Tag Archives: NEP 2020

Culture, Debates, Education, Language, Politics

The Three-Language Controversy – Response to a Disagreement on Hindi: Vipin Kumar Chirakkara

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Guest Post by VIPIN KUMAR CHIRAKKARA

The state of the controversy

As the debate on the three-language policy has intensified, what was originally an exchange between ministers of the union government and the government of Tamil Nadu, or between leaders of the Bharatiya Janata Party (BJP) and the Dravida Munnetra Kazhakam (DMK), has become a subject of commentaries and criticisms coming from observers, intellectuals and activists. The union government says that no state could be exempted from the implementation of the three-language formula as envisioned in the New Education Policy (NEP) 2020 and adds that Hindi is not made mandatory under the present formula. The condition is that two of the three languages must be native Indian languages. The DMK leadership argues in response that the three-language policy can still be an indirect route to push Hindi into the state. The latter has appeared firm in its argument that it is the state’s prerogative under the federal system to determine its language and education policy (though during emergency education was shifted to the concurrent list of the union government). It also opposes the measure adopted by the union government, that is, to link the funding under the Samagra Shiksha Abhiyan to the implementation of NEP 2020 and the language formula it includes. The parties which are not in alliance with the DMK in the state allege that the DMK has staged this conflict in order to ignite sub-national/regional sentiment to strengthen its position before the elections.

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Capitalism, Education, Right watch

Exclusion Arithmetics in Higher Education -JNU as the NEP 2020 Pilot: Ayesha Kidwai

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This guest post is by AYESHA KIDWAI

When on January 26, 2016, Prof. M. Jagadesh Kumar, a professor of electrical engineering from IIT Delhi, assumed office as the new Vice-Chancellor of Jawaharlal Nehru University, no one really  knew who he was. Although subsequent news coverage have unearthed a short-lived and rather unsavoury notoriety in the early 2000s, his administrative experience appeared to be scant, never even having served as a head of a department in any of the institutions he has served in), so news coverage of his appointment could make mention of only his prowess in the martial arts and his aspirations to nation-building in the university (which, as was eventually revealed, boiled down largely to a somewhat macabre fascination with large military hardware).

The five years of Kumar as Vice-Chancellor of JNU have done much to lift him from the obscurity he once enjoyed, but most of his new-found fame has been singularly unflattering. Met with a sustained opposition from the JNU Students Union and the JNU Teachers Association, Kumar has far from established himself as a capable, transparent, and non-partisan administrator committed to the highest standards of academic excellence. However, the poor press that has consistently dogged him throughout his tenure appears to have done nothing to weaken the extraordinary governmental support that he enjoys. So resolute is this backing, that it not only has it been able to claim the scalp of a senior bureaucrat in the MHRD back in 2019, it has now secured Jagadesh Kumar an unusual continuation in office until “his successor is appointed”, following the indefinite postponement of a meeting for the selection of his successor on January 7, 2020. Continue reading Exclusion Arithmetics in Higher Education -JNU as the NEP 2020 Pilot: Ayesha Kidwai →

Debates, Education, Government, Politics, Right watch

राष्ट्रीय शिक्षा नीति 2020 – पिछले तजुर्बों से बेख़बर एक दस्तावेज़ : राजेन्द्र चौधरी

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Guest post by RAJINDER CHAUDHARY

राष्ट्रीय शिक्षा नीति 2020 के दो मुख्य भाग हैं, स्कूली शिक्षा और उच्च शिक्षा. हम इन दोनों क्षेत्रों का मूल्यांकन करेंगे. किसी भी नीति की तरह इस शिक्षा नीति में भी कुछ स्वागत योग्य कदम हैं, कुछ कमियाँ हैं, कुछ बातें छूट गई हैं और कुछ खतरनाक पहलू हैं. हम तीनों पक्षों को चिन्हित करने का प्रयास करेंगे. दुर्भाग्य से इस नीति के दो अलग अलग अंग्रेजी प्रारूप सरकारी वेब साइटों पर उपलब्ध हैं. एक 60 पृष्ठों का और एक 66 पृष्ठों का है. दोनों की अंतर्वस्तु में भी महत्वपूर्ण अंतर है पर इन प्रारूपों में तिथि नहीं दी गई, इस लिए यह तय करना संभव नहीं है कि कौन सा नया है और कौन सा पुराना है. इस विमर्श हेतू हमने 66 पन्नों वाले दस्तावेज़ का प्रयोग किया है. 

काफी समय से एकविषयक कालेज जैसे बीएड कालेज, इंजीनियरिंग कालेज या बिना विज्ञान संकाय या केवल विज्ञान संकाय के +2 स्कूल तो चल ही रहे थे पर हाल ही में एक विषयक विश्वविद्यालयों का चलन बढ़ा है. जैसे स्वास्थ्य, खेल, संस्कृत, बागवानी विश्विविद्यालय इत्यादि. ऐसे एकविषयक संस्थानों में छात्रों को समग्र विकास का मौका नहीं मिलता. उनका दृष्टिकोण बहुत सीमित हो जाता है. इस लिए बहुविषयक शिक्षा संस्थान विषयों एवं छात्रों दोनों के समग्र विकास के लिये आवश्यक हैं. इस कमी को नयी शिक्षा नीति में रेखांकित किया है और दूर करने का निर्णय लिया गया है. यह स्वागत योग्य कदम है. स्कूल को छात्रों तक सीमित न रख कर एक ‘सामाजिक चेतना केंद्र’ के तौर पर विकसित करना, कम्पार्टमेंट परीक्षा के साथ स्कूली छात्रों को अंक सुधार हेतु मौका देना, सार्वजानिक एवं स्कूल पुस्तकालयों का विस्तार एवं इन के लिए आवश्यक कर्मचारियों की व्यवस्था, मातृभाषा में शिक्षा को बढ़ावा देने का संकल्प, छात्रों को अपनी रूचि के अनुसार ज़्यादा विविध विषयों में से चुनाव चुनाव का मौका, जैसे कदम स्वागत योग्य हैं. 

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Bad ideas, Debates, Education, Right watch

NEP 2020 – elitist and corporatized education under Hindu Rashtra

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This study of the National Education Policy 2020, apart from my own  analysis, draws on extensive commentary on the final document and its earlier drafts, by education policy experts and teachers, including my own union,  JNU Teachers’ Association, which undertook a detailed critique of the Draft NEP 2019.  This needs to be said because neither educationists nor academics were consulted in the process of making the initial policy, nor were states, despite the fact that education is a concurrent subject. We begin therefore with the procedure of finalizing the NEP 2020.

Faulty procedures of formulating and finalizing the policy

No consultative process

All previous education policies have undergone massive consultation processes, as Niraja Gopal Jayal outlines, but not this one. At the press conference announcing the policy, Gopal Jayal points out, it was claimed that an “unprecedented collaborative, inclusive, and highly participatory consultation process” was conducted, but it is clear from the single slide that was shown, that states were not consulted at all.

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