Jana Vignana Vedika, Telangana, Suggestions on NEP-2019

Chapter 1

1. “To achieve such goals mentioned in chapter 1 of the policy, in addition to development of curriculum, materials for play based, activity based learning of ECCE,  training programmes to teachers in the Early Childhood Care and Education be given priority”.

Chapter 2

2. “Policy expects voluntary support from community to overcome the crisis of learning out comes. Even if community, volunteers, educated women come forward, there must be a system to train such human resource to discharge the duty of teaching. If community comes forward that will be excellent but that type of community help at all places and all times may not be possible. The policy must propose a ten year (project) term hiring of teachers/mentors required to achieve the objective of reaching expected learning out comes. This will be a sustainable one and uniformly be carried out”.
3. Teacher recruitments are to be taken up on a priority basis to fill large number of vacancies at different levels.
4. “The schools are poorly equipped with libraries particularly with children books. All the school libraries are strengthened with books then students can barrow and practice reading”.

Chapter 3

5. The policy expects voluntary help from the community to avoid dropouts that will be excellent if the community comes forward, but for that also there should be some mechanism to workout.
6. Policy recommends large number of facilities to children to avoid dropouts at various levels. It is welcome sign but implementation requires lot of ground level work.

Chapter 4

7. “Three courses of Board Examination per semester look to be reasonable.

8 semesters times three courses of Board Examination per semester= 24 courses board examination spread over four years of 9,10,11,12grades will be fine. Stress will be reduced on the students”.

8. Centralised examination for university admissions by NTA suggested in the policy takes away the autonomy of Universities and the states. This has to be reconsidered.

9. Policy says “There are approximately 17,000 teacher education institutions in the country, of which over 92% are privately owned. Various in-depth studies - including the Justice J.S. Verma Commission (2012) constituted by the Supreme Court - have shown that a large proportion of these teaching colleges are not even attempting to provide a good education; instead, many are functioning as commercial shops where even the minimum curricular or course requirements are not met, and where degrees are essentially available for a price. The integrity of teacher education cannot be attained without first shutting down this practice”.

10. The policy should direct a complete overhaul of teacher education programmes in the country to achieve quality education to the children.

Chapter 6

11. Special Education Zones will be set up in disadvantaged regions across the country.
12. Equitable and inclusive education is possible only by strengthening the public school system in the entire country.

Chapter 7

13. The school complex managing a cluster of Anganwadis, pre-primary, Middle level and secondary level will be a complex problem. The resources distribution, material distribution, and accountability by the principal/ Head master of school complex will be a complex problem to discharge duties with various cadres of teachers from Anganwadis to 12 th grade. Practically it is a not a doable proposition of the policy.

Part II

Higher Education

Revamp the higher education system, create world class multidisciplinary higher education institutions across the country - increase GER to at least 50% by 2035.

The definition of universities will thus allow those that place equal emphasis on teaching and research (‘research universities’) as well as those that place greater emphasis on teaching but still conduct significant research (‘teaching universities’).

It is the vision of this Policy that all HEIs evolve into one of these three types of institutions, which we will refer to as Types 1, 2, and 3: research universities, teaching universities, and colleges. All three types of multidisciplinary higher educational institutions must aim to have student enrolments in the thousands.

Establishment of a National Research Foundation: A National Research Foundation (NRF) will be established to grant competitive funding for outstanding research proposals across all disciplines, as determined by peer review and success of proposals.

Professional education will be an integral part of higher education.

Establishment of ‘NRF’ in addition to UGC, DST, DBT etc; may be one more additional department to control over research funding.

Professional education particularly medicine bringing into the multidisciplinary institution (an integral part of higher education) from isolated institution may not be a sound idea; teaching in medicine involves practical approach which requires attachment to a teaching hospital.

Prof. M.Adinarayana,

Convenor, Education Sub-committee,

Jana Vignana Vedika, Telangana: mobile: 9849781144