by Abrar Irshad
SRINAGAR: Indian government unveiled the National Education Policy 2020, replacing the 34-year-old policy of 1986. This marked the country’s first major overhaul of its education system in over three decades. The first education policy following independence from British rule was introduced in 1968 under the government of Prime Minister Indira Gandhi.
Bridging the Gap
The National Education Policy aims to transform India’s educational landscape through the incorporation of contemporary pedagogical methods, technological advancements, and a focus on holistic and multidisciplinary education.
“The policy recognises India’s rich legacy of producing scholars such as Charaka, Aryabhata, Brahmgupta, and Patanjali, who have contributed significantly to world knowledge in mathematics, medical science, astronomy, engineering, and fine arts,” the policy states. “These contributions must be nurtured, preserved, researched, enhanced, and utilised through our education system.”
The policy envisions an education system rooted in Indian culture and heritage, contributing to the transformation of India into “an equitable and vibrant knowledge superpower.”
Since India gained independence, successive governments, including the current regime under Prime Minister Narendra Modi, have pledged to allocate 6 per cent of GDP to education, underscoring its vital role in national development. This target was first recommended by the Kothari Commission in 1966, yet it remains unfulfilled.
The Union Budget for 2023-24 allocated INR 1,12898.97 crore for education, representing an 8 per cent increase from the previous fiscal year. This boost is crucial, given the education budget’s decline from 4.14 per cent of GDP in 2014-15 to 3.2 per cent in 2021.
Ground Reality
Although budgetary allocations show a positive trend, the reality on the ground often differs. Despite the National Education Policy’s focus on quality education, with prioritized support for socio-economically disadvantaged districts, many rural areas struggle with basic infrastructure, including school buildings.
Gulshan Khan, a resident of Indirian village in North Kashmir’s Baramulla district, said: “I have not received rent for the school for 12 years.” Khan has been accommodating a primary school with 18 students in his house.
The school building was sanctioned in 2010-11 under the Sarva Shiksha Abhiyan, with the reference number EDU/SDD/SSA/278 29-55, locals said. However, construction has yet to begin.
In nearby Dudran, Boniyar village, residents expressed similar frustrations. Aamir Rafiq Sheikh, a 10th-class student, described the situation at the local primary school: “The building was constructed in 2014, but it collapsed due to snowfall that same year. It remains unfinished.”
According to Sheikh, the primary school has around 100 students, with children from different classes being taught together in just two rooms.
The National Education Policy 2020 advocates for incorporating technology to improve education quality, but villages like Dudran and Indriyan remain without completed school buildings.
Primary education is the foundation of a student’s learning process, yet challenges persist. The policy aims to empower students through flexible subject choices, enabling them to pursue their talents and interests.
However, many students report being forced to study subjects that do not align with their interests. “Since my childhood, I struggled with Urdu and had no interest in it,” said Zain-Ul-Abedin, a third-year student at Government Degree College Baramulla. “When I joined college, I was forced to study it and failed miserably in exams.”
Forced Learning
Zain’s experience reflects a broader sentiment among students, who feel their educational interests are being compromised. Many are forced to choose subjects that do not align with their passions.
Introduced four years ago, the National Education Policy 2020 aims to foster diverse learning trajectories and create a world-class education system. However, the reality on the ground tells a different story. Many students are abandoning their dreams due to a lack of subject offerings at local colleges.
Uzair Ahmad, a student at Government Degree College Pulwama, initially welcomed the NEP 2020. “I was thrilled to learn that I could opt for a subject that aligned with my interests,” he said. “I wanted to major in music, but the college nearest to my home did not offer it. It was disappointing and I had to sacrifice my dream.”
The National Education Policy 2020 seeks to establish a world-class education system, but its implementation remains a concern. On the ground, many students lack basic resources and infrastructure, raising questions about the government’s commitment.
“If the government has introduced this policy, why has it failed to implement it on the ground?” Uzair asked.
