National Educational Policy

INTRODUCTION
Policy is a course or principle of action adopted or proposed by an individual or
organization. The country has reached a stage in its economic and technical
development when a major effort must be made to drive the maximum benefit and to
ensure that the fruit of change reaches all sections. Education is the highway to that
goal. With this aim in view ,the government of India announced in 1985 that a new
education policy will be formulated which came into being in 1986 as National
Educational Policy (NEP) .

EDUCATIONAL REFORMS
DEFINITION
Educational reform is the name given to a political process with the goal of improving
public education.
DEVELOPMENT OF EDUCATIONAL REFORMS
From the ancient times until the 1800s one goal has been to reduce the expenditure of
a classical education. Undertaken with the highly educated full time personal tutor.
Historically this was available to the wealthiest. Encyclopedias, public libraries and
grammar schools are examples of innovators intended to pragmatic principles. In
historic Prussia, an important motivation for the invention of kindergarten was to
foster national pride by teaching a national language while children were young
enough that learning the language was easy. The reforms have taken many forms and
directions. Throughout history and the present day, the meaning and method of
education has changed. Changes may be implemented by the individual educators and
or by broad based school organization and by curriculum changes.
DEVELOPMENT OF EDUCATION IN INDIA
❖ Before Independence
MACAULAY MINUTES 1834
Thomas Babington Macaulay, a scholar of English literature, visited India as a
member of the Council of Governor General. The views of Macaulay are known as
Macaulay's Minute (1835). The Minute was submitted on 2nd of February, 1835.
Macaulay came to India as on the 10th of June, 1834
The major recommendations of Macaulay's minutes were that English should be the
medium of instruction at all the levels of education in India and English be taught
instead of Arabic, Sanskrit, and Persian in colonial schools in India. Lord Macaulay is
credited with introducing the British education system to India.

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objectives
Spending Only on Western Education: Macaulay wanted the government to spend
money only on western education, not oriental education.

Closure of Colleges: He advocated for the closure of all colleges that taught only
eastern philosophy and subjects.

Downward Filtration Theory: He also advocated for the government to educate only
a few Indians, who would then educate the rest of the population. This is referred to as
the downward filtration' policy.

Indian by Blood & British by Taste: He wished to create a pool of Indians capable
of serving British interests and remaining loyal to them. This group would be "Indian
by blood and color, but English by tastes, opinions, morals, and intellect."

WOOD'S DESPATCH (1854)

In 1854, Sir Charles Wood, the President of the Board of Control of the British East
India Company, sent a formal dispatch to Lord Dalhousie, the then Governor-General
of India, suggesting a large shift to English language use within India. Sir Charles
recommended that primary schools adopt vernacular languages, high schools adopt
Anglo-vernacular language and that English be the medium of education in colleges.
This communique is informally known as Wood's despatch.

Wood's letter played an important role in the spread of English learning and female
education in India. One of the most favorable steps taken was to create an English
class among Indian people to be used as workforce in the company's administration.
Vocational and women's education were also emphasized more heavily.

HUNTER COMMISSION 1882

The Hunter commission was appointed in February 1882 under the chairmanship of
Sir William Hunter with 20 members including Indians.Preference was given to
literate candidates for government jobs in the lower levels, along with expansion of
primary schools in backward districts.District and municipal boards were entrusted
with the management of primary education under the Local Self Government Act. The
funds were separated for rural and urban areas to avoid funds earmarked for rural
schools being misappropriated by urban schools. Secondary schools were to be
established by private parties with funds provided by the government. Model schools

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fully run by the government were to be opened in each district to guide such private
schools.

HARTOG COMMITTEE 1928

In 1929, the British Government appointed the Sir Philip Joseph Hartog Committee to
survey the development of education in India. It submitted its report in the same year.
It was commissioned by Lord Irvine. The committee highlighted the problem of
wastage and stagnation in education at the primary level.It took the view that the
matric examination of the universities had influenced secondary education. It also paid
for the professionalization of education at the secondary level. It also emphasized the
enrichment of libraries. In its report, the committee had reviewed the progress in
education during the decade 1917-1927.In the field of secondary education, the
Hertog committee pointed that the entrance test should be a strict one.

UNIVERSITY EDUCATION COMMISSION (1948-49)

(RADHAKRISHNAN COMMISSION)

After independence in 1947, the University Education. Commission was appointed in

1948, with Dr. S. Radhakrishnan, our late President, as its Chairman for the purpose of
improving University education in India. It is also known as Radhakrishnan
Commission.University Grants Commission (UGC) is a statutory body set up by the
Department of Higher Education, Ministry of Education, Government of India in
accordance to the UGC Act 1956[2] and is charged with coordination, determination
and maintenance of standards of higher education in India. It provides recognition to
universities in India, and disbursements of funds to such recognized universities and
colleges.

Recommendations

Admission: University. Intermediate or equivalent qualification should be minimum

qualification for admission to Universities.

Reforms at the Secondary Education Level. Secondary education was viewed at

that time the weakest link in the educational machinery and to improve university
standards, the improvements at secondary level is a must.

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To Quote Commission: "Secondary education is the weakest link in our entire
educational machinery and needs urgent reform"

Examination Reforms. To quote Commission on examination reforms:

"If we are asked to give one single reform in university education, we shall say, it
should be that of examination."The reforms are required on various aspects of
examination e.g. appointment criteria of examiners, experts, paper setters, marking
(scoring) i.e. evaluation system; organization, conducting of examination, etc.

Curricular Reforms. Following points should be taken into consideration for

curricular reforms at higher level:

(1) Environmental problems of the learner

(2) Effective use of the language (medium of instruction)
(3) Application of basic principles of science
(4) Appreciation for values of life

SECONDARY EDUCATION COMMISSION (1952-53)(MUDALIAR

COMMITTEE)
Government of India appointed Secondary Education Commission on September 23,
1955 on the advise of Central Advisory Board of Education. Dr. Lakshaman Swami
Mudaliar, the then Vice- Chancellor of Madras University, was appointed the
Chairman of the Secondary Education Commission. The commission is also called as
Mudaliar Commission. The Commission was appointed to achieve the following aims:
To study the present position of secondary education in India.
To suggest measures for the improvement of secondary education taking into
consideration following aspects:

* Aims
* Curriculum
* Administration
* Relationship of secondary education with elementary / basic education
and higher education.

➢ Recommendations
➔ At the Middle stage, the curriculum should include: Languages; Social Studies;
General Science, Mathematics; Art and Music; Craft; and Physical Education.

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 ➔ At the High School or Higher Secondary Stage, diversified courses should be
provided for the pupils.
➔ A certain number of core subjects should be common to all students whatever
the diversified courses of study that they may take. These should consist of
Languages, General Science, Social Studies, Maths, aad Craft.
➔ Diversified courses of study should include the following seven groups:
Humanities; Sciences. Technical subject,"Commercial subjects;Agricultural
subjects; Fine Arts; Home Science. Additional diversified courses may be
added depending upon the need.
➔ The diversified curriculum should begin the second year of the High School or
Higher Secondary School Stage.

ACHIEVEMENTS
● Number of medical college and hospitals increased
● Awareness of environmental hygiene
● Awareness of communicable diseases and its prevention
● Motivated acceptance of family planning
DEMERITS OF THE COMMISSION

● Overburdened & diverse curriculum

● No clear suggestion for English
● Costly multipurpose schools
● No suggestion regarding women education

NATIONAL EDUCATION COMMISSION/KOTHARI COMMISSION

(1964-66)

The purpose of the appointment of this commission was to evaluate the

different stages of education and to evaluate a National system of education.
This commission was appointed under the provisions of a resolution of the
Government of India setting up education commission, dated July 14th 1964.

Following were the members of this commission: Chairman: Dr DS Kothari, Chairman,

Univer- sity Grants Commission, New Delhi.Member secretary: Prof JP Naik, HOD, Dept of
educational planning, administration and finance, Gokhale institute of politics and
economics, Poona.

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Need for Kothari Commission

● Our education system had inadequate importance to agriculture.

● Education system was not emphasizing character formation and cultivation of moral and
spiritual values of the students.
● It was not connected with the idea of National reconstruction.
● It had too much academic portion

Recommendations of the Kothari Commission

The Kothari Commission surveyed Indian education with various mediums, after
doing research work in it, the commission presented some important suggestions to
the Government of India which are as follows-

Suggestions regarding the structure of education:

Pre-primary education-1 to 3 years.

Lower primary education-4 to 5 years.

Upper Primary Education - Up to a duration of 4 years.

The commission has divided the syllabus into four bases -

Curriculum of pre-primary education - According to the commission, in pre-primary

education, students should be developed skills related to cleanliness, eating and
drinking, talking, making social adjustments and participating in functional activities.

Curriculum of primary education-According to the Kothari Commission, mother

tongue, general mathematics, environment, health education, functional work, and
creative work should be included in the curriculum of primary education.

Curriculum of Secondary Education - Under this, Hindi, English, Mathematics,

Science, Art, Social-Service, Social Studies and Moral- Values etc, should be included
in the curriculum,

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Syllabus of Higher Secondary Education - Under this, the Commission should include
subjects like History, Geography. Economics, Psychology, Social-Science
Mathematics, Science etc.

Draft of National Education Policy, 2019

The last National Education Policy (NEP) was released in 1986 and modified in 1992.
Since then major changes have been observed in the world and in our country and the
education policy needed to be modified as per the current scenario. In order to make
changes and implement new policy from primary, secondary and higher education, a
committee was set up (June 2017) to prepare a draft of a new National Education
Policy under the chairmanship of Dr Krishnaswamy Kasturirangan. The committee
handed over the draft of its new National Education Policy 2019 to the central govern-
ment. In order to learn public opinion, MHRD has released the draft to the public.
According to MHRD, "It is not the policy announced by the government. After getting
feedback from the general public, and after consulting state governments, the National
Education Policy will be finalized by the government."

Recommendations Explanation

Ensuring superior quality of the MBBS The revamped education of medical stu
degree dents must ensure that All MBBS
graduates must necessarily possess
medical skills diagnostic skills, surgical
skills, and emergency skills
Pluralistic healthcare education and The first year or two of the MBBS
delivery course will be designed as a common
period for all science graduates, after
which they can take up MBBS, BDS,
Nursing or other specializations.
Common foundational courses based on
medical pluralism will be followed by
core courses focused on specific systems,

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 and electives that encourage bridging
across systems.

➤ Graduates from other medical

disciplines such as nursing, dental, etc.,
will also be allowed lateral entry into the
MBBS course.

Centralized exit examination for MBBS Just as the NEET has been introduced as
education a common entrance examination for the
MBBS, a common exit examination for
the MBBS will be introduced (as has
been sug- gested in the National Medical
Commis- sion Bill) that will play a dual
role as also the entrance examination for
admission into postgraduate programs.
Similar common exit examinations can
also be conducted for dental education
and other disciplines as needed.
Nursing education and career In the long-term, it is advisable to make
progression of nurses BSc Nursing the sole entry-level qualifi-
cation for nurses.

Due to the current shortage of nursing

staff, a careful decision of when the
GNM course can begin to be phased out,
will be made.

Quality (specially the curriculum) of

nursing education will be improved and
strengthened.

Institutions providing nursing education

will be accredited every five years. A
national accreditation body for nursing
education and other sub-streams will be
created for the purpose.

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 Nurse practitioners courses will be intro-
duced and recognized throughout India
so that nurses can compensate in part for
the non-availability of doctors.

➤ Professional development pathways

for nurses with different levels of
qualifications will be created.

➤ Continuing Nursing Education

(CNE), and Renewal of License
guidelines will be framed by the Indian
Nursing Council (INC) for all nurses,
including faculty in nursing education.

An Indian Nurses Registry will be

created

The role of the INC will be reviewed and

amended as needed.

Allied health education for cost- A certificate skills-based training

effective healthcare delivery program (minimum 1 to 2 years with
significant on the-job training) for
General Duty Assistants (GDA),
Emergency Medical Technicians- Basic
(EMT-B) and Laboratory Technicians
who can be employed in Primary Health
Centers (PHC) and other government
set- ups will be introduced to strengthen
delivery of healthcare
Increasing the intake of students in The 600 or so district hospitals in the
healthcare education country will be upgraded to teaching
hospitals at the earliest by investing in
infrastructure for targeted medical
specialities and in stationing adequately
qualified teaching faculty.

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Expanding postgraduate education New medical colleges and hospitals that
have an adequate number of patients and
well trained teaching faculty will be
allowed to start postgraduate courses and
district hospitals will move towards
having a medical college attached to
them.

❖ Sarva Shiksha Abhiyan

Sarva Shiksha Abhiyan (SSA) covers entire country and address the needs of 192
million children in 1.1 million habitations.

The scheme of SSA was launched in 2001. The goals of SSA are as follows:

● All 6-14 age children in school/Education Guarantee Scheme Center/bridge

course by 2003
● All 6-14 age children complete five-year primary education by 2007
● All 6-14 age children complete eight years of schooling by 2010
● Focus on elementary education on satisfactory quality with emphasis on
education for life
● Bridge all gender and social category gaps at primary stage by 2007 and at
elementary education level by 2010
● Universal retention by 2010.

The program covers the entire country with special focus on education needs of girls,
SCs/STs and other children in difficult circumstances. The programme seeks to open
new schools in habitations which do not have schooling facilities and strengthen
existing school infrastructure through provision of additional classrooms, toilets,
drinking water, maintenance grant and school improvement grant. The SSA has a
special focus on girls and children of weaker sections.

❖ Education guarantee scheme and alternative and innovative education

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Education Guarantee Scheme and Alternative and Innovative Education (EGS and
AIE) are an important component of Sarva Shiksha Abhiyan (SSA) to bring out
school children in the fold of elementary education. EGS addresses the inaccessible
habitation where there is no formal school within the radius of one km and at least
15-25 children of 6-14 years age group. Alternative education intervention for specific
categories of very deprived children, e.g., child street children, migrating children,
working children, children living in difficult circumstances and older children in the
9+ age group especially adolescent girls are being supported under EGS and AIE all
over the country.

❖ Samagra Shiksha

Samagra Shiksha Programme for the school education aims at improving school
effectiveness measured in terms of equal opportunities for schooling and equitable
learning outcomes extending from pre-school to class 12. It includes three schemes of
Sarva Shiksha Abhiyan (SSA), Rashtriya Madhyamik Shiksha Abhiyan (RMSA) and
Teacher Education (TE).

Feature of Samagra Shiksha

1. Holistic approach to education: Treat school education holistically as a
continuum from pre-school to class 12
2. Focus on quality of education: Enhanced focus on improving quality of
education by focusing on the two T's - Teachers and Technology and enhanced
capacity building of teachers and school heads.
3. Focus on digital education: Support 'Operation Digital Board' in all secondary
schools over a period of 5 years, which will revolutionize education-easy to
understand, technology-based learning classrooms will become flipped
classrooms. It enhanced use of digital technology in education through smart
classrooms, digital boards and DTH channels.
4. Focus on girl education: Upgradation of Kasturba Gandhi Balika Vidyalayas
(KGBVs) from classes 6 to 12 and self- defense training for girls from upper
primary to senior secondary stage. It enhanced commitment to 'Beti Bachao
Beti Padhao’.
5. Focus on skill development: Vocational education for class 9-12 as integrated
with the curriculum and to be made more practical and industry oriented. It
reinforces the emphasis on 'Kaushal Vikas!

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6. Focus on sports and physical education: Sports Education to be an integral part
of the curriculum. Every school will receive sports equipment at the cost of
₹5000 for Primary Schools, ₹10,000 for upper primary schools and up to
₹25,000 for secondary and senior secondary schools to inculcate and emphasize
the relevance of sports.

❖ Mid-day Meal Scheme

The National Programme of Nutritional Support to Primary Education

(NPNSPE), popularly known as the Mid-day Meal Scheme, was formally
launched on 21st, August 1995. The objective of the programme is to give a
boost to universalization of primary education by increasing enrollment,
attendance and retention, and also improving nutritional status of children in
primary classes studying in government, local body and government-aided
schools. From October 2002, the programme has been extended to children
studying in Education Guarantee Scheme (EGS) and other Alternative and
Innovative Education (AIE) Learning Centers also.
Under the scheme central assistance is provided to states for the following:

(a) 100 grams of food grains per child per school per day where there is a meal
programme, alternatively three kg per child per month for 10 months
(b) admissible transport subsidy for transport of food grains from the nearest
FCI depot to the school subject to a ceiling of 50 per quintal.

❖ Operation Blackboard Scheme

The scheme of Operation Blackboard (OBB) was launched in 1987-88 with the
aim of improving human and physical resource available in primary schools of
the country. Provision of at least two reasonably large rooms, at least two
teachers and essential teaching/learning materials for every existing primary
school were the components of the scheme. The scheme has been merged in
Sarva Shiksha Abhiyan (SSA) from 2002-2003.

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 ❖ Rashtriya Madhyamik Shiksha Abhiyan (Integrated)

RMSA was launched in March, 2009 with the vision of making secondary
education of good quality available, accessible and affordable to all young
persons in the age group 15-16 years. The objective of the scheme is to enhance
access and improve quality of education at secondary stage, while ensuring
equity. The scheme envisages enhancing the enrollment for classes IX-X by
providing a secondary school within a reasonable distance of every habitation,
improving quality of education imparted at the secondary level through making
all secondary schools conform to prescribed norms, removal of gender, socio-
economic and disability barriers, universal access to secondary level education
by 2017, and universal retention by 2020.

❖ Rashtriya Uchchatar Shiksha Abhiyan (RUSA)

It is a Centrally Sponsored Scheme (CSS), launched in 2013 aims at providing

strategic funding to eligible state higher educational institutions. The salient
objectives of RUSA are to
● Improve the overall quality of state institutions by ensuring conformity to
prescribed norms and standards and adopt accreditation as a mandatory
quality assurance framework.
● Usher transformative reforms in the state higher education system by
creating a facilitating institutional structure for planning and monitoring
at the state level, promoting autonomy in State Universities and
improving governance in institutions.
● Ensure reforms in the affiliation, academic and examination systems.
● Ensure adequate availability of quality faculty in all higher educational
institutions and ensure capacity building at all levels of employment.
● Create an enabling atmosphere in the higher educational institutions to
devote themselves to research and innovations.
● Expand the institutional base by creating additional capacity in existing
institutions and establishing new institutions, in order to achieve
enrolment targets.
● Correct regional imbalances in access to higher education by setting up
institutions in un-served and underserved areas.

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 ● To improve equity in higher education by providing adequate
opportunities of higher education to SC/ST and socially and
educationally backward classes; promote the inclusion of women,
minorities, and differently abled persons.

❖ National Council for Teacher Education

The National Council for Teacher Education (NCTE) was established in August
1995 with a view to achieve planned and co-ordinate development of teacher
education system throughout the country and for regulation and proper
maintenance of norms and standards of teacher education. Four Regional
Committees of the Council have been set-up at Jaipur, Bengaluru,
Bhubaneswar, and Bhopal for Northern, Southern, Eastern and Western regions
respectively.
❖ District Primary Education Programme (DPEP)
The centrally sponsored Scheme of District Primary Education Programme
(DPEP) was launched in 1994 as a major initiative to revitalize the primary
education system and to achieve the objective of universalization of primary
education. DPEP adopts a holistic approach to universalize access, retention and
improve learning achievement and to reduce disparities among social groups.
DPEP is based on the principle of 'additionally ‘and is structured to fill in the
existing gaps. The programme components include construction of classrooms
and new schools, opening of non-formal/ alternative schooling centers,
appointment of new teachers, setting up early childhood education centers,
strengthening of State Councils of Educational Training through District
Institute of Education and Training (DIETS), setting up of Block Resource
Centers/Cluster Resource Centers, teacher training, development of teaching
learning material, research based interventions, special interventions for
promoting education of disadvantaged groups, girls, SC/ST, etc. initiatives for
providing integrated education to disabled children and distance education for
teacher training have also been incorporated in the DPEP Scheme.
❖ Janshala Programme
Janshala (GOI-UN) Programme is a collaborative effort of the Government of
India and five UN agencies UNDP, UNICEF, UNESCO, ILO and UNFPE to
provide programme support to the ongoing efforts toward achieving UEE.
Janshala, a community based primary education programme, aims to make
primary education more accessible and effective, especially for girls and

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children in deprived communities, marginalized groups SC/ST minorities,
working children and children with specific needs.
❖ National Bal Bhavan
National Bal Bhavan (NBB), New Delhi is an autonomous body fully funded by
the Ministry of Human Resource Development, which was established for
children in the age group of 5- 16 years. Objectives of the NBB are enhance the
spirit challenge, experiment, innovate and create. National Bal Bhavan was
founded by Pt. Jawaharlal Nehru in 1956.
❖ Development towards Education of Scheduled Castes and Scheduled
Tribes
Article 46 of the constitution states that, "The State shall promote, with special
care, the education and economic interests of the weaker sections the people,
and in particular of the scheduled castes and scheduled tribes and shall protect
them from social injustice and all forms of social exploitation. After
independence, the Government of India has taken a number of steps to
strengthen the educational base of the persons belonging to the scheduled castes
and scheduled tribes.
❖ Janshala
The objective of Janshala is to support the efforts for UEE by providing primary
education to the children from SCs, minorities, working children and children
with special needs. Janshala emphasizes on active involvement of community in
primary education programmes and training. Janshala programme is in
operation in 139 Blocks of 9 States Orissa, Maharashtra, Rajasthan and Uttar
Pradesh.
❖ National Institute of Open Schooling (NIOS)
The SC/ST students are given concession in admission fees to the extent
ofRs.200 for bridge courses, Rs. 250 for secondary courses and Rs. 300 for
senior secondary courses.
❖ Development towards Quality Improvement in Schools
During the Tenth Plan, it has been decided to introduce a composite Centrally
Sponsored Scheme 'Quality Improvement in Schools'. The National Population
Education Project (NPEP) was launched in April 1980 with a view to
institutionalize population education in the school
education system. This was an externally aided project, which was fully funded
by United Nations Population Fund. This project is also being implemented in
higher and adult education sector.

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 ❖ Environmental Orientation to School Education
Centrally-sponsored Scheme 'Environment Orientation to School Education'
was initiated in 1988- 89. The scheme envisages assistance to voluntary
agencies for conduct of experimental and innovative programmes aimed at
promoting integration of educational programs in schools with local
environmental conditions.
❖ Improvement of Science Education in Schools:
To improve the quality of science education and to promote the scientific
temper, as envisaged in the National Policy on Education, 1986, Centrally
sponsored Scheme; 'Improvement of Science Education in Schools' was
initiated during 1987- 78 under the scheme financial assistance was being
provided to States/UTs and voluntary agencies. While voluntary agencies were
provided assistance for conducting experiments and innovative programmes.
States/Union Territories were assisted for provision of science kits to upper
primary schools, setting up/ upgradation of science laboratories in Secondary/
Senior Secondary Schools, library facilities in Secondary/Senior Secondary
Schools and Training ofScience and Mathematics teachers.

RECOMMENDATIONS OF VARIOUS COMMITTEES PERTAINING TO

NURSING EDUCATION

The recommendations given by committees and commission provided guidelines for

improvement and growth of nursing education.

1. Health survey and development committee (Bhore Committee, 1946)

➔ Establishment of nursing college

➔ Creation of an all India nursing council.
➔ Introduction of a pre nursing course in the final year curriculum in high schools
as an optional subject.
➔ The training component for nursing was suggested to be divided into junior
grade (3-year course with entry qualification as completion of middle school)
and Senior grade (4-year course inclusive of 1-year midwifery with entry
qualification as matriculation).
2.Shetty Committee (1954)

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 ➔ The placement of one nurse to 3 patients in teaching hospital and one nurse to 5
patients in other hospitals.
➔ One midwife to 100 births in rural areas, and one midwife to 150 births in
towns, cities, and in contact areas.
➔ For the public health field, it was recommended to have one public health
nurse/health visitor for 10,000 population.
➔ Improvement in conditions for training of nurses.
➔ The minimum requirement for admission to be in accordance with regulation of
the INC.

3. Health survey and planning committee (Mudaliar Committee 1959-61)

➔ Three grades of nurses, viz. the basic nurses (4 years), auxiliary nurse
midwife (2 years) and nurses with a degree qualification
➔ For GNM, minimum entrance qualification matriculation
➔ For degree course, passed higher secondary or pre- university
➔ Medium of instruction preferably English in general nursing
➔ Degree course should be taught only in English
➔ It was recommended to have a department of health administration at the
state level, headed by the Director of Health Services.
4. Mukherjee Committee, 1966
➔ Training of nurses and ANM'S required for family planning.
5. Kartar Singh Committee, 1972-73
➔ The course of ANM of two years duration was reduced to 18 months.
➔ The LHV course was reduced to two years from two and a half years.
➔ Multipurpose health worker scheme
➔ Change in designation of ANM's and LHV
➔ Setting up of a training division at the ministry of health and family
welfare.
6. Sarojini Varadappan Committee, 1990

(A high power committee on nursing and nursing profession).

➔ Two levels of nursing personnel
➔ Post basic BSc nursing degree to continue
➔ Masters in nursing program to be increased and strengthened
➔ Doctorate in nursing program to be started in selected university
➔ Continuing education and staff development for nurses.

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 7. Working Group on Nursing Education and Manpower, 1991

➔ By 2020, GNM program to be phased out

➔ The curriculum of BSc nursing to be modified
➔ Staffing norm should be as per INC
➔ There should be a deliberate plan for preparation of teachers with MSc/M Phil
and PhD degrees.
➔ Improvement in functioning of INCG
➔ Importance of continuing education for nurses.

NATIONAL EDUCATIONAL POLICY (NEP)

Education Policy lays particular emphasis on the development of the creative potential
of each individual. It is based on the principle that education must develop not only
cognitive capacities - both the ‘foundational capacities ’of literacy and numeracy and
‘higher-order’ cognitive capacities, such as critical thinking and problem solving – but
also social, ethical, and emotional capacities and dispositions.
Evolution of National Education Policy of India
1968 :Indira Gandhi government announces first NEP based on recommendations of
the Education Commission.
1986: Rajiv Gandhi government launches new NEP focusing on adult education and
empowerment of minorities.
1992: Modification of NEP under Narasimha Rao government adding a common
entrance examination for professional and technical programmes.
2005: New education policy introduced by Manmohan Singh government based on
Common Minimum Programme.
2016: NEP by Narendra Modi government addressing gender discrimination, creation
of education and a common curriculum for Science , Mathematics and English.
2017 : A new education plan with major changes scheduled to be launched by the
Narendra Modi government.
Modi government.
NATIONAL EDUCATION POLICY 1968
Independent India saw a series of reforms to improve the quality and accessibility of

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education. The first-ever education policy in India was the National Policy of
Education, formulated in the year 1968. It was promulgated by the Prime Minister,
Mrs. Indira Gandhi, and was based mainly on the recommendations of the Education
Commission (Kothari Commission). The Education Commission (1964-66), popularly
known as Kothari Commission, was the first comprehensive commission on education
which covered all the levels of education from primary to higher education. In order to
actualize recommendations of the Kothari commission, the first National Policy on
Education was rolled out in 1968. The need for 'radical reconstruction of education'
(NPE1968) as recommended by the Education Commission
(1964-66) for the socio-cultural and economic development of the country. It
recognized the powerful role of education in character building, moral development as
well as developing a sense of common citizenship and national integration etc.
The Need and Goals of NPE 1968
NPE 1968 was framed to equalize educational opportunities across the country. It
aimed at creating an education system that can provide unrestricted access to
education. This policy focused on the development of values for national integration.
Because it acknowledged the power of education for the country's economic and
cultural development.
Major recommendations of the policy are as follows:
1. Free and Compulsory Education: The NPE (1968) recommended that 'strenuous
efforts' should be made to fulfill the Constitutional mandate of free and compulsory
education for all children up to the age of 14 years, and to reduce wastage and
stagnation in schools as well as to ensure that every child who is enrolled in schools
successfully completes the prescribed course.
2. Status, Emoluments and Education of Teachers: The policy recognized the
significant role of teachers in quality improvement of education and national
development.It stressed on improvement in the status and service conditions of
teachers, and recommended academic freedom of teachers to pursue and publish
independent researches an to express their views about significant national and
international issues. Emphasis was also given to in-service teacher education.
3. Development of languages: The policy recommended that use of regional
language should be encouraged for educational and cultural development while
outlining three language formula which includes the study of a modern Indian
language, preferably one of the southern languages, apart from Hindi and English in
the Hindi-speaking States, and of Hindi along with the regional language and English
in the Non-Hindi-speaking States. Promotion of Hindi as link language, facilities for

19
teaching of Sanskrit language and emphasis on study of English and other
international languages are some of the important recommendations of the policy.
4. Equalization of Educational Opportunity: The policy emphasized the need for
making serious efforts to equalize educational opportunity for all irrespective of
religion, abilities, gender, class, caste etc, bridging the gap between educational
facilities for rural and urban, male and female. It suggested that for promoting social
cohesion and national integration, Common School System should be adopted. It also
recommended admission of students on the basis of merit in all schools like public
schools, and protecting the interests of socially deprived sections. It recommended
that efforts should be made to improve the standards of education in general schools
where children with special needs could receive education through integrated
programs.
5. Identification of Talent: The policy emphasized identification of talents in
different fields at the earliest and providing opportunities to develop its fullest.
6.Work-Experience and National Service: Recognizing the need for closer
relationship between school and community, the policy recommended the work-
experience, community service and national service should be an integral part of the
education system. It was felt that these programs will help in developing character
formation and a sense of social commitment.
7. Science Education and Research: Policy recommended that science, education
and research should be given a high priority as it accelerates national economic
growth. Science and mathematics should be an integral part of general education
through entire school life.
8. Education for Agriculture and Industry: emphasized special efforts for the
development of education for agriculture and industry by establishing at least one
agricultural university in each State, and by assisting other universities to develop
departments for the study of one or more aspects of agriculture. Practical exposure
must be given to students in technical education and continuous review of the
agricultural industrial and other technical manpower needs of the country.
9. Production of Books: The policy criticized frequent changes in books and high
price of books. It recommended special attention regarding books in regional
languages for students of all levels including university levels. It also emphasized the
importance of production of high-quality textbooks for schools and universities and
recommended that efforts should be made to have a few basic textbooks common
throughout the country.

20
10. Examinations: Emphasized on continuing and improving the reliability and
validity of examinations.
11. Secondary Education: Considered secondary education as a major instrument of
social change and transformation and emphasized the need to increase facilities for
technical and vocational education at this stage.
12. University Education: With regard to university education a number of
significant recommendations were made by NPE1968.
These include establishment of new universities only after adequate funding
provisions; attention to post graduate courses and improvement in training and
research facilities, etc. It also recommended strengthening of Centers of advanced
studies and proper laboratory, library, staff and other facilities to students.
13. Part-time Education and Correspondence Courses: Developing part time
education and correspondence courses of the same status as full-time courses on a
large scale for the university and school students, teachers and workers.
14. Spread of Literacy and Adult Education: liquidating of mass illiteracy by
actively involving Teachers and students in literacy campaigns as part of the Social
and National Service Program. Games and Sports Improving physical fitness and
sportsmanship of the students by games, sports and physical education program.
15. The Educational Structure: Suggested uniform educational structure in all parts
of the country by adopting the 10+2+3 pattern Setting goals to gradual increase in
investment in education by increasing expenditure of 6 percent of the national income.

National Education Policy 2020

• A rootedness and pride in India, and its rich, diverse, ancient and modern culture and
knowledge systems and traditions;
• Education is a public service; access to quality education must be considered a basic
right of every child;
• Substantial investment in a strong, vibrant public education system as well as the
encouragement and facilitation of true philanthropic private and community
participation.
The Vision of this Policy
This National Education Policy envisions an education system rooted in Indian ethos
that contributes directly to transforming India, that is Bharat, sustainably into an
equitable and vibrant knowledge society, by providing high-quality education to all,
and thereby making India a global knowledge superpower. The Policy envisages that

21
the curriculum and pedagogy of our institutions must develop among the students a
deep sense of respect towards the Fundamental Duties and Constitutional values,
bonding with one’s country, and a conscious awareness of one’s roles and
responsibilities in a changing world. The vision of the Policy is to instill among the
learners a deep-rooted pride in being Indian, not only in thought, but also in spirit,
intellect, and deeds, as well as to develop knowledge, skills, values, and dispositions
that support responsible commitment to human rights, sustainable development and
living, and global well-being, thereby reflecting a truly global citizen.
● Curriculum

A. Restructuring school curriculum and pedagogy in a new 5+3+3+4 design

The curricular and pedagogical structure of school education will be reconfigured to

make it responsive and relevant to the developmental needs and interests of learners at
different stages of their development, corresponding to the age ranges of 3-8, 8-11,
11-14, and 14-18 years, respectively. The curricular and pedagogical structure and the
curricular framework for school education will therefore be guided by a 5+3+3+4
design, consisting of the Foundational Stage (in two parts, that is,3 years of
Anganwadi/pre-school + 2 years in primary school in Grades 1-2; both together
covering ages 3-8), Preparatory Stage (Grades 3-5, covering ages 8-11), Middle Stage
(Grades 6-8, covering ages 11-14), and Secondary Stage (Grades 9-12 in two phases,
i.e., 9 and 10 in the first and 11 and 12 in the second, covering ages 14-18).

B. Reduce curriculum content to enhance essential learning and critical

thinking
C. Experiential learning
D. National Textbooks with Local Content and Flavour
E. Multilingualism and the power of language

● Teachers
A. Recruitment and Depolyment
To ensure that outstanding students enter the teaching profession - especially from
rural areas a large number of merit-based scholarships shall be instituted across the
country for studying quality 4-year integrated B.Ed. programmes.

22
 B. Service environment and culture
C. Continuous Professional Development
D. Career Management and progression
E. Professional Standards for Teacher
F. Special educators
G. Efficient Resourcing and Effective Governance through School
Complexes/Clusters
While the establishment of primary schools in every habitation across the
country-driven by the Sarva Shiksha Abhiyan (SSA), now subsumed under the
Samagra Shiksha Scheme and other important efforts across the States - has helped to
ensure near-universal access to primary schools, it has also led to the development of
numerous very small schools. According to U-DISE 2016–17 data, nearly 28% of
India’s public primary schools and 14.8% of India ’s upper primary schools have less
than 30 students. The average number of students per grade in the elementary
schooling system (primary and upper primary, i.e., Grades 1–8) is about 14, with a
notable proportion having below 6;during the year 2016–17, there were 1,08,017
single-teacher schools, the majority of them (85743 )being primary schools serving
Grades 1–5.

● Higher Education
A. Quality universities and colleges :A new and forward looking
vision for India’s Higher education system
B. Institutional Restructuring and consolidation
C. Towards a more holistic and multidisciplinary education
D. Optimal learning environments and support for support
E. Internationalization
F. Student activity and participation
G. Financial support for students
H. Catalysing quality academic research in all fields through a new
national research foundation

● Professional Education
Healthcare education needs to be re-envisioned so that the duration, structure, and
design of the educational programmes need to match the role requirements that

23
graduates will play. Students will be assessed at regular intervals on well-defined
parameters primarily required for working in primary care and in secondary hospitals.
Given that people exercise pluralistic choices in healthcare, our healthcare education
system must be integrative meaning thereby that all students of allopathic medical
education must have a basic understanding of Ayurveda, Yoga and Naturopathy.
Unani, Siddha, and Homeopathy (AYUSH), and vice versa. There shall also be a
much greater emphasis on preventive healthcare and community medicine in all forms
of healthcare education.
● Online and Digital Education: Ensuring
Equitable Use of Technology
New circumstances and realities require new initiatives. The recent rise in epidemics
and pandemics necessitates that we are ready with alternative modes of quality
education whenever and wherever traditional and in-person modes of education are
not possible. In this regard, the National Education Policy 2020 recognizes the
importance of leveraging the advantages of technology while acknowledging its
potential risks and dangers. It calls for carefully designed and appropriately scaled
pilot studies to determine how the benefits of online/digital education can be reaped
while addressing or mitigating the downsides. In the meantime, the existing digital
platforms and ongoing ICT-based educational initiatives must be optimized and
expanded to meet the current and future challenges in providing quality education for
all.
However, the benefits of online/digital education cannot be leveraged unless the
digital divide is eliminated through concerted efforts, such as the Digital India
campaign and the availability of affordable computing devices. It is important that the
use of technology for online and digital education adequately addresses concerns of
equity.
Teachers require suitable training and development to be effective online educators. It
cannot be assumed that a good teacher in a traditional classroom will automatically be
a good teacher in an online classroom.

Key Initiatives
➢ Pilot studies for online education
➢ Digital infrastructure
➢ Online teaching platform and tools
➢ Content creation, digital repository, and dissemination

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 ➢ Addressing the digital divide
➢ Virtual Labs: Existing e-learning platforms such as DIKSHA, SWAYAM
and SWAYAMPRABHA will also be leveraged for creating virtual labs so
that all students have equal access to quality practical and hands-on
experiment-based learning experiences. The possibility of providing
adequate access to SEDG students and teachers through suitable digital
devices, such as tablets with preloaded content, will be considered and
developed.
➢ Training and incentives for teachers.
➢ Online assessment and examinations.
Research evidences
International Journal of Management (IJM)
Volume 11, November 2020, pp. 1881-1886. Article ID: UM_11_11_178
Available online at sttp://www.iaeme.com/ijm/issues.asp
ISSN Print: 0976-6502 and ISSN Online: 0976-6510
DOL 1034218/UM11.11.2020.178
LAEME Publication

NATIONAL EDUCATION POLICY (NΕΡ) 2020 - OPPORTUNITIES

AND CHALLENGES IN TEACHER EDUCATION

Dr. Smitha S Assistant Professor, Sree Narayana Training College,

Nedunganda, Thiruvananthapuram, Kerala, India

ABSTRACT

To boost the growth of the Indian education sector, the present government
decided to revamp it by introducing a comprehensive National Education
Policy 2020 .This is in line with the Prime Minister's recent call on
leveraging the Fourth Industrial Revolution to take India to new heights.
The currently introduced National Education Policy 2020 envisions an
India centered education system that contributes directly to transforming
our nation sustainably into an equitable and vibrant knowledge society, by

25
 providing high quality education to all. The National Education Policy
(NEP) 2020 recommends major changes in the Teacher Education
scenario.
The recommendation on teacher education is given in chapter 15 of the
NEP-2020 under Part II which details the policy changes in Higher
Education, It has been divided into eleven nab points. The main objectives
of NEP is to "ensure that teachers are given the highest quality maining in
content, pedagogy, and practice, by moving the teacher education system
into multidisciplinary colleges and universities, and establishing the 4-year
integrated B.Ed. offered by such multidisciplinary HEls will, by 2030,
become the minimal degree qualification for school teachers (NEP2020
-Page 42: 15.5)While analyzing the NEP 2020 more deeply, it is a curious
combination of opportunities and at the same time challenges for the
Teacher education scenario. The present Paper tries to analyze National
Education Policy 2020 with regard to the paradigm shifts in terms of
Opportunities and Challenges in the Teacher Education Sector.

Conclusion
The process of change is quite complicated and needs a careful understanding.
Education and society are closely related to each other. The report of the Indian
Education Commission stated, 'Education cannot be considered in isolation or
planned in a vacuum. It has to be used as a powerful instrument of social,
economic and political change! Let us understand the impact of various changes
such as social, economical, political and technological changes on Education.

Reference
● Sodhi JK. Comprehensive Textbook of Nursing Education. second.
New Delhi: Jaypee Brothers Medical Publishers(P)Ltd; 2022.
● Bt Basavanthappa. Nursing Education. New Delhi: Jaypee Brothers
Medical Pub; 2009.
● https://www.imsc.res.in/~vvaish/shared/sarva-shiksha-abhiyan-talk.pd
f
● https://samagra.education.gov.in/infographics.html

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● https://www.education.gov.in/sites/upload_files/mhrd/files/NEP_Final_
English_0.pdf

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