IASbhai Daily Editorial Hunt | 15th Oct 2020
A real decision is measured by the fact that you’ve taken a new action. If there’s no action, you haven’t truly decided.– Tony Robbins
EDITORIAL HUNT #190 :“Implementation of NEP 2020 and NGO’s | UPSC”
Implementation of NEP 2020 and NGO’s | UPSC
Rohit Dhankar is Professor, Azim Premji University, Bengaluru, and the Founder Secretary, Digantar, Jaipur, Rajasthan.
A weak link in the elementary education chain
India is ignoring the necessity for strong capacity building of the many NGOs engaged in educational improvement
SYLLABUS COVERED: GS 3: Education
NGO’s will have a significant contribution in implementing NEP 2020 . Discuss the role of Educators and training in nation building process. -(GS 3)
- NGO’s and Education
- Scope of work
- Key Documents and Framework
- EDUCATION IN 2050 : A large number of non-governmental organisations (NGOs) are intensively engaged in the task of improving elementary education in the country.
- NON-PROFIT SECTOR : It is estimated to be about three million paid workers in the voluntary sector through 1.2 million organisations.
- EMPOWERING PEOPLE: Also it is estimated that 20.4% of this workforce (about six lakh workers) is engaged in education.
- COUNTING NGO‘s : India has 31 lakh NGOs, more than double the number of schools” (August 1, 2015), the number of NGOs in the country was more than 31 lakh.
- EDUCATORS IN NGO : With these data, it should be a safe guess to estimate that there are now more than 12 lakh NGO workers engaged in education .
SCOPE OF WORK
- EDUCATORS : It is most probable that these workers are engaged in direct teaching in classrooms, demonstrating methods to teachers, conducting teacher workshops etc..
- EMPOWERING GENERATIONS : Most NGOs and large foundations believe that these people work as catalysts and influence the functioning of the system.
- EFFICACY : For various reasons, they are supposed to be more effective than regular employees in the government system.
- CONTINUOUS DEVELOPMENT : There is a lot of discussion around education and the Continuous Professional Development of Teachers (CPDT).
- IN SERVICE TRAININGS : These NGO workers have a significant part in the CPDT, for example, in annual in-service training and pedagogy improvement workshops.
- QUALITY IMPROVEMENT : We should be asking ourselves whether these workers are adequately prepared for this difficult task.
- QUALITY CHECKS : Anyone who can successfully contribute to the improvement of educational quality must have some idea of what educational quality happens to be.
- SCHOOLS VS SCORE : A very common notion of what good quality school is in our society is based on a high score in the board examinations.
- DICEY CURRICULUM : The curriculum is irrelevant to the life of people (as it is often claimed), it is still indicate a high quality school .
- PUNISHMENTS IN SCHOOL : Sometimes high scoring is achieved by subjecting children to severe punishment and stress, still the schools are depicted as high quality .
KEY DOCUMENTS, FRAMEWORK
The four documents currently providing a framework of principles, guidelines and legal stipulations to deal with such questions are ;
- The National Curriculum Framework 2005 (NCF)
- The Right of Children to Free and Compulsory Education Act, 2009 (RTE)
- The National Curriculum Framework for Teacher Education 2009 (NCFTE) and
- The National Education Policy 2020 (NEP 2020).
TEACHERS AND SOCIAL RECONSTRUCTION
- PEDAGOGY : Regarding pedagogy, the RTE recommends “learning through activities, discovery and exploration in a child friendly and child-centered manner”.
- SOCIAL RECONSTRUCTION : We need teachers who promote values of peace, democratic way of life, equality, justice, liberty, fraternity, secularism and zeal for social reconstruction.
NEED FOR DEEP INSIGHTS
- INTERACTION IS MUST : It seems bringing about improvement in the quality of education is not a simple task that one can accomplish just by desire, hard work and interaction with teachers.
- CAPACITY BUILDING : Just reading these documents may be adequate for a layman not engaged in educational activities and teacher capacity building.
- UNDERSTANDING DOCUMENTS : The positions taken in these and other such documents, as well as in decision making in education, are based on a vast repertoire of theoretical knowledge.
- CONTEXTUAL UNDERSTANDING : A major part of this theoretical knowledge is drawn from the philosophy of education, political theories, sociology of education of the current needs of our society.
- CONCEPT OF GOOD EDUCATION : Understanding an adequate part of all this and their implications for curriculum, pedagogy, and teacher development contributes to good education.
AN IMMEDIATE TASK
- INTEGRATED DEVELOPMENT : A strong programme for capacity building of NGO workers engaged in educational improvement becomes an urgent need.
- GRAVITY OF THE ISSUE : Universities and teacher education colleges do not seem to be offering any short term and/or distance learning courses for this sector.
- ENABLING NEP 2020 : If we want to implement NEP 2020 and really want to see improvement in the quality of education ,we need to pay very close attention to this vast workforce engaged in the field.
- ADEQUATE PREPARATION : The assumption that the mere appointment of a person in an NGO and being placed in the field will automatically develop the capabilities of these workers is incorrect.
SOURCES: THE HINDU EDITORIAL HUNT | Implementation of NEP 2020 and NGO’s | UPSC