ISSN (Print) - 0012-9976 | ISSN (Online) - 2349-8846

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NEP 2020 and the Discontinuation of the MPhil Degree

The National Education Policy 2020 provides a framework for reorganising and revamping higher education in India. Among several of its recommendations, the decision to discontinue the MPhil programme is a signifi cant one. The article makes an attempt to understand the perspective behind the move to discontinue the MPhil programme. The MPhil programme is discontinued for the more research-oriented undergraduate and master’s degrees. In a way, the discontinuation of MPhil is the collateral damage caused by the new structure of degrees that the NEP has proposed.

Resource Constraints in Implementing the NEP 2020

The fiscal year 2020-21 was unprecedented for the education sector in India. First, a new National Education Policy with an ambitious rollout timeline was announced. Second, it witnessed a near lockdown of all educational activity because of the pandemic. This has led to significant learning loss, particularly of foundational literacy and numeracy that will have to be recovered in the coming years. Both of these call for a significant investment of resources in the education sector. An analysis of central and Karnataka (as a representative state) education budgets for FY 2021-22 reveals that there is minimal funding to address either of these in the current fiscal year.

The NEP 2020 and Future of Masters Programmes in Management Education

Management education in India is offered as a degree by universities and as a postgraduate diploma by the All India Council for Technical Education approved stand-alone institutions. The present work focuses on the challenges of the pedagogy and curriculum adopted by the management institutions offering postgraduate-level programmes. The palpability of localised curriculum with pedagogical innovations cited in the National Education Policy 2020 are critically discussed here. The higher education institutions offering degree or postgraduate diploma in management programmes are segmented into three tiers. The daunting questions and scaling of the mid-tier institutions are the focus of this critical review.

 

NEP 2020 and the Language-in-Education Policy in India

The National Education Policy of India 2020 is a significant policy document laying the national-level strategy for the new millennium. It is ambitious and claims universal access to quality education as its key aim, keeping with the Sustainable Development Goal 4 of the United Nations Agenda 2030. One of the highlights of the NEP is its emphasis on mother tongue education at the primary levels in both state- and privately owned schools. The present paper critically assesses the NEP 2020, primarily in relation to the language-in-education policy. The paper argues that it presents a “contradiction of intentions,” aspiring towards inclusion of the historically disadvantaged and marginalised groups on the one hand, while practising a policy of aggressive privatisation and disinvestment in public education on the other.

 

In the Wilderness

The new National Education Policy creates problems at all levels of education.

 

National Education Policy: Why Education Reforms in India have Failed to Make the Grade

Poor teacher training, lack of access, and a focus on “skills” rather than learning currently plague India’s education system.

School Education

The proposed National Policy on Education 2016 has important implications with respect to school education in India. While acknowledging some of its positive features, attention must be focused on objectives of education as espoused in the policy: key amendments suggested in the Right to Education Act, 2009; position and importance of Early Childhood Care and Education and reforms proposed in the curriculum and assessment practices in schools.

Skill Training or Nipping Potential in the Bud?

The introduction of skilling programmes in government schools from the secondary level itself--as part of the Indian government's ambition to make India the "Skill Capital of the World"--will restrict young people, largely from socially underprivileged backgrounds, to low-productivity blue-collar employment in the informal sector. What is needed is not truncated education in the form of vocational training, but quality basic education for all, which will enable young people to compete for employment in the formal economy.

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