Ministry of Information & Broadcasting
Speech of Hon'ble MoS for Information & Broadcasting and Fisheries, Animal Husbandry and Dairying, Dr. L. Murugan on “National Seminar on National Education Policy – 2020 : A Road Map to Revamp the Indian Higher Education System” at Sri Padmavathi Mahila University, Tirupati (on 23.03.2022)
Posted On:
23 MAR 2022 9:30PM by PIB Hyderabad
Swami Vivekananda once said, "Education is the manifestation of perfection already in man."
India is celebrating the Azadi Ka Amruth Mahotsav, 75 years of Indian independence. During these 75 years, India made its mark in every sphere, proving some sceptics who thought India would not survive as an independent nation wrong. If we reflect for a moment, we realise we, as a nation, have registered many achievements, but there are a few areas which remain of grave concern, amongst which the education sector is certainly one.
When Macaulay made obnoxious statements in his "minute" about India and its rich heritage and proposed an education system that was meant to enslave people, it was part of the process of colonisation. However, in the postcolonial era, India as a nation perhaps fell short in conceptualising an education policy that is in sync with indigenous needs. We fell short in creating an education policy that, in appreciation of the time-tested values of this great nation, would make an endeavor to rejuvenate the nation. We fell short in making education through which, to quote Vivekananda once again, "the strength of the mind is increased, the intellect is expanded, and one can stand on one’s feet."
This is not to undermine the contributions made by some great minds, such as Dr. Sarvepally Radha Krishnan, who headed the first commission on higher education, which was called the University Education Commission of 1948.
We got independence in 1947, but it took about 20 years to announce the first education policy, which came in 1968, and the second came after another 20 years, in 1986. The 1986 education policy announced a few cosmetic changes to the 1968 education policy, implying that the current education policy comes after 52 years.
What distinguishes the current education policy from the others is that, whereas previous policies and commission reports were tentative on many issues, including the core issue of medium of instruction, the current education policy is decisive in all metrics, conclusive, and reflective of the aspirations of a changing India, and I am confident that if implemented meticulously, this NEP will restore India's lost glory as a Viswa Guru.
I am particularly impressed with the vision statement of NEP.
It envisions an India-centred education system that contributes directly to transforming our nation sustainably into an equitable and vibrant knowledge society by providing high-quality education to all.
Given this vision of the NEP, it is time for all of us to think about how prepared
we are to make this vision a reality. A government can only give you a robust policy. Implementation is in the hands of all of you assembled in this hall. The fact that you have all gathered here to discuss such a serious topic demonstrates your dedication to making NEP a success.
In the recent past, I have read a statement by Dr. Kasturi Rangan, who was the Chairman of the NEP 2020, stating that the NEP is essentially a vision document and it is up to the states and academic bodies to plan and strategies implementation.
Against this backdrop, a national seminar on "Synergising Higher Education in the Context of National Education Policy—Strategies for Implementation" involving the top brains of the national academia and teachers at the execution level is indeed timely.
At the outset, I compliment and congratulate all the organisers for the initiative and also the delegates for evincing interest in participation.
Furthermore, I am happy that a meeting of the Academic Leaders from Andhra Pradesh is going to be held separately as part of the seminar to deliberate on the implementation protocol. All in all, I see a concerted effort by the organisers to give shape to the vision of the NEP by putting in place a robust implementation strategy.
I said the present NEP is not merely decisive in thought and action unlike the previous ones, but is rooted in the Indian ethos and thus holds a promise that is aspirational and pragmatic.
Being the Chancellor of the Universities and being a person with a passion for education and education reforms, I perused the NEP meticulously and held several meetings involving the stakeholders.
As you are all aware, holistic child development through a 5+3+3+4 system; emphasis on regional/local languages to avoid imposition and discrimination; flexibility in course selection, multiple exists and multiple entries, multidisciplinary approach in teaching and learning, multilingualism, credit transfer, development of creative potential and critical thinking, promotion of quality research, dedicated universities for research which hopes to salvage India's past glory are a few salient features of the NEP.
To my mind, the most important feature of the present education policy is mother-tongue education. Education policies, hitherto, right from the 1948 Radhakrishna commission to the recent Knowledge Commission of 2009, have been dichotomous. On the one hand, they talked about the importance of mother tongue education while recounting the advantages of continuing English both as a second language and as a medium of instruction. The present education policy insists on mother tongue education between the ages of 2 and 8 and recommends continuation in the mother tongue till class 8th.
Why the mother tongue?
The insistence on mother-tongue education is strongly based on scientific research. For instance, in the scientific theory of Critical Period Hypotheses in developmental psychology and developmental biology, there is conclusive evidence that children in the age group of 2 and 8 show an extraordinary capacity for learning many languages. Many other scientific theories, by and large, endorse this. Further sociological studies also insist on a correlation between the mother tongue and the language of instruction.
For example, noted African writer and rights activist Ngugi Wa Thiong, makes a powerful and convincing argument about how the disconnect between the language of the child's environment and the language of instruction impairs the child's critical abilities. The key expression here is "language of the child’s environment."
In due appreciation and recognition of need to bridge this gap between language of child’s life and language of instruction, the present education policy nudges flexibility, expanding the scope and definition by of mother tongue using the expressions "mother tongue" and "home language", sometimes using the expressions "local language and regional language
Further, the NEP, in realisation of the adage "catch them young and watch them grow" and in cognisance of the legitimate argument that 85% of a child’s brain development occurs before the age of 6, envisaged the Early Childhood Care and Education (ECCE) module with a focus on logical thinking, problem solving, art, craft, drama, and music, apart from developing high standards of ethics, cleanliness, hygiene, behaviour, and sensitivity in the children.
To achieve all these, education in a language compatible with the child’s ecosystem is critical.
One of the impacts that I foresee in mother tongue education is the child’s enhanced comprehension ability. Children who had previously pursued education in a language disconnected from their ecosystem would now focus their energies, which they would have otherwise spent on comprehending language, on comprehending the concept. One can easily surmise the cascading impact that such comprehension would lead to as children grow.
To supplement teaching and learning in an effective way, right from school level to university level, the NEP proposes the publication of quality text books in all 22 official languages to begin with and Tribal languages eventually. All publications will be carried out in alliance with the state bodies.
This is, in itself, a wonderful strategy for effective implementation.
The NEP envisages constructive changes at higher education level, which include some of the best practices at international level. Multiple exits and multiple entries, flexible options in contrast to watertight compartments of courses, credit transfer to enable students to shift to the institutions of their choice, etc.
Flexible options:
Most of the undergraduate courses prevalent at the college level are now rigid. Once the student exercises an option, he or she may have to sail with it whether or not it suits them. The NEP gives them flexibility. If a student wants to pursue a career in economics, he studies economics but chooses another subject of his interest for the other two or three major or minor subjects, such as music, physical education, yoga, Bhagavadgita, and so on.
Eventually, he/she will take the basics of genetics or any other subject of his or her choice. The flexibility that the students have puts the teachers on their toes. Teachers should be ready to meet this challenge. What is the challenge? To redesign the curriculum to enable students to opt for different options, framing the curriculum for such subjects. Therefore, NEP necessitates a change of mind set. I am glad that we have teachers from all across Andhra Pradesh who are actually agents of the change that we want to see.
I call upon teachers to be more agile in the implementation. You should become harbingers of change. If the teachers are struck in time and are unwilling to change with the times and the needs, all this effort will go in vain. The students will be the losers, and the nation will be the loser.
Multiple entry and multiple exit provide ample opportunity for students to improve their skills while keeping market needs and fluctuations in mind. If a student would like to pursue a diploma in the middle of a three-year course, it is inconceivable in the present set up.
The student would be scared about whether it would be at the expense of his existing course. Under the NEP, the student can exit from the course and pursue another course of his or her choice, rejoining the programme from where he or she exited. This has socio-economic advantages and is a huge relief for middle class families. When the apprehension of losing a course is reinforced by an option to exit and re-enter at the student's convenience, that makes a student more comfortable and makes learning more enjoyable.
At present, there are more than 48,000 colleges and some 800 public and private universities. The NEP proposes to consolidate the higher education system into a three-fold category, for all of which research and teaching are critical. The aim is to transform all the HEIs into vibrant, multi-disciplinary institutions. When we say multi-disciplinary, it is both in terms of combinations and in terms of teaching learning pedagogy. There will be more emphasis on combinations in the digital humanities, liberal arts and sciences, and humanities. The thrust of education at the UG and PG levels is to provide an intense education that creates a formidable research base for people to innovate and excel.
The present system assesses students based on the marks that they get in an examination that lasts for two to three hours. The NEP envisages assessment of students on broader parameters, taking due cognisance of their extra academic capacities and strengths. All it takes is all the effort to identify the right potential in the student and ignite it to empower her.
HEIs in addition to the robust academic infrastructure, will also be equipped with emotional and financial support.
To realise all these, Prime Minister Sri Narendra Modi proposes an increase of budget form the current 3% of the GDP, which roughly comes to 6 lakh crores, to 6% which is about 12 lakh crores. This is indeed a huge investment.
So no dearth of funds or resources, but the critical thing still remains
whether the teaching fraternity is ready for change , whether the academic leaders evolve strategies to make teaching learning creative and innovative to enhance critical thinking skills amongst the learners.
Friends, The new education policy has given us an opportunity to make optimum use of our potential. I appeal to all of you to read the document. The strategies for implementation are not going to come from the top; it is going to be the reverse.
I am glad that so many leaders of education today are willing to discuss and deliberate change; change for the better, change to make India a knowledge hub.
NEP would like to see an engaged and capable faculty powered by values. The NEP proposes incentivizing talent in teaching. Leveraging technology to make teaching and learning more effective and engaging is what NEP proposes.
NEP has many features which education policies hitherto ignored, be it preparation of curriculum for 0-8 ages, scholarships to transgenders, nutritious breakfast and lunch, inclusion of tribal languages as mainstream languages for education, it demonstrates the intent to actually realize social inclusion, cohesion and integration
I am looking forward to the deliberations and expect a pointed report.
Friends, you are all aware that Prime Minister Sri Narendra Modi dreams of building a New India, building Atamniarbar Bahrath, an India that unleashes inclusive growth and an economic super power by taking on a 5 trillion dollar economy.
How does it happen? Where does his trust stem from? It stems from the confidence he has in you all, the teachers, the students, and the educational institutions.
The New Education Policy must stimulate indigenous research to make India truly Atmanirbar.
One of the noted thinkers of the 20th century, Alvin Toffler, in his seminal essay "The Third Wave," talks about how Indians have been playing second fiddle to the entire process of knowledge production that the world has been witnessing. Toffler states that during the time of the green revolution, India had landlords holding huge parcels of land, and to work in the fields, it had a large number of peasants. During the industrial revolution, we had huge industries and we had labour to work in them. Now we have MNCs that have migrated to digital platforms, unleashing a cyber-revolution. To meet these demands, our youth have become "cyber coolies." There is no change in the nature of the job that Indian employees have been performing, which is the application of knowledge that has been produced elsewhere. He demonstrates that India has remained a knowledge consumer. When we say knowledge production, it is not merely about innovations in science and technology, but creative ideas that have the potential to galvanise the world.
We must understand that during the last four hundred years, there have neither been many innovations in the sciences nor a proliferation of new ideas that had the potential to influence the world. Nobel Prize winner and Mexican diplomat, Octavio Paz, in his book In Light of India, argues that Gandhi’s movement, which was both political and spiritual, was one of the greatest historical novelties of the 20th century. In his address accepting the Indira Gandhi Peace Prize in 1995, Vaclav Havel acknowledges that the Velvet Revolution of Czechoslovakia was deeply influenced by Gandhi’s concept. Europe has produced many social and political thinkers during the last four hundred years whose propositions have gained global acceptability and relevance. Be it Thomas Hobbs’ Social Contract Theory, Karl Marx’s Marxism, Sigmond Freud’s Psychoanalysis, Carl Jung’s Collective Unconscious, the Utilitarianism of Jeremy Bentham, Nietzsche’s Nihilism, or the Feminist ideas of Simone de Beauvoir, the list would be endless. It is sad to see that, barring a few such as Mahatma Gandhi and Amartya Sen, no new ideas have come from India.
The New Education Policy, with its emphasis on STEM (Science, Technology, Engineering, and Medicine), humanities, liberal arts, and social sciences, and its multidisciplinary approach, will undoubtedly provide a solid foundation for the proliferation of inventions in science and technology, as well as innovations in the humanities and liberal arts.For this, we need to carefully and radically change the whole eco-system around the existing teaching and learning strategies.
Friends, Indian students are the mot sought after ones in the global market for their ability to learn quickly. If a new cyber technology is unleashed our students quickly learn it and master it. Which means we are good knowledge practitioners but have yet to become knowledge producers.
Gaining deeper understanding of the subjects at an early age, leveraged by medium of their choice from the bouquet of instructional options, students would now focus their intellectual energies in critical thinking for quality research and innovation rather than spending time in comprehension of language.
The NEP envisions that the empowered youth of 21 century nurtured by Indian ethos would hoist India at the heart of global knowledge production.
I hope the active the teacher fraternity here, who are endowed with the nation first conviction would engage themselves in brainstorming to strategies implementation of NEP in HEIs and thus become key players in a historic moment.
Wish you all the very best
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