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Source: The post critics of the National Education Policy (NEP) has been created, based on the article “Why NEP implementation has been a failure” published in “Indian Express” on 15th June 2024
UPSC Syllabus Topic: GS Paper 2– Governance – Issues relating to development and management of Social Sector/Services relating to Education
Context: The article criticizes the NEP’s structure, arguing it dilutes core subjects by introducing many peripheral courses. It claims this creates bureaucratic burdens and reduces the depth of learning, ultimately failing to foster true academic and critical thinking skills.
For detailed information on National Education Policy (NEP) read this article here
What are the major concerns related to the National Education Policy (NEP)?
- Standardized Credit System: NEP introduces a credit-based, eight-semester system intended for easier credit transfer. This approach is criticized for prioritizing standardization over educational depth.
- Reduction in Syllabus Content: Under NEP, syllabi have been truncated. For example, Walt Whitman’s poem “Passage to India” is now taught with only 68 lines instead of the full 255 lines, limiting comprehensive understanding.
- Dilution of Core Subjects: At St Xavier’s University, Kolkata, only one major core subject is taught per semester in Economics Honours, alongside several non-core subjects. This dilution may lead to insufficient knowledge in the core field.
- Administrative Overload: NEP requires numerous exams and continuous assessments per semester, adding significant bureaucratic and administrative burdens for both students and educators.
Way forward
The way forward involves reevaluating NEP’s credit-based system to focus more on comprehensive core subject education. Reducing the number of non-core courses can improve students’ depth of knowledge and academic standards. Stakeholders’ feedback should guide meaningful revisions for effective higher education.
Question for practice:
Examine how the National Education Policy (NEP) impacts the depth of learning and academic standards, focusing on the criticism regarding the dilution of core subjects and introduction of peripheral courses.
