National Policy on Education

National Policy on Education

National Policy on Education 1968, 1986, and also Revised Programme of Action

1992, was established for preparing the detail roadmap for implementation of the

schemes of education.

National Policy on Education (1968):

Arising out of the recommendations of the Kothari Commission, the National

Policy of 1968 marked a significant step in the history of Independent India. It

aimed to promote national progress, a sense of common citizenship and culture,

and to strengthen national Integration. It laid stress on the need for a radical

reconstruction of the education system to improve its quality at all stages and gave

much greater attention to Science and Technology, the cultivation of moral values

and a closer relation between education and the life of the people.

The NPE-1968 very briefly indicated that strenuous efforts should be made for

the early fulfillment of the Directive Principle under Article 45 of the Constitution

seeking to provide free and compulsory education for all children up to the age

of 14. It suggested that suitable programmes should be developed to reduce the

prevailing ‘wastage’ and ‘stagnation’ in schools and to ensure that every child who

is enrolled in school successfully completes the prescribed course.

The Policy also emphasized enrichment of curricula and improvement of text

books and teaching methods. It advocated the strengthening of Science education

at the school level and stepping up of scholarship schemes for backward sections

of the society.

Though NPE-1968 was a good effort in suggesting ways forward, it could not

be implemented successfully in the absence of a detailed implementation strategy,

assignment of specified responsibility and lack of financial and organisational support.

National Policy on Education (1986):

The Government of India reviewed the prevailing education system in 1985 and

the policy was articulated in the document “Challenge of Education: A Policy

Perspective”. The new education policy was intended to prepare India for the

21st century. The policy emphasized the need for change in the following words

- “Education in India stands at crossroads today, neither normal linear

expansion nor the existing pace and nature of improvement can meet the

needs of the situation.”

The 1986 policy acknowledged the achievement of policy goals set by the 1968

policy, like setting up of a school within a kilometer and adoption of a common

education structure, it, however, stated that increased financial and organisational

support was necessary to address problems of access and quality.

The policy was intended to raise educational standards and increase access to

education. At the same time it would safeguard the values of secularism, socialism

and equality, being promoted since Independence. The government also proposed

to seek financial support from the private sector to complement government

funds. The Central Government also declared that it would accept a wider

responsibility to enforce the national and integrative character of education to

maintain quality and standards. The States, however, retained a significant role

particularly in relation to the curriculum.

NPE 1986 proposed a national system of education based on the accepted

structure of 10+2+3. Regarding the further break-up of the first 10 years, it

suggested an elementary system comprising 5 years of primary and 3 years of

upper primary education followed by 2 years of high school. It suggested that

+2 stage be accepted as part of school education throughout the country. The

national system implied that upto a given level, all students irrespective of caste,

creed, location or sex have access to education of a comparable quality. The

Policy reiterated the need to take effective measures for implementation of common school system recommended in the 1968 Policy.Setting up of Navodaya Vidyalayas was another landmark in the history of education in general and elementary education in particular.

There is an emphasis on opportunities of elementary education for girls and removing the problems in this regard. It has also been suggested that primary schools be opened in remote areas including ashram or residential schools in tribal regions. The policy emphasized on inclusion of motor handicapped children in normal schools and arrangement of special schools at district headquarters.

 An issues related to elementary education was proposed that:

Ø Access, Enrollment and Retention of all children upto the age of 14 years in the schools.

Ø Quality improvement of education by improving the school environment, child centered and activity-centered teaching methodology, continuous evaluation throughout the year, removal of all kinds of physical punishment, continuing the practice of not failing the students in any class at elementary level and arranging the essential facilities in primary schools.

Ø Arranging Non-formal education for children, who left the schools, in between, or are residing at places not having schools.

Ø Regarding teachers and teacher education, the policy suggested that District Institutes of Education and Training (DIET) need to be established with the capability to organise pre-service and in-service courses for elementary school teachers and for non-formal and adult education. It recommended that when DIETs get established, sub-standard institutions should be phased out, selected Secondary Teacher Education Institutes should be upgraded to compliment the work of the State Councils of Educational Research and Training (SCERT). The National Council for Teacher Education (NCTE) should be provided the necessary resources and capability to accredit institutions of teacher-education and to provide guidance regarding curricula and methods. Networking arrangements should be created between institutions of teacher education and university departments of education.

Ø The NPE and POA elaborately discussed about the concept of language development and emphasised the adoption of regional languages as the medium of instruction at the university stage. Mother tongue should be the medium of instruction at the school stage.

Recommendations relating to language practice were as follows:

·        three language formula, improvements in the linguistic competencies of students at different stages of education;

·        provision of facilities for the study of English and other foreign languages; and

·        development of Hindi language as a link language etc.

The NPE, 1986 also  advocated developing consciousness about environment. The Policy had some important features like common school curriculum, minimum levels of learning, value education, role of media and education technology, work experience, emphasis on teaching of Mathematics and Science, Sports and Physical Education and education for international understanding.

Programme of Action (1992):

Before considering the suggestions of the Ramamurthy Committee, the Government appointed another committee under the chairmanship of Janardan Reddy in 1992. The report of the Committee provided a base for the modified National Policy on Education and a concrete programme emerged as Programme of Action, 1992 (POA 1992).

The Programme of Action (PoA) in this Policy proposed Operation Blackboard

to improve the human and physical resources available in primary schools.

The revised programme of action proposed education for equality.

It recommended to enhance its coverage area up to upper primary level, aim at a minimum of 50 percent female teachers in future appointments at elementary level, informal education programme for the educationally deprived and working boys and girls, and computer education to as many schools as possible. It was also proposed that elementary schools should be open throughout the year.