The Committee for Evolution of the New Education Policy aka the TSR Subramanian Committee submitted its National Policy on Education 2016 draft to the Union HRD ministry on May 28, 2016. Highlights of the 49-page ‘Summary of Recommendations’ of the report are given hereunder.

9.4 Challenges for NEP 2016

Despite many gains, the Indian education system faces several problems, denting its credibility. (i) Absence of minimum standards in the provision of schooling facilities, processes and student outcomes, and equity in educational opportunities. (ii) Lack of professionalisation in education planning and management. (iii) Absence of requisite disaggregated data, particularly at sub-national and institutional levels for evidence-based management of education. (iv) Lack of competent and committed teachers, resulting in poor quality of education. (v) Substandard quality of teacher education and training. (vi) A curriculum which encourages rote-based learning. (vii) Malpractices in the examination system. (viii) Neglect of skill and vocational education, overemphasis on acquiring dead-end qualifications which do not lead to employment. (ix) Failure to make ICT functionally integral to the management of pedagogy of education. (x) Mushroom growth of private coaching classes and degree shops. (xi) Corruption and politicisation of education management at all levels. (xii) Mediocre status of a majority of higher education institutions; and (xiii) The pursuit of degrees and qualifications at any cost.

9.5 Governance in Education

Quality of education needs sharp upgradation across the board. (a) Use ICT as a tool for improving quality of education (b) ICT for education data management (c) Constitute a Standing Education Commission (d) Restrict political and other distractions on college/varsity campuses (e) Enforce Lyngdoh Committee (2005) rules for campus unions and elections (f) Restrict students tenure on campuses (g) Promote All India Education Service as recommended in NEP 1968 and NEP 1986/92 (h) Establish Education Tribunals for service matters and admin decisions.

9.6 Provision of special academic and other support to children from socially and economically weaker sections.

A well thought out programme needs to be evolved, based on local resources, conditions and circumstances.

9.7 Public Expenditure on Education.

The NEPs of 1968 and 86/92 had both recommended 6 percent of GDP as the norm for the national outlay on education. The actual expenditure has hovered around 3.5 percent. It should be raised to at least 6 percent of GDP without further loss of time. There can be no better investment than in the future of India’s children.

9.10 Teacher Education, Deployment and Professional Development

The poor quality of school education is a direct result of poor quality of teacher education and teacher training. The quality of most B.Ed and diploma programs is far from satisfactory.
• Introduce four-year post senior secondary, integrated BA/B.Sc, B.Ed courses in all states.
• States should gradually convert the existing two-year B.Ed program to a four-year integrated course, supported by an offer of preferential employment to such graduates.
• In the long run, a five-year integrated course after class X for elementary school teachers and another five-year course after class XII for higher secondary teachers should be introduced.
• For existing teachers, compulsory training every five years should be the norm.
• Compulsory licensing or certification for teachers in government and private schools should be made mandatory, with provision for renewal every 10 years based on independent external testing.

9.12 School Governance and Management

Principals and headmasters motivate teachers, inspire students and seek cooperation of parents and community to improve the academic level and infrastructure of their schools. A separate cadre of principals and headmasters should be created. The selection of headmaster should be on experience.

9.13 Pre-School Education

Pre-primary education has been a neglected area in the education sector. The Integrated Child Development Services (ICDS) program was intended to provide early childhood education but this has not happened in practice.
• Pre-school education for children in the 4-5 years age group should be declared as a right and a programme for it implemented immediately.
• A new education component should be introduced in anganwadi practices, to ensure that pre-school children are exposed to elementary education. NCERT should formulate curricular framework for pre-primary education.
• SCERTs should conduct intensive training for anganwadi workers.
• Appropriate funding to meet the additional responsibilities and the costs thereof need to be provided.

9.14 Vocational Education & Training

The school education system does not prepare a student for employment even after 12 years of schooling. Vocational education must be mainstreamed.
• The ongoing initiative of MHRD in implementing the National Skill Qualification Framework (NSQF)-compliant skills program in secondary and higher secondary schools through National Skill Development Corporation (NSDC)-approved training providers needs to be scaled up.
• Vocational education subjects may also be offered in some schools from class VIII onwards as a formal stream leading to certification.
• An organised intervention for counselling students on career options is to be designed and introduced in schools to create awareness about the prospects available after acquiring vocational skills.

9.15 No Detention Policy

The no detention policy must be continued for young children until completion of class V when the child will be 11 years old. At the upper primary stage, the system of detention shall be restored subject to the provision of remedial coaching. This will require a suitable amendment in s. 30(I) of the RTE Act.

9.16 Reservation for Economically Weaker Sections and Disadvantaged Groups

Minority (religious and linguistic) schools have been exempted from s.12 (1) (c) of the RTE Act. Even aided minority schools are not required to implement it. This exemption needs review.

9.17 Need to Amend the RTE Act, 2009

The RTE Act needs to be amended to provide, in addition to infrastructure requirements, norms for learning outcomes which directly affect the quality of education. Infrastructure norms for recognition of private schools should also be applicable to government schools.

9.18 Language Policy

The Three Language Formula (TLF) was formulated by the government of India in consultation with State governments and enunciated in the National Education Policy Resolution 1968. Every child is expected to learn three languages, viz, the mother tongue, Hindi and English.

It is desirable that school education should be provided through the medium of mother tongue or regional language, at least till class V. The choice of the second (at the primary level) and third language (at the secondary level) should be left to individual states and local authorities to decide, under provisions of the Constitution.

9.19 Sports and Physical Education

The importance of physical development of children is not given the attention it vitally needs. It is time to make a specific, non-divertible budget for sports facilities in government schools, as also in private schools.

9.21 Curriculum Renewal and Examination Reforms

There is need to reduce curriculum load and avoidable emphasis on rote learning — the focus has to be on making learning joyful, creative, participatory, and stimulate and encourage the child to think. The prime requirement is to improve formal teaching standards in schools, and also create structures for assisting children in school to keep up with the median levels of each class through special support measures.

• Examinations should be designed to test wider awareness, understanding and comprehension, and not merely ability to reproduce text book scripts.
• In some states, conduct of examinations is far from satisfactory, and lacks credibility, and is a blot on our entire education system.
• Reform of the examination process needs to be put on the national agenda to restore confidence in the system.
• On-demand board exams should be introduced.
• Assessment capacities in CBSE and state examinations boards need to be strengthened.

9.22 Restructuring Class X Examination

Subjects can be offered at a higher and lower level, permitting students to choose the level at which they wish to write class X board examinations. For example, a student who does not expect to study mathematics further, may choose the basic (lower) level, while another may choose the advanced (higher) level.

9.23 Education of Tribal Children

Even though enrolment has improved, dropout rates among tribal children are high. To improve access and quality of education, greater responsibility should devolve on government departments directly responsible for education. Tribal Departments do not have the requisite domain knowledge or expertise.

9.24 Education of Children with Special Needs

An independent board may be set up under the State Education Act or through a suitable mechanism to oversee the implementation of schemes for children with special needs. There is a need to constitute part-time sub-committees of experts comprising child and clinical psychologists drawn from the nearest medical college.

9.25 Protection of the Rights of the Child

Child protection goes beyond personal safety of children. Every principal and teacher needs to be made aware of the provisions of the Act.

9.26 Academic Counselling and Aptitude Testing

Unfortunately, most government and many private schools do not have counsellors, mainly due to lack of resources. Every school must have access to the services of a professional counsellor to help a range of students.

9.27 Mid-Day Meal Scheme

In spite of occasional complaints regarding quality of food served, the MDM scheme has been popular and successful. The MDM program should now be extended to cover students of secondary schools.

9.28 School Children and Public Health

Good education is possible only when the child is in good health. Currently available modern technology can be used to roll out a relatively inexpensive and effective preventive/diagnostic system. It would also be desirable to roll-out a national programme of regular and periodical health checks for all school children, using ‘Digital India’ connectivity.

9.29 Kendriya Vidyalayas (KVs), Jawahar Navodaya Vidyalayas (NVS) and Kasturba Gandhi Balika Vidyalayas (KGBVs)

The record, performance and reputation of KVs, JNVs and KGBVs indicate that government schools can also provide quality education. The reasons for success of these institutions need to be studied by independent experts, and the results should be made available to state governments to help them improve government schools.

9.30 Higher Education.

(a) Quality issues in Higher Education. The quality of many universities and colleges and the standard of education they provide are far from satisfactory.
(b) Teacher availability. UGC had introduced in 1989, the National Eligibility Test (NET) for prospective teachers in higher education. State governments also conduct their own State Eligibility Tests (SET). On an average, 3 lakh candidates appear for each NET examination but the success rate is reported to be low, which is a poor reflection on the quality of postgraduate teaching.
• The quality of research conducted in most universities is unsatisfactory.
• Because of frequent transfers, teachers in government colleges rarely develop institutional attachment, essential for improving the quality of education.
(c) Appointment of Vice-chancellors. The present system of appointing Vice-Chancellors has become prone to manipulation, which militates against the appointment of competent persons as VC with vision and leadership.
• It is imperative that the selection of Vice-Chancellors should be done on merit.
(d) Ensuring Quality in Higher Education. The process of according recognition to higher education institutions, both general and technical, needs considerable revamping. At present accreditation is not compulsory for all higher education institutions. It is required only for receiving grants from the UGC. A credible system of accreditation covering all institutions of higher education needs to be instituted.
• Many private universities and colleges, professional and otherwise, flourish under the patronage of influential people backed by money power with little interest in education. It is necessary to weed them out through a process of accreditation for which transparent benchmarks have to be applied.
• A manpower needs study must be undertaken every five years at the Central and state levels to determine the need for faculty positions in institutions of higher education. Appointment to faculty positions should only be made after the applicants have cleared the NET and SET examinations.
• Privately run colleges would also need to recruit teaching faculty from those who have cleared the NET/SET exam.
• Budgetary allocations should be increased and facilities for carrying out high quality research improved to encourage and incentivise serious researchers.

9.31 Role of State in the Management of Higher Educational Institutions

(a) State/Central Universities. NEP 1986/92 had recommended greater autonomy to colleges as a result of which some colleges have been granted autonomous status, but by and large universities continue to be burdened with administrative and academic responsibilities of affiliated colleges, not allowing them to concentrate fully on teaching and research.
(b) Private Universities. These universities continue to come under the purview of UGC and AICTE. Serious complaints of corruption have been voiced about the manner in which the approvals and recognitions are accorded to higher education institutions. In many States fees in private colleges are determined by government and kept artificially low with a tacit understanding that the institutions can make up the deficit through donations and capitation fees. The present system encourages non-transparent financial management of private higher education institutions.

9.32 The Contours of Reform in Higher Education

• Firstly, full academic freedom needs to be given to universities to fix their curriculum, create new courses based on demand and contemporary relevance.
• Secondly, the finances of education institutions should become open and transparent.
• Private institutions should be allowed to charge fees which would enable them to meet their legitimate expenses.
• As part of the accreditation process, each institution should be evaluated at least once in five years. There should be different criteria of evaluation for different categories of institutions.
• Every institution would have to periodically place, on a dedicated website, details of the number of teachers and their qualifications; examination results; placements; and a report on academic and extra-curricular activities, as well as other relevant information relating to the institution. ICT applications should be used extensively to monitor performance of higher education institutions.
• It is envisaged that a National Higher Education Promotion and Management Act, to cover the present and future needs of the higher education sector, will be enacted.
• The burden of affiliating universities to exercise academic and administrative oversight of affiliated colleges should be reduced. No university should have more than 100 affiliated colleges.

9.33 Need to Revamp the Regulatory Regime in Higher Education

• The system of Higher Education is in crisis. There are more than 40,000 institutions, most of them of average or indifferent quality. Only about 20 percent of graduates from these institutions have been found to be employable.
• The present accreditation system has to be revamped and quality institutions have to be given greater freedom including being able to fix student fees and faculty salaries to attract the best talent.
• The payment of capitation fees and rent-seeking from students is rampant — for some specialized courses the amounts mentioned as capitation fee are very high. The prevailing situation often forces the potentially good institutions to back off because they do not succumb to unethical practices.
• The Policy therefore underscores an alternative approach which encourages autonomy to good institutions, and threatens the inefficient and unscrupulous with closure.

9.34 Research and Innovation in Indian Universities

• Although India’s overall share of research publications in the world has risen in the past decade, the quality of research has not made a significant mark. It is estimated that nearly 3 lakh students go abroad every year to study in the worlds best universities, spending more than $10 billion, which is twice the allocation for higher education in the Union budget.
• Over the next decade, at least 100 new centres for excellence, in the field of higher education both in public and private sector need to be established.
• Private philanthropists (foundations and trusts) should be given full freedom to establish Centres of Excellence. Minimum investment of say Rs.1,000 crore each.
• A Council for Excellence in Higher Education (CEHE) would be established to create policies to foster the establishment of Centres for Excellence, both in the public and private sectors.

9.36 International Linkages in Higher Education

• Selected foreign universities, from the top 200 in the world, should be encouraged to establish their presence in India through collaboration with Indian universities. It should be made possible for a foreign university to be in position to offer its own degree to Indian students studying in India, such that these degrees should be valid also in the country of origin.
• Encouragement should be given to ‘high quality’ foreign universities and educational institutions to collaborate with Indian partners, and establish an Indian presence.

9.37 Need for a National Higher Education Promotion and Management Act

• A Higher Education Management Act needs to be enacted which will constitute the legal framework to confer the authority to promote, manage and stimulate the higher education sector, backed by a national mandate.
• An autonomous statutory Council of Higher Education to be set up by each state.
• Approval of new courses will be within the competence of the concerned university.
• The council will arrange to monitor periodically the academic standards of universities and colleges in consultation with approved accrediting agencies.

9.38 Creation of a National Education Fund

• UGC currently distributes 35,000 fellowships worth about Rs.1,050 crore each year.
• With the objective of encouraging merit and promoting equity, a National Fellowship Fund, primarily designed to support the tuition fees, learning material and living expenses of 10 lakh students every year should be created.
• A corpus of funds should be generated, partly funded by government, and partly through contribution from the private and corporate sectors.

9.39 Entrance examinations to professional courses

• There is need for one unified national level examination for admission to each type of specified professional course, carefully designed, giving the facility to the applicant to prepare for it and apply at his own convenience, to advance his opportunity for admission to any institution across the country.
• For students from each state where the institution is located, either the benchmark performance in the state board, or a state-level examination meant for local aspirants needs to be created.

9.40 Open and Distance Learning — Dual Mode and Promotion of Massive Open Online Courses (MOOCs)

At present, open and distance learning in the country is provided mainly by Indira Gandhi National Open University (IGNOU) and some state open universities. In recent years, MOOCs have been introduced in some universities abroad to extend the reach of higher education but the results have not been uniformly encouraging. A beginning has also been made to offer MOOCs in India.
• Open Direct Learning through dual mode universities and through MOOCs should be accorded appropriate priority because of India’s existing and latent strength in terms of IT capability and interest evinced by leading universities and institutions in promoting ODL education.
• Under the aegis of the proposed Higher Education Act (proposed elsewhere in the policy), a suitable ‘Regulator’ with adequate powers, needs to be established.

9.41 Reforms in Medical Education

• There are at present more than 400 medical colleges in the country. Nearly half of them are in the government sector.
• The private sector needs to be encouraged to set up medical colleges for which incentives, including minimum requirement of land, need to be considered.
• The quality of medical education has suffered due to political and financial vested interests in MCI. The existing framework of medical education needs significant restructuring.

9.42 Reforms in Agriculture Education

• There is an urgent need to bring agriculture and rural India in the mainstream of our education system.
• There are 63 agriculture universities in the country, functioning under the overall supervision of Indian Council of Agriculture Research (ICAR).
• A review of agriculture education is needed to re-orient and revamp it to make it relevant to the current needs.
• An independent review or critical assessment of the ICAR/National Research Institutions may be conducted to highlight the specific reforms required.
• State agricultural universities need to update their curriculum and pedagogy, to enable them to address the needs of their students.

9.44 Open & Distance Learning

(a) Indira Gandhi National Open University
There has been no independent evaluation of the work of IGNOU since its establishment. Such an exercise be undertaken at an early date. IGNOU should be given the position of the designated National University in the field of distance education; and allowed the autonomy and the space to set its own standards.
(b) National Institute of Open Schooling (NIOS)
One of the largest open schools in the world, covering 3 million learners through 6,000 centres, NIOS now needs to redefine itself to address the large potential demand for vocational education, in collaboration with Union ministry of skill development & entrepreunership.
(c) Need for credible examination and certification at classes X and XII
There is a felt need for a credible and reliable national examination at class X and class XII for following categories of students: (i) School dropouts; (ii) Students who opted for vocational stream but would like to move back to the main academic stream; (iii) Those who wish to study abroad and need certification of acceptable quality achievement by foreign institutions of higher education; (iv) One million new fellowships recommended elsewhere in the report to invest in India’s strength, i.e. its children.
(d) Regulatory issues in distance learning
While IGNOU and NIOS may be the premier agencies for distance learning, there’s need to establish an appropriate regulatory authority to keep track of developments in this field. Create regulators for higher and school education.

9.45 The Way Forward

Decades of insufficient focus, lack of adequate attention and mismanagement have seriously eroded the quality of our education system. The country now needs to invest in its strength, i.e. its children.