Know what is the National Education Policy 1986 | Various info

In the Directive Principles of Policy mentioned in the fourth part of the Indian Constitution, it has been said that compulsory and free education should be provided to all children up to the primary level. With the formation of the University Education Commission in 1948 under the chairmanship of Dr. Radhakrishnan, the work of organizing the education system in India had started. (Read in Hindi)

Based on the recommendations of the Secondary Education Commission set up under the chairmanship of Lakshmanaswamy Mudaliar in 1952 and the Education Commission set up under the chairmanship of Daulat Singh Kothari in 1964, a proposal on education policy was published in 1968 with 'committed' national development, character and skill. The goal was to prepare young men and women.

The new National Education Policy was implemented in May 1986, which is still in force.  Meanwhile, in 1990, a review committee headed by Acharya Ramamurthy and Prof. Yashpal Committee was formed.

Table of contents (toc)

Part 1

Role

1.1 Since the beginning of human history, education has been developing and spreading in different ways. Each country develops its own distinctive education system to express and flourish its socio-cultural identity as well as to meet the challenges of the times, but sometimes in the history of the country there comes a time when the There is an urgent need to give a new direction to that coming series. Today is that time.

1.2 Our country has reached that point in economic and technological terms, from where we should try our best to benefit every varna of the society by using the accumulated resources so far.  Education is the main means to reach that goal.

1.3 Keeping this objective in mind, the Government of India had announced in January 1985 that a new education policy would be formulated. The current state of education was reviewed and a nationwide debate took place on the subject. Suggestions and ideas were received from many sources, which were discussed a lot.

Education Policy of 1968 and onwards

1.4 The National Policy of 1968 was an important step in post-independence history. Its objective was to increase the progress of the nation and to strengthen the common citizenship and culture and the spirit of national unity. In it, emphasis was laid on the all-round reconstruction of the education system and raising the quality of education at every level. At the same time, in that education policy, attention was also paid to inculcate moral values ​​on science and technology and to establish a deep relationship between education and life.

1.5 After the implementation of the 1968 policy, there has been a wide spread of education in the country. Today more than 90 percent of the people living in villages have primary schools within a distance of one kilometer. The facilities of education at other levels have also increased more than before. 1.6 Uniform structure of education across the country and adoption of 10+2+3 system by almost all the states is perhaps the biggest contribution of the 1968 policy. According to this system, besides giving equal education to the students in the school curriculum, science and mathematics were made compulsory subjects and work experience was given an important place.

1.7 The process of changing the curriculum of the undergraduate level classes also started. Centers of higher studies were established for post graduate education and research. We have also been able to fulfill the needs of educated manpower according to the need of the country.

1.8 Although these achievements are important in themselves, but it is also true that most of the suggestions of the Education Policy of 1968 could not be implemented, because there was no concrete plan for implementation, neither clear responsibilities were fixed nor financial and organizational related Arrangements could be made. As a result, important work like reaching, improving and expanding education to different sections and mobilizing economic resources could not be done, and today these shortcomings have taken the form of a big pile. The need of the hour is to find a solution to these problems.

1.9 The present situation has brought education to a standstill. Now neither the normal expansion that has happened till now, nor the current methods or speed of improvement will work.

1.10 According to Indian ideology, man himself is a valuable asset, a priceless resource. What is needed is that his upbringing should be dynamic and sensitive and should be done with care. Every person has his own unique personality, from birth till death, he has his own problems and needs at every stage of life. For education to make its catalytic contribution in this complex and dynamic process of development, there is a need for very careful planning and diligent execution.

1.11 Today, India is passing through a political and social phase in which the traditional values ​​are under threat and the goals of socialism, secularism, democracy and business ethics are being faced continuously.

1.12 In the countryside, educated youth are not ready to live in villages due to lack of everyday facilities. Therefore, there is a great need to bridge the gap between the village and the city and provide a wide range of employment opportunities in the rural areas.

1.13 The increasing pace of population will have to be controlled in the coming decades. The most important measure that can prove to be effective in solving this problem is to make women literate and educated.

1.14 The next decade will also present unprecedented opportunities with new tensions and problems. Human resources will have to be developed in a new way to deal with those stresses and take advantage of the opportunities. It will also be necessary for the coming generations to imbibe new ideas with constant creativity. A deep commitment to human values ​​and social justice has to be instilled in those generations. All this is possible only through better education.

1.15 Therefore, these new challenges and societal needs demand that the government formulate and implement a new education policy. Apart from this there is no option.

Part 2

Essence of education and its role

2.1 In our national perspective, “Education for All” is the basic requirement of our physical and spiritual development.

2.2 Education is the medium of culture. It sharpens our sensitivity and vision, thereby fosters national integration, increases the possibility of scientific method and brings freedom in understanding and thinking. At the same time, education helps us in achieving the goals of socialism, secularism and democracy enshrined in our Constitution.

2.3 It is through education that manpower is developed according to the need for different levels of the religious system. Research and development is supported on the basis of education, which is the cornerstone of national self-reliance.

2.4 On the whole, it would be right to say that education is a unique tool for building the present and the future. This principle has been considered as the pivot of the formulation of national education policy.

Part 3

National Education System

3.1 The principles on which the national education system is envisaged are enshrined in our Constitution itself.

3.2 The basic mantra of the national education system is that up to a certain level, almost the same quality of education should be available to every learner, regardless of caste, religion, place or gender. To achieve this goal, the government will initiate suitably funded programmes. Effective steps will be taken in education to implement the common school system recommended in the 1968 policy.

3.3 Under the national education system, it is necessary that there should be uniform educational structure in the whole country. The 10+2+3 framework has been accepted across the country. In relation to the first ten years of this framework, an attempt will be made to divide it into: 5 years of primary education and 3 years of upper primary level, followed by 2 years of high school.

3.4 The national education system will be based on the framework of a national education system for the whole country with a "common core" and flexibility regarding other parts, which can be adapted to the local environment and environment. The "common core" would include the history of the Indian independence movement, constitutional responsibilities and essential elements relating to national identity. These issues will not be part of any one subject but will be threaded in almost all the subjects. Through them, efforts will be made to make national values ​​a part of every human being's thinking and life. These national values ​​include these things: Our common cultural heritage, democracy, secularism, equality between men and women, protection of the environment, social equity, importance of limited family and the need to apply scientific methods. It will be ensured that all educational programs are organized in accordance with the values ​​of secularism.

3.5 India has always strived for peace and mutual brotherhood in various countries, and has cherished the ideals of 'Vasudhaiva Kutumbakam'. According to this tradition, the effort of the education system will be to strengthen the worldview in the new generation and increase the spirit of international cooperation and peaceful coexistence. This aspect of education cannot be neglected.

3.6 To realize the objective of equality, it will not be enough to provide equal opportunities of education to all, it is also necessary to have such a system so that everyone gets equal opportunities to achieve success in education. Apart from this, the basic feeling of equality will be made through centralized education. In fact, the objective of the national education system is to remove prejudices and frustrations arising out of the social environment and the coincidence of birth.

3.7 The minimum standard of education to be imparted at each stage will be fixed. Such measures will also be taken so that the students can understand the culture, traditions and social system of different parts of the country. Apart from promoting link language, programs will also be organized for translation of books from one language to another and publication of multilingual dictionaries and glossaries. The youth will be encouraged to recognize the glory and dignity of the country according to their imagination and intelligence.

3.8 Arrangements will be made to give equal opportunities to every student having the ability to pursue higher education, especially technical education, and facility will be given to study from one area to another. The emphasis will be on the universal character of universities and other institutions of higher education.

3.9 Special measures will be taken to establish a wide network among various institutions of the country in the subjects of research and development and science and technical education so that they can participate in projects of national importance by incorporating their respective resources.

3.10 The responsibility of mobilizing resources for the reconstruction of education, for reducing inequalities in education, for public primary education, for adult literacy, for scientific and technological research, and for such other goals shall be on the nation as a whole. .

3.11 Lifelong education is a fundamental goal of the educational process, and universal literacy is an integral aspect of it. Opportunities will be provided to the youth, housewives, farmers, laborers, traders etc. to continue their education as per their choice and convenience. In future, more attention will be given to open education and distance education.

3.12 Institutions like University Grants Commission, All India Council for Technical Education, Indian Council of Agricultural Research and Medical Council of India will be further strengthened so that they can play their role in shaping the national education system. All these institutions will be linked through an integrated plan so that functional linkages can be established between them and programs of research and postgraduate education can be strengthened. These organizations, as well as the National Council of Educational Research and Training, the National Institute of Educational Planning and Administration, and the International Institute of Science and Technology Education, will be made partners in the implementation of education policy.

Meaningful participation

3.13 The Constitutional Amendment of the year 1976 by which education was included in the Concurrent List was a far-reaching step. It is implied that a new partnership of responsibility should be established between the Center and the States in this important matter related to the national life from the educational, financial and administrative point of view. There will be basically no change in the role and responsibility of the states in the field of education, but the central government will accept more responsibility than ever in the following subjects:- 

Emphasizing the national and integrated form of education, maintaining quality and standards, in which all quality and level of teaching-training of teachers at various levels), study and supervision of educational systems to meet the needs of manpower for the purpose of development, to meet the needs of research and higher studies, education, culture and human resource development. To pay attention to international aspects and to strive for excellence in education in general at every level. Concurrency is a partnership that is meaningful and challenging in itself, and the National Policy on Education will be oriented towards fulfilling it in all respects.

Part 4

Education for equality

Inequalities

4.1 The new education policy will lay special emphasis on removing inequalities and providing equal opportunities for education keeping in view the special needs of the hitherto marginalised. Education for women's equality

4.2 Education will be used as an instrument to bring about a fundamental change in the status of women. The education system will have a clear inclination in favor of women to eliminate the distortions and inequalities from the past. The national education system will make such effective interventions that empower and empower women, who have hitherto been considered debauched. In order to establish new values, with the active cooperation of educational institutions, restructuring of curricula and reading material will be done and teachers and administrators will be retrained. Women related studies will be encouraged as part of various curricula. Considering this work as an integral part of social reconstruction, it will be done with full determination and educational institutions will be motivated to start active programs of women's development.

4.3 The highest priority will be given to spread literacy among women and to remove the barriers due to which girls are deprived of elementary education. Special arrangements will be made for this work, time bound targets will be set and their implementation will be closely monitored. Special emphasis will be laid on the participation of women in technical and vocational education at various levels. The policy of non-discrimination between boys and girls will be implemented with full emphasis so that the gender bias prevailing due to traditional attitudes in technical and vocational courses (sex stereotyping) can be eliminated and non-traditional modern To increase the share of women in the occupations. Similarly, the participation of women in existing and new technology will also be increased. Scheduled Castes Education

4.4 Emphasis will be laid on the educational development of the Scheduled Castes so that they can come at par with the non-scheduled caste people. This equality is necessary at all levels in these four dimensions: among rural men, among rural women, among men in urban areas and among women in urban areas. 

4.5 For this purpose, the following measures have been considered in the new policy-

• Poor families should be given such encouragement that they can take care of their children able to attend school regularly till the age of 14.

• engaged in occupations such as cleaning, skinning and tanning, Pre-matric scholarship scheme for children of families will be started from class I. Irrespective of the income of such families, all their children will be covered under this scheme and time bound programs will be started for them.

• to make such well-planned arrangements and establish a method of investigation

So that it can be shown that there is no decline in the process of enrollment, regular continuation of studies and completion of studies of children belonging to Scheduled Castes. Also, to arrange remedial curriculum for these children with the aim of increasing their chances of getting further education and employment.

• To pay special attention to the appointment of teachers from Scheduled Castes.
• Progressively increasing the hostel facilities for scheduled caste students at district centres.
• To pay special attention to the convenience of the Scheduled Castes persons while choosing the location of school buildings, kindergartens and adult education centres.
• To use the tools of the National Rural Employment Program and the Rural Landless Employment Guarantee Program to expand educational facilities for the Scheduled Castes.
• To continue exploring new ways to increase the inclusion of Scheduled Castes in the process of education.

Scheduled Tribes Education

4.6 The following steps will be taken immediately to bring the Scheduled Tribes at par with others:

• Priority will be given for opening primary schools in tribal areas. The work of construction of school buildings in these areas will be taken up on priority basis under the education budget, National Rural Employment Program, Rural Landless Employment Guarantee Program, Tribal Welfare Schemes etc.
• Tribals have their own cultural and social peculiarities and often have their own colloquial languages. It is necessary that tribal languages ​​should be used at the initial stage in the preparation of curriculum and in the preparation of teaching materials, and arrangements should be made that tribal children can get education through regional language after the initial few years.
• By imparting training to educated talented tribal youth, incentives will be given to become teachers in their own area.
• Ashramshalas and residential schools will be opened in large numbers.
• Such incentive schemes will be prepared for the Scheduled Tribes keeping in mind their way of life and their special needs, which will remove the barriers to education. Technical and vocational studies will be given more importance in the scholarships given for higher education. Special remedial curricula and other programs will be introduced to remove social and mental barriers so that tribal learners can complete their studies successfully.
• Anganwadis, non-formal education centers and adult education centers will be opened in tribal dominated areas on priority basis.
• Consciousness about the rich cultural identity and immense creative talent of the tribals will be an essential part of the curriculum at all levels.

Other backward classes and regions from the point of view of education

4.7 Appropriate incentives will be given to all educationally backward classes, especially in rural areas. Adequate number of educational institutions will be opened in hilly and desert districts, in remote and inaccessible areas and in islands.

Minority

4.8 Certain sections of the minorities are quite backward and disadvantaged in the race for education. There is a demand for social justice and equality that full attention should be paid to the education of such classes. The rights given to them in the constitution to protect their language and culture and to establish and run their educational institutions are also included in these.  Simultaneously, objectivity will be maintained in the preparation of textbooks and in all school activities and all possible efforts will be made to promote unity on the basis of national goals and ideals in accordance with the "Common Central Education Program"-

Handicap

4.9 The aim of providing education to physically and mentally handicapped persons should be that they can walk shoulder to shoulder with the society, they progress in a normal way and they can live life with full confidence and courage. The following measures will be taken in this regard:-

• If the disability is of hand or foot or minor, then the education of such children should be with ordinary children.
• Special schools with hostels for severely handicapped children will be needed. Such schools will, as far as possible, be built in the district headquarters.
• Adequate arrangements will be made for vocational training for the handicapped.
• Training programs for teachers, especially teachers of primary classes, will also be revamped so that they can better understand the difficulties of children with disabilities and help them.
• Voluntary efforts for the education of the disabled will be encouraged in every possible way.

Adult education

4.10 It is said in our ancient texts: Sa Vidyaya Vimuktye, education is that which liberates from ignorance and oppression. Under this concept of education, every person must know to read and write, because in today's era this is the main medium of learning.  For this reason, the importance of literacy and adult education is more.

4.11 Today, the important issue of development has been how to continuously increase the skills and prepare the manpower in the kind and quantity that the society needs. The participation of those people in development programs is very important, who want to get their benefits.  Adult education will be linked with national goals. These national goals include: eradication of poverty, national integration, environmental protection, promotion of cultural creativity of the people, adherence to the ideal of the small family, equality of women, etc. The existing programs of adult education will be reviewed and strengthened.

4.12 The entire country has to be sincerely committed to eradicating illiteracy, especially of the illiterates in the age group of 15-35. The Central Government and State Governments, political parties and their mass organisations, mass media and educational institutions will have to be committed to make various types of mass literacy programs successful. In this work, teachers, youth, students, voluntary organizations and planners etc. will have to be involved in a big way. Concerted efforts will be made to improve the educational aspects with the help of research institutes. In addition to literacy, the development of functional knowledge and skills, and inculcating an understanding of the socio-economic reality in the learners and making them aware of the possibility of changing this situation will be part of adult education.

4.13 A comprehensive program of adult and continuing education will be implemented using various methods and media. Under this the following types of programs will be covered-

(a) Establishment of continuing education centers in rural areas.

(b) education of workers through employers, trade unions and agencies concerned.

(c) Continuing education by institutions of higher education.

(d) large scale encouragement to the writing and publication of books and to libraries and reading rooms.

(e) Use of radio, television and films as means of mass education and group education.

(f) Creation of learner groups and organisations.

(g) Distance learning programmes.

(h) Arrangement of assistance in self-study and self-learning.

(i) Need and interest based training programme.

Part 5

Restructuring of education at different levels

Infant care and education

5.1 The National Policy on Children lays special emphasis on the need for adequate investment in the development of children, especially in those sections whose first generation of children are receiving education in large numbers.

5.2 The various aspects of children's development cannot be viewed in isolation. Nutritious food and health and social, mental, physical, moral and emotional development of children have to be seen in an integrated manner. With this in view, special attention will be given to child care and education and it will be integrated with the Integrated Child Development Services program wherever possible. in the context of universalization of primary education, child care centers will be opened so that girls taking care of their younger siblings can go to school. Along with this, working women of poor sections will also be able to get help from these centers.

5.3 Child care and education centers will be completely child-centred. Their activities will be based on sports and personality of the children. Reading and writing will not be formally taught at this stage. The full cooperation of the local community will be taken in this program.

5.4 The programs of child care and pre-primary education shall be fully integrated so as to promote primary education and support human resource development in general. Along with this, the school health program will be further strengthened. elementary education

5.5 The new direction of elementary education will focus on two things: (a) enrollment and retention of all children up to the age of 14 in schools, and (b) substantial improvement in the quality of education.

Child - centered approach

5.6 Children get the most help in going to school when the environment there is full of love, belonging and encouragement and everyone in the school is paying attention to the needs of the children. The method of education at the primary level should be child-centred and activity-based.  First generation learners should be allowed to progress at their own pace and there should be provision for supplementary and remedial education for them. As children grow up, the cognitive element in their learning will increase and they will also acquire certain skills through practice. The practice of not allowing children to fail in any class will be continued at the priority level. The evaluation of the children will be spread over the year. Corporal punishment will be completely removed from the system of education and the school timings and holidays will also be decided keeping in view the convenience of the children.

facilities in the school

5.7 Necessary facilities will be arranged in primary schools. These include at least two rooms large enough to be workable in any weather, the necessary toys, blackboards, maps, charts and other learning materials. Every school will have at least two teachers, one of whom will be a woman. As soon as possible, one teacher will be arranged for each class. In order to improve the condition of primary schools across the country, a gradual campaign will be launched with the symbolic name "Operation Black Board". There will be full participation of the government, local bodies, voluntary organizations and individuals in this work. The first use of funds from the National Rural Employment Program and the Rural Landless Employment Guarantee Program will be for the construction of school buildings.

Informal education

5.8 A comprehensive and systematic non-formal education for children who drop out of school, or who live in places where there is no school or who are engaged in work, and girls who cannot attend day school full time program will be run.

5.9 To improve the learning process in non-formal education centres, the help of modern technological tools will be taken. Talented and dedicated young men and women from the local community would be selected to work as instructors in these centers and special arrangements would be made for their training. Children getting education in informal stream will be able to get admission in formal stream schools according to their merit. Care will be taken to ensure that the level of non-formal education is at par with formal education.

5.10 A curriculum similar to the "National Center of Education" would also be designed for the non-formal education system, but based on the needs of the students and related to the local environment. High quality learning material will be made and it will be given free of cost to all the students. By participating in the program of non-formal education, an environment for learning will be made available, and arrangements for sports, cultural programs, excursions etc. will be made in this.

5.11 Voluntary organizations and Panchayati Raj institutions will do most of the work of running non-formal education centers. Adequate funds will be given to these institutions on time for this work. The total responsibility of this important sector will rest with the government.

A resolution

5.12 High priority will be given to solving the problem of drop out children in the new education policy. This problem will be studied closely in the context of local conditions to prevent the children from dropping out of school and accordingly a countrywide plan will be made to find effective measures and use them vigorously. This effort will have full synergy with the system of non-formal education. It will be ensured that children who turn 11 by 1990 must have 5 years of schooling, or its equivalent in the informal stream. Similarly, by 1995, free and compulsory education would be provided to all children who would reach the age of 14.

Secondary Education

5.13 At the level of secondary education, students begin to understand the specific roles of science, humanities and social sciences. It is at this stage that children can be properly given a sense of history and a national perspective. At the same time, they should also become familiar with their constitutional obligations and the rights of citizens at this stage. Through a good education, the values ​​of workmanship and compassionate social culture will be inculcated in them consciously. Valuable manpower for the economic development of the country can be mobilized at this stage by education of vocations in specialized institutions and through restructuring of secondary education. In the areas where secondary education has not yet reached, it will be made more accessible by reaching there. There will be emphasis on consolidation in other areas.

Speed setting school

5.14 It is a widely accepted fact that children who have special talents or aptitudes should be given opportunities to grow faster by providing them with good education. Whatever their financial condition, they should get such opportunities.

5.15 For this purpose, speed setting schools will be established in different parts of the country on a prescribed structure. In these, there will be freedom to adopt and use new methods. Broadly, the aim of these schools will be to bring excellence in education with equity and social justice. There will be reservation in these schools for scheduled castes and tribes. In these schools, talented children from different parts of the country, mainly from rural areas, will study together, which will develop a sense of national integration among them. In these schools, children will get an opportunity to develop their abilities to the fullest. The biggest thing is that these schools will act as a catalyst in the program of school improvement across the country. These schools will be residential and free.

Commercialization

5.16 In the proposed restructuring of education, it is very important to strictly implement the program of systematic and well-planned vocational education. This will increase the ability of individuals to get employment, the imbalance in the demand and supply of skilled workers nowadays will end and such students will be given An alternative route will be found which are currently pursued in higher education without any particular interest or purpose.

5.17 Vocational education will in itself be a specialized stream of education which will aim at preparing the students for the chosen occupations in many fields. These courses will generally be offered after secondary education but the scheme will be kept flexible so that students can take such courses even after class VIII. Industrial Training Institutes will also be run according to the framework of large vocational education so that the facilities available in these can be fully availed.

5.18 Health planning and healthcare management should be linked with the necessary manpower training for that area. This would require vocational courses in health. By getting health education at the primary and middle level, one will be committed towards the health of the family and society. This will increase the interest of students in health related vocational courses at the higher secondary level. Similar courses will be prepared in the field of agriculture, marketing, social services etc. The emphasis will be on such attitudes, knowledge and skills in vocational education which will encourage entrepreneurship and self-employment.

5.19 The responsibility of setting up vocational courses or institutions will be on the government and the service employers (employers) in the public and private sector, even then the government will take special steps to meet the needs of women, students of rural and tribal and disadvantaged sections of the society. Appropriate programs will also be started for the disabled.

5.20 The graduates of professional courses will be given such opportunities as a result of which they can develop professionally, get career growth and get admission in general technical and higher level trade courses as per pre-determined conditions.

5.21 Informal, flexible and need-based education programs will also be introduced for neo-literates, youth who have completed primary education, school dropouts and persons engaged in employment or part-employment. Special attention will be given to women in this regard.

5.22 Higher level professional courses will be arranged for the graduates of academic stream of higher secondary schools, if they so desire.

5.23 It is proposed that 10 per cent of the students of higher secondary level should be enrolled in vocational curriculum by 1990 and 25 per cent by 1995. Steps will be taken to ensure that most of the students who have passed out of vocational education either get jobs or can take up their own employment. Vocational courses will be revised regularly. In order to promote the diversification of courses at the secondary level, the government will also reconsider the recruitment policy to be done under it.

Higher education

5.24 Higher education gives people an opportunity to reflect on the problems faced by mankind in the social, economic, cultural, moral and spiritual sphere. Higher education helps in the development of the nation by dissemination of specialized knowledge and skills. That is why it has a decisive role in the life of the society, being at the top of the educational pyramid, it also has an important contribution in preparing teachers for the entire education system.

5.25 In view of the unprecedented explosion of knowledge that is taking place nowadays, higher education has to be more dynamic than ever before and keep on making continuous strides in new areas of study.

5.26 There are about 150 universities and 5000 colleges in India today. With a view to bring about all kinds of reforms in these institutions, it is proposed that in the near future the main focus should be on strengthening the existing institutions and expanding their facilities.

5.27 All possible measures will be taken to save the higher education system from degradation.

5.28 The experience of the practice of affiliation of colleges to universities has been satisfactory and at times unsatisfactory. Therefore, the emphasis will be on giving autonomy to a large number of colleges by reducing contractualisation. The aim is to replace the current practice of contracting with the birth of a freer and more productive relationship between universities and colleges. Similarly, some selected departments of universities will also be encouraged to give autonomy. Autonomy and independence must be accompanied by accountability.

5.29 The courses and programs will be redesigned to better meet the demand for specialisation. Special emphasis will be given on linguistic ability. There will be more flexibility in deciding which courses students can take together.

5.30 Education councils will be formed at the state level for planning of higher education and coordination among higher education institutions. To monitor the level of education, the University Grants Commission and these councils will make coordination systems.

5.31 Minimum necessary facilities will be arranged and admission in educational institutions will be done according to their intake capacity. Efforts will be made to change the teaching methods. The use of audio-visual aids and electronic equipment will start. Science will also focus on the development of technology curriculum and teaching materials, and research and teacher training. For this, pre-service preparation of teachers and their continuing education thereafter will be necessary. The work of teachers will be assessed in a systematic manner. All the posts will be filled on the basis of merit.

5.32 More assistance will be given for research in universities and steps will be taken to ensure its high quality. To maintain synergy between the research being done in the University and the research being done by other institutions, especially in the frontier areas of science and technology, suitable arrangements will be made by the University Grants Commission. Efforts will be made to establish the facilities of National Research Institutes under the university system and proper arrangement for autonomous management will be made in these institutions.

5.33 Adequate assistance will be given for research in Indology, Humanities and Social Sciences. Interdisciplinary research will be encouraged with a view to bring synthesis in different areas of knowledge. Efforts will also be made to enter into India's ancient wealth of knowledge and connect it with the contemporary situation. For this it will be necessary to develop in-depth study of Sanskrit and other superior languages.

5.34 A national body for higher education in general agriculture, medicine, law and other professional fields will be set up with a view to bring about greater co-ordination and harmonization of policy, universal access to available facilities and development of interdisciplinary research. Open University and Distance Learning

5.35 With a view to give more opportunities for higher education and to make education democratic, the system of open university has been started.

5.36 The "Indira Gandhi National Open University" established in 1985 will be strengthened for these purposes.

5.37 The development and expansion of this powerful instrument will have to be done with care and thoughtfulness.

5.38 Steps will be taken to delink degrees from jobs in selected areas.

5.39 This proposal cannot be applied in specific professional areas, such as engineering, medicine, law, teaching etc.  Similarly in humanities, social sciences and sciences etc., where the services of experts are required, the need for academic qualifications will continue.

5.40 The scheme of de-employment of degrees will be introduced in those services in which a university degree should not be necessary. With the implementation of this scheme, new courses based on specific tasks, requisite skills will be created and this will do more justice to those candidates who have the ability to do a particular job but they cannot get that job because they have to graduate. Unnecessary preference is given to candidates.

5.41 A National Testing Service will be introduced gradually, with the separation of jobs from degrees. It will voluntarily test the suitability of candidates for specific jobs and will set standards for equivalent qualifications across the country.

Rural university

5.42 The new structure of the Rural University will be strengthened and will be developed in line with the revolutionary ideas of Mahatma Gandhi on education. Its purpose will be to provide qualified education with a view to running the planning process at the village level in a subtle way for the up-gradation of rural areas. Assistance will be given to institutions and programs related to the basic education of Mahatma Gandhi.

Part 6

Technical and Management Education

6.1 However, technical education and management education are running as separate streams. However, keeping in view their close relationship and complementary objectives, it is necessary to consider both together. The kind of situation expected at the beginning of the new century has to be taken into account while restructuring technical and management education. Possible changes in the economy, social environment, production and managerial processes, rapid spread of knowledge, and advances in science and technology have to be viewed in this context.

6.2 The infrastructure and service sectors of the economy as well as the unorganized rural areas are in dire need of advanced technology and technical and managerial manpower. This will be taken care of by the government.

6.3 The recently established Technical Manpower Information System will be further developed and strengthened with the objective of improving the situation in respect of manpower information.

6.4 Continuing education in both current and emerging technologies will be promoted.

6.5 As computers have become an important and ubiquitous tool, a little knowledge of computers and training in their use will be made part of vocational education. Computer literacy programs will be organized on a large scale from the school level itself.

6.6 Due to the current conditions of admission to formal courses, most of the lay people today do not get technical and managerial education. Distance learning facilities, including the use of mass media, will be provided for such people. The technical and management education programmes, including polytechnic education, will follow a flexible modular pattern and will have access to various levels. Adequate guidance and counseling service will also be provided for this.

6.7 In order to increase the relevance of management education, especially in the non-routine and less organized areas, the management education system will prepare documentary information based on Indian experience and studies and develop knowledge and education programs appropriate to the areas mentioned above. Store will be prepared.

6.8 Appropriate formal and informal programs for technical education will be prepared for the benefit of women, economically and socially weaker sections and handicapped.

6.9 To emphasize on vocational education and its expansion, many teachers and professionals will be required for vocational education, educational technology curriculum development etc. Programs will be started to meet this demand.

6.10 It is necessary that the students should accept “Self-Employment” as a career option. For this, they will be given entrepreneurship training, which will be arranged through modular and elective courses at degree and diploma level.

6.11 In order to meet the continuous need of updating the curriculum, new technologies and topics will have to be introduced by innovation and obsolete and obsolete topics will have to be removed gradually.

Direction of institutional orientation

6.12 Some polytechnics in rural areas have started training weaker sections in productive occupations through the system of community polytechnics.  The community polytechnic system will be evaluated and strengthened appropriately so as to enhance its quality and spread.

Innovation, research and development

6.13 As a means of renewal of education processes, all higher technical institutions will engage in research work with full readiness. Their first objective will be to provide high quality manpower, which can prove useful in research and development. Research work for development will be related to improvement of existing technology, discovery of new indigenous technology and meeting the needs of production. Appropriate arrangements will also be made to keep an eye on changes in technology and to anticipate new inventions.

6.14 Opportunities in this area to build relationships of cooperation, collaboration and exchange between institutions operating at different levels and the systems that use them will be fully exploited. Proper maintenance and an attitude to experiment and improve in everyday life will be systematically developed. Increasing efficiency and effectiveness at all levels

6.15 Technical and management education is expensive. To make it cost-effective and achieve excellence, the following major measures will be taken-

• High priority will be given to modernization and obsolescence will be removed. Modernization will not be adopted merely as a fashion or as a mark of prestige but to increase functional efficiency.
• Institutions which have the capacity to render their services to the society and industries, will be encouraged to mobilize resources for themselves by giving them such opportunities. They will be equipped with state-of-the-art learning resources, libraries and computer facilities.
• Adequate hostel arrangement, especially for girls, will be made. Facilities for sports, creative work and cultural activities will be increased.
• More effective procedures will be used in the recruitment of trainers. Career development opportunities, service conditions, consultancy norms, and other facilities will be improved.
• Teachers have to play multifaceted roles, such as teaching, research, preparation of instructional materials and hand in hand in the management of the institution. Pre-service and in-service training will be made mandatory for faculty members and adequate training reserves will be made available. Staff development programs will be integrated at the state level, and coordinated at the regional and national levels.
• The curriculum of technical and management programs will aim at meeting the present and future needs of the industries and their users. Efforts will be made to establish active working relationship between technical or management institutions and industries. This relationship will be established in program planning, implementation, staff exchange, training facilities and resources, research and consultancy, and other areas of mutual benefit.
• Outstanding work of institutions and individuals will be recognized and rewarded. The emergence of substandard institutions will be prevented. An institutional environment will be created in which excellence and innovation can flourish with the full cooperation of the training faculty.
• Educational, administrative and financial independence will be given to the selected institutions to various limits, but at the same time, arrangements for accountability will also be made for the proper discharge of the responsibility.
• Technical education will be linked to applications, research and development organisations, rural and community development programs and other education sectors of complementary nature.

Management Activities and Changes

6.16 Considering the possible changes in management practices, and the need to keep pace with these changes, effective methods will be developed to understand the nature and direction of the change process. The ability to absorb change will be developed.

6.17 All India Council for Technical Education will be given legal authority. The Council shall, through this authority, plan for technical education, determine and maintain standards and standards, accreditation, financial arrangements for priority sectors, monitoring and evaluation, equivalency of certification and awards, coordination between technical and management education- This will complete all the work. A properly constituted recognized board will compulsorily evaluate the process of technical education over fixed periods.

6.18 Commercialization of technical and vocational education will be stopped keeping in mind the preservation of education credentials and many other favorable reasons. As an alternative, a new methodology will be devised to incorporate private and voluntary efforts in these areas in line with accepted norms and societal goals.

Part 7

Streamlining the education system

7.1 It is clear that these and many other new works related to education cannot be done in the direction of disorder. Management of education demands extreme intellectual discipline and serious purpose. Of course, it should also be accompanied by that freedom in which new experiments and creativity should get full opportunity. In relation to the quality of education and its expansion, far-reaching changes will have to be made, but whatever the situation is today, the process of establishing discipline will have to be started immediately.

7.2 The country has placed immense faith in the education system and people have the right to expect concrete results from this system. The first thing to do is to make this system active. It is necessary that all teachers teach and all students should read.

7.3 For this the following strategies will be adopted.

(a) More facilities to the teachers as well as more accountability of them.

(b) Improving the service to the students as well as emphasizing on their right conduct.

(c) To give more facilities to the educational institutions.

(d) Creation of a system of evaluation of the work of educational institutions on the basis of criteria fixed at the national and state level.

Part 8

Give a new twist to the content and process of education

cultural perspective

8.1 At present there is a gap between the formal system of education and the rich and diverse cultural traditions of the country which needs to be bridged. In the tune of modern technology, it should not be that the new generation should be cut into the core of Indian history and culture. The sense of culturelessness-inhumanity and alienation will have to be avoided at all costs. There is a need for a beautiful coordination between the transformative technology and the cultural tradition of the country which has been going on continuously and education can do it well.

8.2 The curriculum and processes of education will be enriched in more and more ways by the incorporation of cultural content. Efforts will be made to increase the sensitivity of children towards beauty, harmony and sophistication. Individuals who have mastered the cultural tradition, even if they do not have a formal academic degree, will be invited to contribute cultural elements to the education. This work will include both written and oral traditions. Gurus and masters who teach in traditional ways will be assisted and their work will be recognized to maintain and carry forward the cultural tradition.

8.3 Linkages will be established between the university system and higher institutions of art, archaeology, oriental studies, etc. Due attention will be given to specific subjects like fine arts, museology, folk literature etc. More arrangements will be made for teaching, training and research in these areas so that the shortage of persons with special qualifications required for them continues to be filled.

Values ​​education

8.4 Deep concern is being expressed that the essential values ​​of life are getting lost and people are losing faith in the values. Such changes are needed in the education system so that education can become a powerful tool in the development of social and moral values.

8.5 Our society is culturally multi-dimensional, so education should inculcate those universal and eternal values ​​which can lead our people towards unity. These values ​​should help in putting an end to religious superstition, bigotry, intolerance, violence and fatalism.

8.6 Along with this conflicting role, there is also a serious positive aspect of value-education, based on our cultural heritage, national goal and universal vision, on which the main emphasis should be given.

languages

8.7 The question of development of languages ​​was dealt with extensively in the Education Policy of 1968. The original recommendations of that policy are hardly likely to improve and are as relevant today as they were before. But the policy of 1968 was not followed uniformly across the country. Now this policy will be implemented more actively and purposefully.

Books and Libraries

8.8 For mass education, it is very important to have books available at affordable prices. Efforts will be made to make books easily available to all sections of the society. Along with this, steps will be taken to improve the quality of books, develop the habit of reading and encourage creative writing. The interests of the authors will be protected. Good translation of foreign books into Indian languages ​​will be supported. Special attention will be given to the production of good books for children. These will also include text books and exercise books.

8.9 A nationwide campaign will be launched for the development of books as well as for the improvement of the existing libraries and for the establishment of new libraries. Provision will be made for library facilities in every educational institution and the level of librarians will be improved. Media and Educational Technology

8.10 Modern communication technology has made it possible to overtake most of the stages and sequences of education that had to go through in earlier decades. This technology has made it possible to overcome the barriers of time and country. For our society not to be divided into two sections, it is necessary that educational technology reaches the affluent sections as well as those areas which are more and more lacking at this time.

8.11 Educational technology will be used for useful information, for the training and retraining of teachers, for improving the quality of education, and for creating awareness of art and culture and inculcating values ​​of lasting value. This technology will be used in both formal and informal education. The existing infrastructure will be leveraged to the maximum. In villages where there is no electricity, battery or solar power pack will be used to run the program.

8.12 Educational technology will primarily lead to the creation of programs that are relevant and culturally relevant. All the resources existing in the country will be used for this purpose.

8.13 The impact of the media on the minds of children and adults is very deep. Nowadays some programs of these media seem to promote a culture of over consumption and tendency to violence and their effect is harmful. Such programs of radio and Doordarshan will be stopped which can become a hindrance in the achievement of the objectives of education. Steps will be taken to check this trend in films and other media as well. An active campaign will be launched to produce high quality and useful films for children.

Work experience

8.14 Work experience should be an essential part of education imparted at all levels. Work experience is a purposeful and meaningful physical work that is an essential part of the learning process that provides goods or services to society. This experience should be given through a well organized and systematic programme. The work experience activities will be based on the interests, abilities and needs of the students. The level of skills and knowledge will increase with the level of education. The experience gained through this will be very helpful in getting employment in future. The pre-vocational programs offered at the secondary level will help in the selection of vocational courses at the higher secondary level.

Education and environment

8.15 There is a great need to create awareness about the environment and this awareness should be spread to all age groups and sectors of the society starting from children. Environmental awareness should be a part of education in schools and colleges. It will be integrated into the whole process of education.

Math-teaching

8.16 Mathematics should be considered as a tool that enables children to think, reason, analyze and express their point of view logically. Besides being a distinct subject, mathematics should be considered a concomitant of any subject that requires analysis and reasoning.

8.17 Now computers have started entering the schools as well. This will give an opportunity to educational computer. The process of understanding the interaction of variables and learning will get a new direction towards the causal relationship. Mathematics teaching will be reorganized in such a way that it is integrated with the tools of modern technology.

Science education

8.18 Science education will be strengthened so as to develop in children the abilities and values ​​such as spirit of curiosity, creativity, objectivity, courage to question and aesthetic sense.

8.19 Programs in science education shall be so designed as to enable students to develop problem solving and decision making abilities and to understand the relationship of science with health, agriculture, industry and other aspects of life. Every effort will be made to make science education accessible to those who have been outside the purview of formal education till now.

Sports and Physical Education

8.20 Sports and physical education are an integral part of the learning process and will be included in the assessment of student performance. Nationwide infrastructure for physical education and sports will be made a part of the education system.

8.21 Playgrounds and equipment will be provided under this infrastructure. Physical education teachers will be appointed. The open areas available in cities will be reserved for playgrounds and if necessary, legal action will be taken for the same. Such sports institutions and hostels will be set up where special attention will be given to sports activities and studies related to them along with general education. Suitable incentives will be given to the talented players in sports. Due emphasis will be given to the traditional sports of India. Special emphasis will be given to Yoga education as a means of integrated development of body and mind. Efforts will be made to make arrangements for the education of Yoga in all the schools and in this view the teaching of Yoga will also be included in the teacher-training courses.

Role of youth

8.22 Opportunities will be given to the youth to participate in the work of national and social development through educational institutions and also outside them. Participation in any one of the ongoing schemes like National Service Scheme, National Cadet Corps etc. is available for the students. will be mandatory. The youth will also be encouraged to take up development, reform and expansion outside the institutions. The National Service Personnel Scheme will be strengthened.

Evaluation process and exam improvement

8.23 Evaluation of student work is an integral part of the learning and teaching process. As a part of a good educational policy, examinations should be used for qualitative improvement in education.

8.24 The examination shall be reformed to enable a valid and reliable method of evaluation to emerge and serve as a powerful tool in the learning and teaching process. It would mean in a functional way.

• Eliminating the degree of excessive coincidence (chance) and subjectivity.
• Removal of the emphasis on the roti.
• Developing a continuous and complete evaluation process that incorporates both classical and extra-classical aspects of education and is pervasive throughout the learning period.
• Effective use of evaluation process by teachers, students and parents.
• Improvement in the conduct of examinations.
• Along with the improvement in examination, the teaching material and method of teaching also improved.
• The introduction of the session system in a sequential manner from the secondary level.

• Use of "grade" in place of marks.

8.25 Objectives are relevant both for external examinations and for evaluation within educational institutions. The system of institutional assessment will be simplified and the abundance of external examinations will be reduced.

Part 9

Teacher

9.1 The status of teachers in a society reflects its cultural-social outlook.  It has been said that no nation can rise above the level of its teachers. The government and society should create such conditions which inspire teachers to create and create and grow. Teachers should have the freedom to experiment and devise appropriate methods of communication and new approaches to suit the problems and capabilities of their community.

9.2 The system of recruitment of teachers will be changed in such a way that they can be selected individually on the basis of their merit and in line with the requirements of their work. The salary and conditions of service of teachers should be commensurate with their social and professional responsibilities and should be such as to attract talented persons to the teacher profession. Efforts will be made to achieve the desirable objective of equality in pay, service conditions and grievance redressal system throughout the country. Directive principles will be formulated to bring neutrality in the posting and transfer of teachers. A methodology for their evaluation will be decided which will be revealed, based on data and facts and in which everyone will contribute. Teachers will be given fair opportunities to progress to higher grades. Accountability standards will be set. Good work will be encouraged and inaction discouraged. Teachers will continue to play an important role in the formulation and implementation of educational programmes.

9.3 Teacher unions should play an important role in advocating professional integrity, enhancing teacher prestige and preventing professional abuse. National associations of teachers can create and enforce a professional code of conduct for teachers.

teacher education

9.4 Teacher education is a continuous process and its pre-service and in-service parts cannot be separated. As a first step, the system of teacher education will be radically changed.

9.5 The new program of teacher education will emphasize on continuing education and the need to move forward according to new directions in this education policy.

9.6 “District Institutes of Education and Training” will be set up with arrangements for training of primary school teachers and workers of non-formal education and adult education. With the establishment of these institutes, many substandard training institutes will be closed.  Some selected secondary teacher-training colleges will be upgraded so that they can complement the state educational research and training institutions. The National Council for Teacher Education will be given the strength and means so that it can be empowered to recognize institutions of teacher education and guide them in their curriculum and methods. Arrangements will be made to work together in the institutions of teacher education and the education departments of the universities.

Part 10

management of education

10.1 High priority will be given to the reorganization of the system of planning and management of education.  The principles to be kept in mind in this regard are as follows:

(a) To prepare a long-term perspective of the planning and management of education and to link it with the developmental and manpower needs of the country.

(b) To create a sense of decentralization and autonomy in educational institutions.

(c) Prioritizing public participation, which includes involvement of non-governmental agencies and voluntary efforts.

(d) To involve more women in the planning and management of education.

(e) Establishment of the principle of accountability in relation to the objectives and norms given

National level

10.2 The Central Advisory Board of Education will review the educational development, ensure necessary changes to improve the education system and play a crucial role in the implementation supervision. The Board will function through appropriate committees and through processes designed for liaison and coordination between various areas of human resource development. To strengthen the education departments of the Center and the states, people with professional skills will be brought in them.

Indian Education Service

10.3 In order to create a suitable framework in the management of education and to bring it into a national perspective, it would be necessary to constitute the Indian Education Service as an all-India service. The basic principles, duties, and method of employment related to this service will be decided in consultation with the State Governments.

state level

10.4 The State Governments shall establish State Education Advisory Boards on the lines of the Central Advisory Board of Education. Effective measures should be taken for integration of various departments of the respective State Governments for human resource development.

10.5 Special attention will be given to the training of educational organizers, administrators and heads of institutions.  For this purpose, institutional arrangements should be made at appropriate stages.

district and local level

10.6 District Education Boards will be set up to manage education up to the higher secondary level and the State Governments will take action in this regard at the earliest. Central, state, district and local level agencies will participate in planning, co-ordination, monitoring and evaluation at various levels of educational development.

10.7 The role of the heads of institutions in the education system should be very important. Special attention will be given to their selection and training.  Adopting a flexible approach, school associations (school complexes) will be developed so that they become a medium of mutual network (network) of educational institutions, and help in increasing the professional competence of teachers and adherence to the standards of duty by them. Also, through school associations, it should be possible for the institutions concerned to exchange experiences, and build a partnership relationship in each other's facilities. It can be expected that with the establishment of the system of school associations, they will take over most of the supervision work.

10.8 Local people will play an important role in school improvement programs through appropriate bodies.

Voluntary Agencies and Aided Organizations

10.9 Non-governmental and voluntary efforts, including those from active philanthropic communities, will be encouraged and financial assistance will be provided provided they are managed properly.  Along with this, such institutions will be stopped which are giving commercial form to education.

Part 11

Resources and Reviews

11.1 The Education Commission (1964-66), the National Policy on Education (1968) and all others concerned with education have emphasized that our egalitarian objectives and practical and development oriented goals can be achieved only if this work is undertaken. There should be capital investment in education according to the form and dimensions.

11.2 To the extent possible, resources will be mobilized through various means - collecting donations, taking the help of local people in the maintenance of buildings and supplies of daily use, increasing the fees at higher education level and utilizing the available resources. better use. The institutions which are working in research or in the field of development of scientific manpower can raise some resources by levying cess or charges on the agencies using their work. Government and industry can be included in these agencies. All these measures will be taken not only to reduce the burden on state resources, but also to inculcate a wider sense of accountability towards the public in the educational system. However, these measures will contribute only to a small extent against the overall financial requirement of the resources. In fact, the government and the countrymen together have to raise financial resources for such programs, such as universalization of elementary education, eradication of illiteracy, providing equal educational opportunities for all sections across the country, increasing the social relevance of education, educational To enhance the quality and functionality of programmes, develop knowledge and technology in scientific fields for self-spontaneous economic growth, create conscious awareness of values ​​considered essential for maintaining national identity.

11.3 The harmful consequences of not investing the necessary capital or insufficient amount in education are indeed very serious. Similarly, the loss caused by neglect of vocational and technical education and research will be unacceptable. Failure to perform completely satisfactory level of work in these areas will cause inevitable damage to the economy of our country.  In order to streamline the use of science and technology, the network of institutions formed from time to time will need to be modernized in sufficient quantity and promptly as these institutions are getting old very fast.

11.4 Keeping these imperatives in mind, education will be considered as one of the most essential areas of capital investment for national development and revival. In the National Policy on Education 1968, it was laid down that the investment on education should be increased gradually so that it could reach 6 percent of the national income as soon as possible. Since the level of capital invested in education has been well below that target since then, it is important that now more determination is shown to meet the financial requirements of the programs set out in this policy. Although the actual needs will be estimated from time to time based on the progress of various programmes, capital investment in the implementation of this policy will be increased to the extent necessary in the Seventh Five Year Plan itself. It will be ensured that starting from the Eighth Five Year Plan it is always more than 6 percent of the national income.

Analysis

11.5 The implementation of various aspects of the New Education Policy must be reviewed every five years. There will also be mid-term evaluations to check the progress of implementation and emerging trends from time to time.

Part 12

Future

12.1 The future form of education in India is so complex that it is not possible to make a clear outline about it. Yet, given our traditions that have always valued intellectual and spiritual achievements, there is no doubt that we will be able to achieve our goals.

12.2 The biggest task is to strengthen the foundation of the educational pyramid, the foundation that will have about a hundred million people by the end of this century. It is equally important to ensure that those at the top of the pyramid are of the best in the world. In the past, both these ends were well irrigated by the original sources of our culture, but due to foreign domination and influence, this process was disturbed.  Now a nationwide effort of human resource development should start again, in which education should play its multifaceted role fully.

Various Info Conclusion

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