scholarly journals Technology-Enabled Learning and Post-Pandemic Academic Scene in India: Some Reflections

2021 ◽  
Vol 9 (2) ◽  
pp. 1-5
Author(s):  
Merry Baruah Bora
Keyword(s):  
Education Policy ◽  
Health Sector ◽  
Right To Education ◽  
National Education ◽  
Human Interactions ◽  
National Education Policy

The onslaught of the Covid pandemic has changed the landscape of human interactions and life drastically; after the apparent changes in the health sector, the field of education has been radically changed.  This study makes an effort to deliberate upon some aspects of the National Education Policy, 2020(NEP) and Right to Education (RTE) in relation to the post-pandemic changes that have been seen in the present Indian educational scene especially in the context of the technology-enabled learning.

scholarly journals TOWARDS A NORMATIVE LEGAL MECHANISM OF A UNITARY PRIMARY EDUCATION IN BANGLADESH

2020 ◽  
Vol 3 (2) ◽  
pp. 65-68
Author(s):  
Shadika Haque Monia
Keyword(s):  
Education Policy ◽  
Primary Education ◽  
Right To Education ◽  
National Education ◽  
National Education Policy ◽  
State Practice ◽  
Common Goals ◽  
Education Act ◽  
The Right ◽  
Legal Mechanism

The Constitution of the People’s Republic of Bangladesh ensures the right to education under Article 17. From the liberation war of 1971 till 2020, the country has been developed its primary education system. Besides, there is no unitary idea or meaning of primary education in Bangladesh. To protect the nation from the diversity of primary education, the National Education Policy 2010 has set some common goals and primary education objectives. But the attempt of enacting education law is not completed even today. As a result, many activities in implementing education policy are being hampered. In the absence of a specific legal mechanism in the same arena, the ‘National Education policy’ has not been appropriately implemented. The research endeavors to discuss present education policy, the unitary concept of education, and the importance of adopting specific rules and regulations within the Education Act. The research also aims to analyze the unitary idea of primary education and the extent to which Bangladesh needs a specific legal mechanism to ensure unitary primary education. The scope of this research is restricted to the study of state practice of Bangladesh.

scholarly journals EFFORTS TO REINTEGRATE DROPOUTS IN LIGHT OF DRAFT OF NATIONAL EDUCATION POLICY 2019

2020 ◽  
Vol 2 (1) ◽  
pp. 95-101
Author(s):  
Priyanka Gupta
Keyword(s):  
Education Policy ◽  
Right To Education ◽  
National Education ◽  
National Education Policy ◽  
Educational Field ◽  
Made In

Dropouts are the children who are not in the educational field because of various reasons. All those children who could not either get enrolled in the school or dropout from the school before completing the education. There have many efforts to bring all children in school. Right to Education was one such effort to achieve 100% enrolment for children upto 14 years. Draft of National Education Policy has also suggested various measures to ensure that all the students could be streamlined in the educational field. This paper critically analyzes the suggestions made in the Draft of National Education Policy to reintegrate the dropouts.

Reorienting Agricultural Education System in India

2020 ◽  
Vol 7 (03) ◽  
Author(s):  
UMESH SRIVASTAVA
Keyword(s):  
Higher Education ◽  
Education Policy ◽  
Education System ◽  
Agricultural Education ◽  
Environmental Science ◽  
Computer Application ◽  
Global Knowledge ◽  
National Education ◽  
National Education Policy ◽  
The Government

In order to revitalize Indian education system, the Government of India has recently approved National Education Policy-2020 (NEP-2020) and proposed sweeping changes including opening up of Indian higher education to foreign universities, dismantling of the UGC and the AICTE, introduction of a 4-year multidisciplinary undergraduate program with multiple exit options, and discontinuation of the M Phil program. It aims at making ‘India a global knowledge superpower’. In the light of National Education Policy-2020, agricultural education system needs to be redefined in India as it increases knowledge or information and farmer’s capacity to learn. As the level of agricultural education increases, farmers will become more and more self-reliant and will depend more on their self-studies dealing with farming. It is suggested that reorientation of agricultural higher education in context of globalization, food security, diversification, sustainability of ecosystems, and agribusiness is necessary. The curriculum of agricultural higher education needs to be made more broad based and manpower has to be trained scientifically in topics such as biotechnology, genetic engineering, agro-meteorology, environmental science, agro-ecology, computer application, information technology, conservation of natural and human resources, specialized job-oriented courses, and trade and export in agribusiness. Finally, adequate emphasis should be placed on practical skills and entrepreneurial capabilities among the students to achieve excellence. To properly address the challenges faced by today’s Indian agriculture, competent human resource in sufficiently large numbers would be required in the near future. There is a vast scope for young graduates to undertake agriculture as their profession which is directly or indirectly contributing to the economic and social development of the country.

scholarly journals The Transition enabling Lifelong Learning: A thematic generalization of the national education policy 2020 in India

2021 ◽  
Author(s):  
Manasa Chandramouli ◽  
K B Vinay ◽  
G V Naveen Prakash ◽  
N S Lingegowda ◽  
Madhusudhan H S, ◽  
...  
Keyword(s):  
Education Policy ◽  
Empirical Study ◽  
Lifelong Learning ◽  
Specific Area ◽  
National Education ◽  
National Education Policy ◽  
New Education

<p>Changes in the education policy is normally viewed with apprehension by the teachers, as it brings a change to a higher or lower level, involving novel skills of learning and running through for the improvisation of the tasks done routinely. This paper scouts the new education policy 2020 and its empirical study in which the data is investigated about the earlier policies in depth. It is a framework, helpful for developing expertise in the specific area where the teachers have often felt anxiety.</p>

scholarly journals The Myth of Teacher Shortage in India

2021 ◽  
Author(s):  
Sandip Datta ◽  
Geeta Gandhi Kingdon
Keyword(s):  
Public Schools ◽  
Education Policy ◽  
Teacher Shortage ◽  
Allocation Rule ◽  
Evidence Based ◽  
National Education ◽  
Public Elementary Schools ◽  
Median Size ◽  
National Education Policy ◽  
The Individual

This paper examines the widespread perception in India that the country has an acute teacher shortage of about one million teachers in public elementary schools, a view repeated in India’s National Education Policy 2020. Using official DISE data, we show that there is hardly any net teacher deficit in the country since there is roughly the same number of surplus teachers as the number of teacher vacancies. Secondly, we show that measuring teacher requirements after removing the estimated fake students from enrolment data greatly reduces the required number of teachers and increases the number of surplus teachers, yielding an estimated net surplus of about 342,000 teachers. Thirdly, we show that if we both remove fake enrolment and also make a suggested hypothetical change to the teacher allocation rule to adjust for the phenomenon of emptying public schools (which has slashed the national median size of public schools to a mere 64 students, and rendered many schools ‘tiny’), the estimated net teacher surplus is about 764,000 teachers. Fourthly, we highlight that if government does fresh recruitment to fill the supposed nearly one-million vacancies as promised in the National Education Policy 2020, the already modest national mean pupil-teacher-ratio of 22.8 would fall to 15.9, at a permanent fiscal cost of nearly Rupees 480 billion (USD 6.6 billion) per year in 2017-18 prices, which is higher than the individual GDPs of 56 countries in that year. The paper highlights the major economic efficiencies that can result from an evidence-based approach to teacher recruitment and deployment policies.

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