Monday, Jul 31, 2023 08:30 [IST]
Last Update: Monday, Jul 31, 2023 02:50 [IST]
PART-I
India has seen substantial reforms and changes in its educational policy from the establishment of the Indian Education Commission in 1882 and the Hartog Committee Report, which promoted free and compulsory education, in 1929. The Sargent Report from 1944 placed a strong emphasis on a national education system. The Kothari Commission Report from 1964 to 1966 placed a strong emphasis on a uniform educational framework and vocational education. The universalization of primary education was emphasized in the National Policy on Education (NPE) of 1986. The Right to Education Act established free and required education in 2009, while the Sarva Shiksha Abhiyan was established in 2000 to guarantee universal access to basic education. The recently released National Education Policy (NEP) 2020 aims to modernize the educational system by placing a focus on flexible learning, all-round development, and technology integration. As a result of these initiatives, India's educational environment now takes into account a variety of issues and objectives.
History of Education Policies in Sikkim
The education policy of Sikkim, a state in northeastern India, has seen major changes over time. When the state first joined the Indian Union in 1975, it concentrated on expanding educational opportunities and developing its infrastructure. To oversee education in the state, the Sikkim Education Act was passed in 1979. To expand options for higher education, the state government established the Sikkim Manipal University in the late 1990s through public-private collaboration. The government has recently placed a high priority on skill development, teacher preparation, and high-quality education. The state has also put into effect several initiatives, including the Free Education Scheme and the Chief Minister's Meritorious Scholarship Scheme. A crucial component of education strategies has been the emphasis on increasing educational access, quality, and skill development in Sikkim.
Impact of Education Policies in Sikkim
The first (1968), second (1986), third (1992), and fourth (2020) Sikkim education plans all had a significant influence on the state's educational system. The first policy, which intended to promote educational access, led to the opening of new schools and a rise in enrolment. The second strategy was centred on expanding access to and enhancing the quality of primary education to promote skill-based education. The third policy helped with curricular changes, teacher preparation, and infrastructural improvements. The Sikkim education system may be improved, and new difficulties can be addressed, according to the fourth education policy in NEP 2020, which emphasizes holistic development, flexibility, and technological integration. Together, these policies have influenced and enhanced the educational environment in Sikkim, fostering student access, quality education, and skill development.
Major changes that Indian higher education saw after 1st, 2nd, and 3rd education policies in India
The first (1968), second (1986), and third (1992) education policies have had a significant impact on India's higher education system.
The first policy sought to increase access to higher education by opening new colleges and universities around the nation. Due to this, there has been a significant rise in the number of chances for students to pursue higher education.
The second policy placed a strong emphasis on raising the standard of higher education. It promoted policies including faculty development initiatives, curricular changes, and the creation of independent institutions. As a result, academic standards at higher education institutions were raised, and research and innovation were encouraged.
The third policy was centred on reforming higher education
to support interdisciplinary study and alleviate regional inequalities. As a
result, prestigious institutions like the Indian Institutes of Technology
(IITs) and the Indian Institutes of Management (IIMs) were founded. In order to
match higher education with industrial demands, the strategy also stressed the
significance of vocational education and skill development.
All things considered, these initiatives had a significant influence on the higher education system in India, increasing access, raising standards, and encouraging academic achievement. They made it possible for eminent institutions to be founded, supported research and innovation, and matched higher education with the shifting demands of society and the economy.
What purpose does an NEP serve?
The National Education Policy (NEP) is intended to serve as a comprehensive framework and vision for the growth and reform of education in a nation. In order to answer the changing demands of society, the economy, and individuals, it creates goals, objectives, and strategies. The NEP serves as a catalyst for significant improvements in access, equality, quality, and relevance in education. It helps all parties involved, including legislators, educators, institutions, and parents, coordinate their efforts in order to achieve the intended results. The NEP encourages a comprehensive and inclusive educational system that equips people for lifelong learning, personal development, and socioeconomic development by encouraging cooperation and coordination.
Key highlights of the NEP 2020
The National Education Policy (NEP) 2020 for the state of Sikkim outlines a number of important changes and highlights that seek to change the educational system. The importance of vocational education and skill development, structural changes, curricular modifications, and technological integration in education are a few of these.
1. Structural Changes to the Education System: NEP 2020 suggests replacing the current 10+2 framework for school education with a new 5+3+3+4 structure. Early childhood education (years 3-8), foundational stage (ages 8–11), preparation stage (ages 11–14), and secondary stage (ages 14–18) are prioritized in this system. These structural adjustments guarantee Sikkim pupils a solid foundation and a well-rounded educational experience.
2. Modifications to the School Curriculum: The policy emphasizes experiential and transdisciplinary learning in the curriculum. It enables students to investigate many topics and disciplines while fostering creativity, critical thinking, and problem-solving skills. In accordance with NEP 2020, education should be approached holistically, allowing students to acquire not just academic information but also values and life skills.
3. The significance of vocational education and skill development in preparing students for the workforce is acknowledged by NEP 2020. From the secondary level forward, it tries to incorporate vocational education within the core curriculum. This guarantees that Sikkim students have the chance to develop practical skills, entrepreneurship capabilities, and industry-relevant information, increasing their employability and independence.
4. Technology Integration in Education: NEP 2020 places a strong emphasis on incorporating technology into the teaching, learning, and evaluation processes. To improve the calibre and accessibility of education, it encourages the use of digital technologies, online resources, and e-learning platforms. The policy acknowledges technology as a fuel for creativity, individualized instruction, and student-teacher cooperation. This technological integration provides Sikkim students with tools with digital literacy skills and prepares them for the digital era.
TO BE CONTINUED
(Prof. Mahesh Chandra Govil is Director, NIT Sikkim & Dr. Dhananjay Tripathi is Associate Professor, Department of Humanities and Social Sciences, NIT Sikkim. Emails: director@nitsikkim.ac.in dhananjaystripathi9@nitsikkim.ac.in)
