scholarly journals Technology Adoption in Indian National Education Policy 2020: An Analysis of Pedagogical, Institutional and Human Aspects

2021 ◽  
Vol 17 (1) ◽  
pp. 145-157
Author(s):  
Arnab Kundu ◽  
Tripti Bej
Keyword(s):  
Technology Adoption ◽  
Education Policy ◽  
National Education ◽  
Human Aspects ◽  
National Education Policy

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.

The Myth and Reality of Teacher Shortage in India: An Investigation Using 2019-20 Data

2021 ◽  
Author(s):  
Sandip Datta ◽  
Geeta Gandhi Kingdon
Keyword(s):  
Public Schools ◽  
Education Policy ◽  
Teacher Shortage ◽  
Allocation Rule ◽  
Teacher Shortages ◽  
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 teacher vacancies cannot be equated with teacher shortages: while the number of teacher vacancies (in teacher-deficit schools) is 766,487, the number of teacher surpluses (in surplus-teacher schools) is 520,141, giving a net deficit of only 246,346 teachers in the country. Secondly, removing estimated fake student numbers from enrolment data greatly reduces the required number of teachers and raises the number of surplus teachers, converting the net deficit of 246,346 teachers into an estimated net surplus of 98,371 teachers. Thirdly, if we both remove estimated fake enrolment and also make a 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 63 students, and rendered many schools ‘tiny’), the estimated net teacher surplus rises to 239,800 teachers. Fourthly, we show that if government does fresh recruitment to fill the supposed approximately one-million vacancies as promised in National Education Policy 2020, the already modest national mean pupil-teacher-ratio of 25.1 would fall to 19.9, at a permanently increased fiscal cost of nearly Rupees 637 billion (USD 8.7 billion) per year in 2019-20 prices, which is higher than the individual GDPs of 50 countries that year. The paper highlights the major efficiencies that can result from evidence-based policy on minimum viable school-size, teacher allocation norms, permissible maximum pupil teacher ratios, and teacher deployment.

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