Critical Perspectives on the National Policy on Education 2016

2017 ◽  
Vol 4 (2) ◽  
pp. 129-146
Author(s):  
Somdatta Bhattacharya ◽  
Swarupa Deb ◽  
Hari Nair ◽  
Tanu Shukla ◽  
Anupam Yadav
Keyword(s):  
Higher Education ◽  
National Policy ◽  
Complex Task ◽  
Policy Document ◽  
Transgender People ◽  
National Policy On Education ◽  
Critical Perspectives

This article brings together critical perspectives on a broad range of issues that emerge from a reading of the National Policy on Education 2016. The issues vary from accountability to transdisciplinarity and from the marginalization of transgender people to value education. Such a complex task of critiquing this policy document cannot be accomplished by an individual alone. This task must be borne by a team of scholars with training in diverse fields. Working in a team however generates divergences as well as convergences. Yet no attempt has been made to iron out the creases emanating from differences in opinions, nor persist with the search for an underlying singularity, nor enforce a consensus. Such is the uncertain nature of the task of reforming higher education.

National Policy on Education and Higher Education

2017 ◽  
Vol 4 (2) ◽  
pp. 158-165
Author(s):  
Rajan Varughese
Keyword(s):  
Higher Education ◽  
Human Resource Development ◽  
National Policy ◽  
Private Investment ◽  
Educational Institutions ◽  
Policy Document ◽  
National Education ◽  
Teaching Learning ◽  
National Policy On Education

The Ministry of Human Resource Development (MHRD) has come out with the draft of ‘National Education Policy (NEP) 2016’ in April 2016. The new NEP 2016 seeks to create conditions to improve the quality of teaching, learning and assessment, and promote transparency in the management of education in the country. The policy prescriptions enunciated in the policy document are critically examined in the context of the objectives set out in the document. An attempt is made to survey some of the recommendations of the report and examine issues related to higher education in the country. The issues include financing education and the policy initiatives, language policy and higher education, accreditation and quality assurance in higher education, International linkages in higher education and autonomy of higher educational institutions. The general trend seen in the document in support of private investment and justification of moving private involvement from periphery to the centre in higher education is critically commented in the paper.

The Kothari Saga (1965–85)

2018 ◽  
Author(s):  
R.V. Vaidyanatha Ayyar
Keyword(s):  
Higher Education ◽  
Gross Domestic Product ◽  
Central Government ◽  
National Policy ◽  
Constitutional Amendment ◽  
Educational Discourse ◽  
Congress Party ◽  
World Class ◽  
World Class Universities ◽  
National Policy On Education

This chapter outlines the exceptional composition of the landmark Kothari Commission, and its blend of idealism and realism. It offers a succinct account of the recommendations of the Kothari Commission, and the ferocious opposition to its recommendations regarding elementary and higher education, language policy, and the establishment of world class universities. It presents a candid critique of its recommendation that has become a hardy perennial of Indian educational discourse, namely that Government allocate at least 6 per cent of Gross Domestic Product (GDP) to education. It gives a crisp account of Independent India’s first National Policy on Education (1968). It also outlines the Constitutional Amendment of 1978 which made education a ‘concurrent subject’, and the educational initiatives of the short lived Janata Government (1976–8), India’s first non-Congress Party Central Government. It also outlines the key role played by J.P Naik in the Kothari Commission and Janata Government and evolution of his thinking.

scholarly journals Quality and Excellence in Higher Education and Metamorphosis: Changing Notions in Educational Discourses in India

2018 ◽  
Vol 6 (1) ◽  
pp. 52-69
Author(s):  
Sudhanshu Bhushan ◽  
A. Mathew
Keyword(s):  
Higher Education ◽  
National Policy ◽  
University Education ◽  
Cost Burden ◽  
Planning Commission ◽  
Corporate Sector ◽  
Education Commission ◽  
The Cost ◽  
National Policy On Education ◽  
Private Sector Engagement

As seen through the recommendations of University Education Commission (1949) and Education Commission (1964), till about National Policy on Education, 1986, as markers of educational discourses, the concern was to resist expansion, to guard against dilution of quality and standards of higher education and excellence and reputation of higher education institutions. Through 1980s, especially, during the post-1991 reform phase, the benchmarks in educational discourses shifted to survival in sub-optimal resources/facilities conditions in the context of progressive state retreat in funding higher education (HE). The private sector engagement in HE was hotly debated for and against in the discourses through the 1990s and after 2000; the concern was not just about the desirability, in the national bid for expansion and massification of HE, but about its regulation with respect to quality and standards. The Narayanamurthy Committee (Planning Commission, 2012) recommendations regarding corporate sector participation in HE turned out to be both a culmination of earlier trend and a forerunner of private sector’s domination in HE, with the cost burden shifting on to students, despite some strong advocacy in defence of public HE system, by Yashpal Committee (Department of Higher Education, 2009). The reality in the discourses of HE in India has been the drastic shifts of concerns for aspects and parameters of quality and standards of HE and HEIs to many emerging compulsions through the decades.

scholarly journals Indian Higher Education from the Lens of National Policy of Education (1986) and National Policy on Education (2016): A Comparative Study

2021 ◽  
Author(s):  
Ishfaq Majid
Keyword(s):  
Higher Education ◽  
Comparative Study ◽  
Education System ◽  
National Policy ◽  
Special Importance ◽  
Higher Education System ◽  
Left Behind ◽  
Indian Higher Education ◽  
The Government ◽  
National Policy On Education

<p>Higher education is considered as the part and parcel of education system. The Indian higher education system is getting better day by day. The Government of India while realizing the needs of today’s generations brought NPE 1986. To enhance the functioning of higher education, recommendation was given. Many recommendations were implemented but some areas were left behind. To fill this gape, the GOI again in 2016 brought another policy of education. The policy paid special importance to the areas where the previous policy was lacking. The policy gave much attention towards the areas where it was felt that a change is necessary. But many areas where emphasis was necessary were not mentioned. The paper analyses the recommendation of NPE 1986 and 2016 in the field of higher education. It makes a comparative study of the recommendations in various aspects of higher education.</p>

scholarly journals Adult Learning Principles a Strategy for Improving Instructional Delivery in Higher Institutions of Learning in Nigeria

2021 ◽  
pp. 38-45
Author(s):  
Murtala Aknabi Yusuf
Keyword(s):  
Higher Education ◽  
Adult Learning ◽  
Teaching And Learning ◽  
Tertiary Education ◽  
National Policy ◽  
Adult Learning Principles ◽  
Higher Institution ◽  
Learning Principles ◽  
Higher Institutions ◽  
National Policy On Education

This paper argues that an andragogical approach to teaching and learning in higher education in Nigeria has become necessary if the goals prescribed by the National Policy on Education as regards tertiary education are to be achieved. Going by the current practice in some tertiary education institutions, students are seen as passive learners and teachers as “masters” of all knowledge. This posture naturally promotes 'banking learning' which views learners as banks within whom knowledge is deposited to be withdrawn at a later date. Since an approach such as this is inimical to the achievement of the goals of tertiary education in Nigeria, the paper advocates for the adoption of adult learning principles by teachers of higher institution of learning. Adult learning principle which is based on andragogy theory propounded by Malcolm Knowles sees learners as autonomous and self-directed; experienced; goal-oriented; relevancy-oriented; practical-oriented individuals. The paper ends by giving selective examples of how adult learning principles may be applied to higher education teaching to achieve the goals enunciated within the Nigeria National Policy on Education. 

scholarly journals Teachers’ Awareness of the Value Component of the National Policy on Education in Nigeria

2017 ◽  
Vol 1 (1) ◽  
pp. 42
Author(s):  
Saheed O. Jabaar ◽  
Ado Abdu Bichi
Keyword(s):  
Secondary School ◽  
Secondary School Teachers ◽  
National Policy ◽  
Teaching Experience ◽  
Moderate Level ◽  
School Teachers ◽  
Policy Document ◽  
Significant Difference ◽  
Service Training ◽  
National Policy On Education

<p><em>Nigerians as a people are in dire need of value re-orientation in order to stem the tide of negative social values that are bedevilling the country. Education has crucial role to play in the efforts towards value regeneration and reorientation because the youth of the nation spend their formative years in the school system. This study investigated</em><em> the level of secondary school teachers’ awareness of the National Policy on Education (NPE) with regard to the value components of the Policy. A descriptive survey design was employed to collect data for the study, using a sample of 301 secondary school teachers in Kano state, Nigeria. The data collection instrument was a self-developed and validated 16 items questionnaire. Data collected through the instruments were analysed using SPSS 20; descriptive statistics (Frequency, Percentage, Mean, and Standard Deviation) and inferential statistics (i.e</em><em>.,</em><em> Independent sampled t-test and One-Way ANOVA) were used to analyse the data. Findings reveal that, the secondary schools teachers have no access to the NPE document and possess moderate level of awareness of the value component of NPE. Similarly, there is no significant difference in the teachers’ level of awareness with respect to gender, qualifications and teaching experiences. Based on the findings of this study it can be concluded that, the secondary school teachers have limited access to the NPE documents and irrespective of their gender, qualifications and years of teaching experience possess moderate level of awareness of the value component of NPEs in Kano state. It is therefore recommended among others that, relevant authorities should provide more copies of the latest edition of the NPE in school libraries; In-service training of teachers should include sensitization on the contents and relevance of the policy document to their work as teachers. Moreover, in-service training of teachers should include inculcation of skills of identifying the value components of school subjects and the retraining should be all-inclusive to accommodate teachers of all cadres.</em></p>

Revision of National Policy on Education, 1986

2018 ◽  
Author(s):  
R.V. Vaidyanatha Ayyar
Keyword(s):  
Higher Education ◽  
Formal Education ◽  
National Policy ◽  
Strategic Thinking ◽  
State Governments ◽  
Policy Perspective ◽  
Higher Education Systems ◽  
Insightful Analysis ◽  
Regulatory Powers ◽  
National Policy On Education

This chapter describes the process of revising NPE, 1986, and offers an insightful account of the manner in which the Education Secretary Anil Bordia protected NPE, 1986, from the onslaught of the Ramamurti Committee which if it had its way would have done away with non-formal education, vocationalization of secondary education and total literacy campaigns, and of his outmanoeuvring the attempt made by the State Governments to divest the AICTE of its statutory regulatory powers. It elaborates the insightful analysis of educational finances by the Ramamurti Committee and its forward looking recommendations being given a short shrift in the revised NPE even though India slid ingot a deep macroeconomic crisis. It highlights the lack of policy perspective and strategic thinking in the making of NPE, 1986 and its revision as a result of which no steps were taken to stop the higher education systems in the States drifting into a deep abyss.

scholarly journals Indian Higher Education from the Lens of National Policy of Education (1986) and National Policy on Education (2016): A Comparative Study

2021 ◽  
Author(s):  
Ishfaq Majid
Keyword(s):  
Higher Education ◽  
Comparative Study ◽  
Education System ◽  
National Policy ◽  
Special Importance ◽  
Higher Education System ◽  
Left Behind ◽  
Indian Higher Education ◽  
The Government ◽  
National Policy On Education

<p>Higher education is considered as the part and parcel of education system. The Indian higher education system is getting better day by day. The Government of India while realizing the needs of today’s generations brought NPE 1986. To enhance the functioning of higher education, recommendation was given. Many recommendations were implemented but some areas were left behind. To fill this gape, the GOI again in 2016 brought another policy of education. The policy paid special importance to the areas where the previous policy was lacking. The policy gave much attention towards the areas where it was felt that a change is necessary. But many areas where emphasis was necessary were not mentioned. The paper analyses the recommendation of NPE 1986 and 2016 in the field of higher education. It makes a comparative study of the recommendations in various aspects of higher education.</p>

EFFECTIVE MANAGEMENT: A RECIPE FOR ATTAINING THE GOALS OF NOMADIC EDUCATION PROGRAMME IN NIGERIA

2013 ◽  
Vol 14 (1) ◽  
pp. 9
Author(s):  
Abbas Mahmud
Keyword(s):  
Teaching And Learning ◽  
National Policy ◽  
Education Programme ◽  
Educational Goals ◽  
Policy Statement ◽  
Effective Management ◽  
Mutual Respect ◽  
Head Teachers ◽  
School Activities ◽  
National Policy On Education

The paper examined different areas of management in relation to Nomadic Education programme and looked into policy statement which is enshrined in the National Policy on Education and definition regarding to management. System theory was also used in order to examine issues o f effective management in schools. Administrators roles in schools was discussed such as mutual respect, shared ideas and the process in establishing nomadic schools with a lot of considerations before erecting the structure. School plant planning was discussed in respect of managers/head teachers in managing the schools toward the achieving educational goals. The paper also examined the component that helps in achieving the goals which are management structure, the hierarchical model to the management o f nomadic schools and how it will really help in managing the school activities. Lastly the paper made some recommendations, such as, government should provide the needed teaching and learning materials for successful attaining goals etc.

Sign in / Sign up

Export Citation Format

Share Document