“Education is the great engine of personal development. It is through education that the daughter of a peasant can become a doctor, that a son of a mineworker can become the head of the mine, that a child of farm workers can become the president of a nation." – Nelson Mandela
I cannot not think of this powerful Nelson Mandela quote as I sit down to ponder and write about the maze the education system has become today. The National Education Policy was introduced in 2020. The regular appearance of Delhi University in local news and the buzz, coupled with the excitement surrounding the rollout of the National Education Policy (NEP) 2020, has prompted me to question where this ‘new’ education policy stands today and what’s become of it in Delhi University.
Anand Prakash, a member of DUTA (Democratic United Teachers Association) executive and Assistant Professor at DU sums it up, “I believe that the implementation of the NEP has resulted in a decline in the name and reputation of Delhi University. It's evident that we are no longer the institution we have been known as for many years.”
Comprehensive or unclear? A closer look at the NEP
Post-independence, our vision for the educational policy was meant to provide a fertile ground for growth, irrespective of whether we possess the seeds or not, and without any fear hindering the spread of our wounded wings. Since then, all the NEPs in India have had distinct visions: First NEP (1968) focused on promoting social justice and equality, expanding infrastructure, and vocational education; the second NEP (1986) aimed to modernise education, preserve cultural identity, and emphasise science and technology, and third NEP (2020) envisions holistic development, critical thinking, global citizenship, with flexible curriculum, vocational education, and digital integration.
This monumental task of revolutionising the education system is intricately intertwined with the National Education Policy (NEP) 2020. So,
Where diversity thrives, a transformative vision was set forth - the National Education Policy (NEP) of 2020. With lofty promises and ambitious goals, it embarked on a journey to reshape education in India. The University of Delhi announced its adoption for the 2022-23 academic year in August 2021. But as with any grand expedition, the question looms: Is the NEP a comprehensive policy ready to lead the way, or does it still lack a clear roadmap?
Just as spreading butter on bread and toasting it can alter the butter's taste, a policy with a comprehensive framework may lose its effectiveness if it lacks a clear roadmap for implementation, especially in India's diverse educational scenario.
The assertion that the (NEP) aligns with Western education systems while emphasising Indianization may seem contradictory at first glance. It claims that being Indianized highlights the integration of Indian culture, heritage, and values into the curriculum through yoga, the promotion of Indian languages, etc. Prakash (DUTA member) says, "The intention of NEP appears to be shifting away from publicly funded universities towards greater privatisation."
Moreover, in pursuing these internationalisation goals, the NEP may have unintentionally side-lined or overlooked specific fundamental requirements within the domestic/Indian education system. This could include issues related to infrastructure, teacher training, curriculum development, resource allocation, etc.
"Primarily, NEP is not a research-based framework as it introduces changes without substantiating the shortcomings in previous NEP policies. Regarding the concept of 'Indianisation,' they have introduced a term, but the underlying essence remains predominantly Western”, says Shoaib, an MA student who is working extensively on curriculum frameworks in higher education).
Curriculum Overhaul: A myth or a reality!
NEP’s quest of a need for a Curriculum Overhaul incorporates flexibility with more choices in the curriculum, multidisciplinary approaches (blurring the traditional boundaries between arts, science, and commerce streams), integration of local & traditional knowledge (Ayurveda, Yoga, and Indian arts), vocational & skills courses.
Prakash comments, "In my view, it seems that the NEP's incorporation of these alterations is geared toward increasing overall enrolment figures and broadening the dissemination of degrees.”
Amidst the chaos, Ayush, a Sociology student at Delhi University, persistently voiced his thoughts without pause, as if he were determined to ensure his words reached everyone.
He says, "I find myself increasingly troubled by the intricacies introduced by the NEP's alterations to the curriculum. Currently, I am in the midst of UPSC preparation, with sociology as my chosen core subject. Should I fail to acquire an in-depth understanding and extensive knowledge of this core subject, I wonder how I will be able to grasp it in its entirety. I can't help but notice a shift towards having more options when it comes to selecting optional subjects. Why am I not able to choose from within my core papers? The reduction in the number of core papers and their dilution by other subjects strikes me as illogical. Is it not unfair? What possible benefits could arise if I do not grasp the core paper I am on track to graduate in? Implementing the NEP introduces complexity into selecting different optional subjects, all in the name of skills and development."
In the 2022-23 curriculum, the University of Delhi introduced two new courses, the Value Addition Course (VAC) and the Skill Enhancement Course (SEC), alongside the existing Core Courses and Ability Enhancement Courses (AEC).
Ayush explains, "GE, SEC, VAC, and AEC are optional courses, and I'm struggling to comprehend the rationale behind implementing a six-month financial literacy program in (VAC). Does it truly add value or enhance our job prospects? In today's highly competitive job market, it's unlikely that a six-month course alone will secure employment. I'm genuinely perplexed about the distinction between VAC and SEC; they sound similar. All I see are unnecessary complications. I personally haven't seen any tangible benefits from it; it feels like a strategy to divert students away from their primary field of study. Ultimately, this could leave us without expertise in any specific area. If you were to ask most students, you'd find that the majority are dissatisfied with these skill courses. Do you ever wonder what all of this means? It only seems to pile on more pressure and obligations imposed on us without much choice."
As students embrace their educational responsibilities, they confront dissatisfaction arising from the curriculum, which burdens them psychologically.
Burden or a Responsibility!
A thin line between burden and responsibility can alter the purpose. As the NEP was implemented in Delhi University, Prakash couldn't help but feel something was amiss.
He said, “Before the NEP's implementation, there were five one-hour classes per week. However, following the changes, this has been reduced to three classes per week, even though the syllabus remains unchanged. Therefore, the reduced hours allocated to each course have raised concerns about potential compromises in course quality. Also, the assessment has increased from 20 marks for 5 classes per week to 70 marks for 3 classes per week. This reduces the number of classes but intensifies the assessment pattern, with no changes to the syllabus or overall assessment. It's putting more pressure on me as a teacher.
He has highlighted a significant facet of the National Education Policy (NEP) that must warrant our attention.
“The issue of expertise isn't my main concern anymore. Currently, I find myself teaching two papers simultaneously. I don't necessarily have a problem with teaching two papers, but it's challenging to cover the material effectively in the limited time available due to the reduction in the number of classes per week. Furthermore, the practical classes have been cut down from four hours to just two, which presents additional challenges,” he adds.
Education Quality at Risk
All this can lead to rushed teaching, reduced teacher-student interaction, and, ultimately, a decline in the quality of instruction.
“I've noticed that students tend to be more concerned about subjects other than their core papers, often rushing to attend those classes. In fact, we're all caught up in this hustle, even encouraging students to attend these classes. However, AEC subjects are entirely distinct from our core papers. As a result, the burden increases, but the outcomes don't seem to improve,” Prakash explains.
Expanding access to education is vital, but it should be coupled with efforts to ensure that the education provided is effective, meaningful, and equitable. Additionally, this undermines the intended autonomy that teachers are supposed to have. Regarding this, Prakash pointed out that all the alterations in the NEP were implemented without seeking input or feedback from teachers.
Another notable change introduced by the NEP is extending the undergraduate bachelor's degree program from 3 years to 4. This alteration is coupled with the implementation of multiple entry and exit options, allowing students to obtain a certificate, diploma, and degree upon completion of their first, second, and third years, respectively.
Increase in Dropout Rates
In the backdrop of the latest AISHE 2020-2021 report, released by the Ministry of Education, paints a vivid picture of India's higher education, revealing that higher education enrolment has exceeded 4.14 crore students for the first time, a 7.5% increase from 2019-2020 and a 21% increase since 2014-2015. Female enrolment has reached 2 crores, up by 13 lakhs from the previous year.
But, this is not true for Delhi University, which has seen a sudden shift of declining female admissions. “Two other notable changes include a significant increase in fees and a decline in female admissions at Delhi University (DU). Female student enrollment experienced a 37.75% drop in the academic year 2022-23 compared to the previous year, 2021-22. Prior to the implementation of the National Education Policy (NEP). In 2021, the total number of girls admitted to DU stood at 54818, but now it has decreased to 34120 in 2022. The primary reason for this decline in female admissions seems to be the delay in the admission process. Additionally, given that the fees at many state universities are now lower than those at DU, it raises the question of why anyone would choose DU for their education if it does not offer commensurate student benefits,” Prakash tells me.
A decrease in female admissions can have broader implications for gender equity in society. Higher education is a pathway to economic empowerment, career opportunities, and leadership roles. When women have reduced access to quality higher education, it can perpetuate gender disparities in various fields and limit their ability to participate fully in the workforce and decision-making processes.
The National Education Policy (NEP) 2020 has brought both promise and concern. While it aims to provide flexibility and modernise education, it risks compromising quality. It can be a catalyst for positive change, but it requires careful planning, continuous evaluation, and responsive adjustments to achieve its goals effectively.
Featured image credit: Shantanu Kumar from Pexels
This story has been written as part of the My City Writers’ Training Program.