scholarly journals The National Education Policy of India - A Study

2021 ◽  
Vol 9 (VIII) ◽  
pp. 681-686
Author(s):  
Dr. R. G. Chidananda
Keyword(s):  
Education Policy ◽  
Human Resource Development ◽  
21St Century ◽  
National Education ◽  
Social Responsibilities ◽  
National Education Policy ◽  
The World ◽  
New Ideas ◽  
Educated Person ◽  
Personal Interests

Education gives us knowledge of the world around us. It develops in us a perspective of looking at life. It is the most important element in the evolution of the nation. Without education, one will not explore new ideas. It means one will not able to develop the world because without ideas there is no creativity and without creativity, there is no development of the nation. An educated person is aware of his personal as well as social responsibilities. Proper education teaches a person to think beyond his personal interests and also provides him the ability to give something back to the society. The Ministry of Human Resource Development formed a Committee chaired by Dr. K. Kasturirangan for preparing the National Education Policy. The Committee was constituted in June 2017. The Committee submitted its report on May 31, 2019. The aim of the policy is to prepare the children of India with 21st century skills. The policy is founded on the three pillars of Research, Innovation, and Quality, with the objective of developing India into a knowledge super power.

scholarly journals A journey towards the commitments of national education policy 2020 through concept mapping

2021 ◽  
Vol 14 (12) ◽  
pp. 984-989
Author(s):  
Sunil Kumar Pandey ◽  
◽  
Harish Kumar Tyagi
Keyword(s):  
Critical Thinking ◽  
Education Policy ◽  
Human Resource Development ◽  
Concept Mapping ◽  
Learning Process ◽  
Concept Maps ◽  
National Education ◽  
National Education Policy ◽  
Pedagogical Goals

Objectives: To explore pedagogical goals and concerns in National Education Policy (NEP 2020), Ministry of Human Resource Development, Government of India. The current review tries to find some ways and methods to make learning process enjoyable and meaningful as desired by NEP 2020. The roles of concept mapping in achieving the pedagogical goals of NEP 2020, also objectify this paper. Method/Analysis: In pursuing of the objectives, NEP 2020 and a set of articles related to the topic were explored. This study provides critical analysis and review on the role of concept mapping in achieving the pedagogical goals of NEP 2020. The paper deals with the common concerns of NEP2020 and Concept Mapping. Findings: The outcome of the review is that Concept mapping can offer an effective tool in education for both, teaching and learning process by supporting an active and meaningful learning. Concept maps provide a unique graphical view of how students organize, connect, and synthesize information. Concept maps give students an opportunity to think about the connections between the concepts being learnt and reflect on their understanding of the concept which develops critical thinking of the learners. Further, it provides platform for collaboration, discussion; arriving at shared understandings among members of groups. Concept map can be used to replace rote learning with meaningful and enjoyable learning. Novelty: NEP 2020 has been explored and taken into consideration keenly to find its pedagogical goals. The role of concept mapping in achieving pedagogical goals of NEP 2020 has been highlighted in the present paper. Thus, the paper explores how concept mapping can be an effective tool in contributing to a great extent to meet the pedagogical goals of NEP 2020. Keywords: National Education Policy 2020; Pedagogy; Critical Thinking; Concept Mapping

NEP 2020: A Political Economy Perspective

Social Change ◽  
2020 ◽  
Vol 50 (4) ◽  
pp. 589-593
Author(s):  
G. Haragopal
Keyword(s):  
Political Economy ◽  
Social Change ◽  
Education Policy ◽  
Human Resource Development ◽  
Human Resource ◽  
Prime Minister ◽  
Domain Experts ◽  
National Education ◽  
National Education Policy ◽  
The Impact

The Union Cabinet, chaired by Prime Minister Narendra Modi, approved the National Education Policy 2020 on 29 July 2020. The policy is based on the Draft National Education Policy 2019 which the Committee for Draft National Education Policy, chaired by Dr K. Kasturirangan, submitted to the Ministry of Human Resource Development on December 15, 2018. Earlier, Social Change carried an extensive comment on the Draft Policy and continuing its tradition of debate and discussion the journal brings you comments by domain experts on the impact of the NEP 2020.

scholarly journals Terrorism, Religious and Ethnic Intolerance Issues in the Syllabuses and Textbooks of Bengali and English Medium and Madrasha Education in Bangladesh An Appraisal

2014 ◽  
Vol 6 ◽  
pp. 146-165
Author(s):  
NM Sajjadul Hoque
Keyword(s):  
Social Change ◽  
Education Policy ◽  
Muslim Country ◽  
Recent Past ◽  
Post Colonial ◽  
National Education ◽  
Counter Terrorism ◽  
National Education Policy ◽  
The World ◽  
Made In

Bangladesh, a seventh largest populous and fourth largest Muslim country in the World, is often facing the problems of terrorism, religious and ethnic intolerance. There are many cases of terrorist activities, religious and ethnic intolerance in the recent past. Like many of the post-colonial societies, various national policies were adopted towards facing the challenges of terrorism, religious and ethnic intolerance in Bangladesh. One of the most important policies was formulating National Education Policy (NEP)-2010 though there are a large number of contradictions about the implementation of the NEP. Needless to say peoples of Bangladesh are the victims of terrorism, religious and ethnic intolerance. The Author’s perception is education itself a catalyst for social change and it is a powerful instrument in the process of overcoming the problems. In other words, author of this paper believe that syllabuses and text books of both general and madrasha education streams of Bangladesh have significant role in educating people to counter terrorism, religious and ethnic intolerance. However, an attempt has been made in this paper through reviewing the current syllabuses and text books of general and madrasha education streams and also through assessing the peoples’ opinions of Bangladesh to know whether the syllabuses and text books are adequately addressing the issues of terrorism, religious and ethnic intolerance or not. DOI: http://dx.doi.org/10.3126/hjsa.v6i0.10715   Himalayan Journal of Sociology and Anthropology Vol.6 2014: 146-165

scholarly journals National Education Policy 2020: What is in it for a student, a parent, a teacher, or us, as a Higher Education Institution/University?

2020 ◽  
Vol 2 ◽  
pp. 70-79
Author(s):  
Mridul Madhav Panditrao ◽  
Minnu Mridul Panditrao
Keyword(s):  
Higher Education ◽  
Education Policy ◽  
Human Resource Development ◽  
Education Institution ◽  
Complete Control ◽  
National Education ◽  
National Education Policy ◽  
Education In India ◽  
The Government ◽  
The Impact

Ministry of Human Resource Development of Government of India has projected an elaborate and all-encompassing National Education Policy 2020 (NEP2020). Before independence, the education in India was under the complete control of the “Masters, the British Empire.” The education policies, like the one drawn by Macaulay, as would be obvious, were not for providing any quality education to the Indians, but to churn out the “Babus;” clerks and bureaucrats, to serve the masters, pure and simple. After independence, the society went through series of changes, policies were charted and certain reforms were brought in, but the impact was still not achieved. In 2015, the GOI adapted, “2030 Agenda for Sustainable Development (SD)” and since then the impetus has been initiated. The final culmination of a long drawn and all-inclusive process is NEP2020. NEP2020 has been a very elaborate planning document. The salient features of the issues, principles, aims, vision, challenges and solutions have been dealt with in this article. The main focus has been on the higher education and its implementation. Due importance also has been accorded to other issues such as vocational education, research and online and digital education to mention a few. Overall, it is a commendable and a very positive step forward on the part of the government. Only the time will judge, how much net effective output is actually garnered.

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.

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