Kumkum Roy
The National Education Policy, an ambitious and complex document,
laying down a road map for the next two decades, has been adopted in the
midst of a pandemic
and a lockdown, which renders discussion and debate difficult.
Nevertheless, it requires closer scrutiny, in terms of its implications
for the marginalised, disciplinary spaces, autonomy, and constitutional
values, among other things.
What are its implications for the majority of those covered under the
acronym SEDGs (Socially and Economically Disadvantaged Groups) in the
text? Absent in the document, as far as I could see, is any mention of
the term “caste”, apart from a fleeting reference to Scheduled Castes.
Also absent is any mention of reservation in academic institutions,
whether for students, teachers, or other employees. Reservation,
necessary but not sufficient, is the bare minimum required in terms of
affirmative action in the highly differentiated socio-economic milieu in
which we exist. The silence of the document on this issue is troubling,
to say the least.
Equally disturbing is the passing reference to educational
institutions in tribal areas, designated as ashramshalas (NEP 1.8) and
envisaged as part of the Early Childhood Children Education programme.
What, one wonders, will be transacted in these institutions. While there
are sections of the document (for instance, NEP 14.4) that describe
ways in which SEDGs are supposed to gain access to higher education
institutions, there is no time-frame that is specified. This is
particularly crucial as the document visualises increased “benign”
privatisation of education, attempting to distinguish this from
commercialisation. In a situation of growing privatisation and the near
collapse of public institutions of higher education, how these policies
will be implemented is a matter of concern.
One of the buzz words in the document is multi-disciplinarity — an
apparently attractive and flexible proposition, allowing learners to
experiment with a variety of options. We learn (NEP 11.7) that
“Departments in Languages, Literature, Music, Philosophy, Indology, Art,
Dance, Theatre, Education, Mathematics, Statistics, Pure and Applied
Sciences, Sociology, Economics, Sports, and other such subjects needed
for a multidisciplinary, stimulating Indian education and environment
will be established and strengthened at HEIs across the country.” While
the list is unexceptionable, it is worth flagging what is missed out —
fields of studies such as Women’s Studies or Gender Studies, Cultural
Studies, Media Studies, Dalit Studies, Studies of Discrimination and
Exclusion, Environmental Studies and Development Studies, all of which
have developed over the last three or four decades. Many of these have
engaged with multi-disciplinarity/inter-disciplinarity in exciting and
disturbing ways, bringing to the fore issues of diversity, difference
and identity. That these developments are ignored in what purports to be
a forward-looking document is intriguing.
While there is a running refrain of autonomy and choice in the
document, this is circumscribed at crucial junctures. For instance, the
selection of vocational subjects in middle school is described as a fun
choice. At the same time, it is to be exercised “as decided by States
and local communities and as mapped by local skilling needs” (NEP 4.8).
Further up in the scheme of things is the National Testing Agency
(NEP 4.38) which, we learn “will serve as a premier, expert, autonomous
testing organisation to conduct entrance examinations… in higher
educational institutions.” This is expected to be a means of
“drastically reducing the burden on students, universities and colleges,
and the entire education system.” That instead of an overarching
centralised agency, an innovative educational policy would attempt to
create space for context-specific and diverse modes of evaluation for
different fields of learning is a possibility that remains unexplored.
Overall, HEIs will now be run by a Board of Governors (NEP 19.2),
backed by legislative changes where required. Further centralisation is
envisaged through the setting up of “the National Higher Education
Regulatory Authority (NHERA)… to regulate in a ‘light but tight’ and
facilitative manner, meaning that a few important matters — particularly
financial probity, good governance, and full online and offline public
disclosure of all finances, procedures, faculty/staff, courses, and
educational outcomes — will be very effectively regulated, while leaving
the rest to the judgment of the HEIs (NEP 20.4).” What, one wonders,
remains in “the rest”.
While we have been hearing a great deal about the benefits of being
atma-nirbhar, the policy explicitly facilitates the presence of foreign
universities within higher education. Also, and perhaps more intriguing,
these universities are held up as ideals to be emulated. So “MERUs
(Multidisciplinary Education and Research Universities) will be set up
and will aim to reach the global status of, e.g., the Ivy League
Universities in the US.” (NEP 11.10)
Several universities and HEIs have evolved and sustained democratic
mechanisms, including academic and executive councils. These formulate,
discuss, and implement policies, courses and other institutional
matters. What has made them vibrant institutions is the presence of
faculty and students, elected, as well as on the basis of seniority and
rotation. Jettisoning these structures, norms and practices for a linear
top-down mode of administration, as envisaged, will deprive members of
HEIs of an opportunity to engage with the challenges of democratic
functioning.
Also worrisome is what happens with the Constitution — while an
assortment of values are identified as constitutional, including
“knowledge and practice of human and constitutional values (such as
patriotism, sacrifice, non-violence, truth, honesty, peace, righteous
conduct, forgiveness, tolerance, mercy, sympathy, helpfulness,
cleanliness, courtesy, integrity, pluralism, responsibility, justice,
liberty, equality, and fraternity)” (NEP 4.23), and there is an
occasional mention of fundamental duties, one searches in vain for any
allusion to fundamental rights. Are these to be erased from the memories
of future generations?
It is to be hoped that beyond the immediate excitement that the
announcement of the implementation of the NEP has generated, there will
be opportunities to examine its long-term implications, and, if
necessary, revisit it, before it is actually implemented.
The writer is professor, Centre for Historical Studies, JNU. She has been involved in developing textbooks and