. All students will receive inclusive education thanks to the draft NEP 2016. The draft NEP's more specific objectives include lowering the nation's high rates of adult illiteracy and raising the gross enrollment ratio in secondary and higher education. Recent surveys show that the learning outcomes are still subpar. Poor quality learning is seen to be a result of instructors' insufficient preparation, poor performance, and teacher absence. Higher education's poor quality curricula, performance-based accreditation, a lack of money, and inadequate facilities are also cited as issues. Other areas of concern include the lack of institutional support for technical and vocational education, skill development for a diverse economy, employability, applicable skills for decent work, and inadequate ICT use in education. Other crucial objectives include ensuring that underrepresented groups have access to education, increasing enrollment and retention rates and decreasing dropout rates, and addressing gender and regional disparities in education (GoI 2016).

Increasing investment in the education sector to the standard target of 6% of GDP in the national budget is one of the proposed policy goals. In addition to public monies, the policy suggests obtaining this investment from a variety of sources, including private philanthropy, corporate funding, alumni contributions, higher tuition fees, and foreign direct investment (FDI), particularly in the case of higher education institutions (HEI). Only essential sectors would be eligible for public funding. Additionally, the draft NEP suggests providing underprivileged students with favorable terms on college loans as well as performance-based funding for HEIs (ibid).

Learning attainment and quality

In the past, government statistics on education have emphasized student enrollment in school and supplies given to schools. Assessing whether students were actually learning anything in class received less attention. Children may physically attend schools in real-world settings without receiving any education. The State Learning Achievement Survey (SLAS) and the National Achievement Survey (NAS), both carried out by NCERT, assess children's learning levels. Through the National Assessment of Educational Progress (NAS), which is based in government and government-aided schools, learning abilities of students in grades III, V, and VIII are evaluated in relation to their curriculum. Students in grade X (secondary school) in all states and union territories had below-average marks in all topics assessed, according to the 2015 NCERT/NAS survey (conducted under RMSA: Rashtriya Madhyamik Shiksha Abhiyan). At addition, urban students in private and government-aided schools outperformed students in government schools (NCERT 2015).

Since 2005, ASER (Annual Status of Education Survey Report) has conducted annual household surveys to assess the level of basic education being received by students enrolled in public and/or private schools in various places across all districts of the nation. The ASER survey aims to gather information on the level of education and fundamental skills of elementary school students as well as variations in these two variables over time. The surveyors administer assessments to kids at home rather than in classrooms so that out-of-school kids and kids in state-run and privately managed schools are both included in the learning evaluation tests they administer. In the chosen households, basic reading (local language and English) and math skills are evaluated on children aged 5 to 16 of any grade or kind of school (ASER 2016). Since 2005, ASER surveys have shown that children lack fundamental academic skills like reading, even though they have attended school for a long time. Nearly 50% of all students in standard V are unable to read a text at the standard II level, and even by grade VIII, 25% of all students are unable to read texts at the standard II level (ibid:38).

Commentators are challenging the methodology and data of the NAS and ASER Surveys because to several discrepant results, including as the subpar performance of otherwise educationally advanced states like Tamil Nadu.

However, in order to assess the breadth and quality of literacy and to advance discussions about the advancement of educational attainment in a society beyond school enrollment statistics, learning outcome surveys are crucial.

International frameworks: EFA and SDG

The Dakar Framework for Action, which established EFA objectives and reiterated the right to universal education, was accepted by the World Education Forum in 2000. The worldwide community's political commitment to provide free and universal primary education for all by 2015 is expressed in the EFA aim. Expanding and strengthening comprehensive early childhood care and education, particularly for vulnerable and disadvantaged children, was one of the EFA's priorities. achieving a 50% increase in adult literacy rates, ensuring that gender disparities in primary and secondary education are eliminated by 2005, and achieving gender equality in education by 2015. Ensuring that by 2015, all children, in particular girls, children in difficult situations, and children who belong to ethnic minorities, have access to and complete free and compulsory primary education. Despite these agreements, the most recent data indicate that 57 million children worldwide were not attending school in developing nations. Since primary education has improved, 91% of all kids are now enrolled in school. But 103 million young people, 60% of whom were female, lacked even the most basic literacy abilities.

The above educational attainment gaps in poor nations and areas affected by war were the focus of the Sustainable Development Goal. To "provide inclusive and equitable quality education and encourage opportunities for lifelong learning for everyone," states Sustainable Development Goal 4 (SDG 4). The 17 UN Sustainable Development Goals (SDGs) that make up the Agenda 2030 for sustainable development include the global education agenda (Education 2030), which is addressed under SDG4.

Specific targets for SDG-4

Free and quality primary and secondary education leading to effective learning
Access to early childhood care and pre-primary education
Equal access for women and men to technical, vocational and tertiary education
Building technical and vocational skills for employment and entrepreneurship
Eliminating gender disparities and ensuring equal access to vulnerable groups (disabled and indigenous people)
Achieving literacy and numeracy by all adults and youth
Learning about various facets of sustainable development (sustainable lifestyles, peace, non-violence, cultural diversity, gender equality and human rights)
Upgrading educational facilities: safe, sensitive, inclusive learning environments
Global scholarships for developing countries for tertiary education
Teachers’ training and improving the supply of qualified teachers

Reference

Alkire, S and Deneulin, S. 2009. A Normative framework for Development. Chapter1. In S.Deneulin and L.Shahani. Eds. An introduction to the Human Development and capability Approach. London: Earthscan GoI 2013. Second National Evaluation of KGBV Progamme
GoI. November-December 2013. http://ssa.nic.in/girls-education/kasturba-gandhi-balika-vidyalaya/
GoI 2016. Some Inputs for Draft National Education policy. Ministry of Human Resource Development.http://mhrd.gov.in/sites/upload_files/mhrd/files/nep/Inputs_Draft_NEP_2016.p df
NCERT 2015. What Students Know and Can do: A Summary of National Achievement Survey. Class X, 2015. http://www.ncert.nic.in/departments/nie/esd/pdf/NASSummary.pdf