New National Education Policy will sow seeds of elitism

Contrary to the claims made mostly by the architects of the New Education Policy it will lead to further privatisation, over-regulation and promotion of elitism. The positives of the policy such as flexibility and the introduction of multidisciplinary studies are of course welcome.

However, one fails to understand what is sought to be achieved by making schooling 11 years and college four years. We have seen such experiments in the past too with very disastrous consequences for both students and teachers.

For example, when this columnist joined primary school in Kerala in 1953, school meant four years of primary school plus three years of middle school and three years of high school (4+3+3). And college meant one year of pre-university plus three years of degree course ((1+3). But the failed experimentation by the education department meant hundreds of my classmates had to do 11 years of school and two years of pre-degree and three years for a degree, a total of 16 years instead of 15.

At the same time, in the mid-seventies, a student in Uttar Pradesh could complete schooling in 10 years and acquire a degree in another four (intermediate two years and degree two years.), which was a total of 14 years.

The NEP, while talking about flexibility, has actually prescribed years of study both at the school and college levels without taking into account the ground realities in various states. One gets the feeling that the policy makers have ignored the fact that India is a very diverse nation with different languages, cultures, religions, geography and climate. One-size-fits-all is not a policy that will yield great results in the field of education.

Education is in the concurrent list and every State and region in the country should be free to innovate and experiment in the field of education. Introduction of a uniform syllabus throughout the country is no great deal. Like every child is special, every State and region is also special.

The school curriculum should necessarily contain studies of the child’s immediate environment and the necessity of preserving it. India is still a nation of farmers and agriculture is the main occupation of a majority of the people. Study of modern agriculture practices through practical training in schools throughout the country is long overdue. Only modern agriculture without the polluting effects of deadly pesticides and fertilizers currently in use almost throughout the country can sustain future generations.

Studies after studies have pointed out that soil salinity has reached dangerous levels in Punjab and Kerala which receives plenty of rain. The sub-soil water levels have gone steeply down while the State is facing floods and droughts without fail every year. There has been no decrease in the number of suicides in Maharashtra, Madhya Pradesh and Andhra Pradesh by debt ridden farmers. Floods and droughts are regular features of our existence.

These are serious issues our young will have to deal with if they have to lead happy and comfortable lives in future. Unfortunately, the National Education Policy is silent on the direction in which our educational efforts should progress. We can hardly expect foreign universities to guide our students on issues that are of concern to our people. They will come, if at all they do, with their own agenda. One should also not forget that thousands of Indians are wasting their time and resources in many third rate foreign universities.

A few decades ago it was fashionable among our educational planners to talk about neighbourhood schools. The idea is still valid considering the fact the population of our cities are increasing and more and more schools will be opened without proper planning. The growth of English medium private schools in our cities without qualified teachers and adequate facilities has already done much damage to our educational system.

A word about medium of instruction. The NEP has rightly emphasised the role of the mother tongue in a child’s education. However, one wonders whether it is always right to link the mother tongue to the medium of instruction. Whatever be the medium of instruction due emphasis should be given to the mother tongue in our educational institutions.

Lastly, making undergraduate course four years will make it more elitist. As of now, not more than 40 per cent students complete their degree courses. With the four-year degree their number will come down further.