Knowledge is energy. It can’t be created or destroyed. It could be transformed from one body to another. Education is the knowledge seeking phase of life.However, education system landed students in perils of indecisiveness and fort of credibility over past years.
Within couple of years I will get my degree.So, technically I head towards the end of enlightenment phase.But,I am still not sure about life or my profession. Not because,I don’t love my subject or I don’t have a plan.
We (students)always have plans and backup plans.However, we are never sure ,if that’s what we actually want.
“Dignity of labour” no work is less than the other.But, science is more credible than commerce. The irony where work is equalised and knowledge is judged.
India will have the highest population of young people in the world over the next decade, and our ability to provide high-quality educational opportunities to them will determine the future of our country.
Clauses from new education policy:
The global education development agenda reflected in the Goal 4 (SDG4) of the 2030 Agenda for Sustainable Development, adopted by India in 2015 — seeks to “ensure inclusive and equitable quality education and promote lifelong learning opportunities for all” by 2030. Such a lofty goal will require the entire education system to be reconfigured.
Health check-ups especially for 100% immunization in schools and health cards will be issued to monitor the same.
Curtailing Dropout Rates and Ensuring Universal Access to Education at All Levels.
A higher education institution (HEI), i.e., a university or a college. A university will mean a multidisciplinary institution of higher learning that offers undergraduate and graduate programmes, with high quality teaching, research, and community engagement. The definition of university will thus allow a spectrum of institutions that range from those that place equal emphasis on teaching and research i.e., Research-intensive Universities, those that place greater emphasis on teaching but still conduct significant research i.e. Teaching-intensive Universities.
By 2040, all higher education institutions (HEIs) shall aim to become multidisciplinary institutions and shall aim to have larger student enrolments preferably in the thousands, for optimal use of infrastructure and resources, and for the creation of vibrant multidisciplinary communities.
Curricula of all HEIs shall include credit-based courses and projects in the areas of community engagement and service, environmental education, and value-based education.
Environment education will include areas such as climate change, pollution, waste management, sanitation, conservation of biological diversity, management of biological resources and biodiversity, forest and wildlife conservation, and sustainable development and living.
Value-based education will include the development of humanistic, ethical, Constitutional, and universal human values of truth (satya), righteous conduct (dharma), peace (shanti), love (prem), nonviolence (ahimsa), scientific temper, citizenship values, and also life-skills; lessons in seva/service and participation in community service programmes will be considered an integral part of a holistic education.
As the world is becoming increasingly interconnected, Global Citizenship Education (GCED), a response to contemporary global challenges, will be provided to empower learners to become aware of and understand global issues and to become active promoters of more peaceful, tolerant, inclusive, secure, and sustainable societies.
Finally, as part of a holistic education, students at all HEIs will be provided with opportunities for internships with local industry, businesses, artists, crafts persons, etc., as well as research internships with faculty and researchers at their own or other HEIs/research institutions.
The undergraduate degree will be of either 3 or 4-year duration, with multiple exit options within this period, with appropriate certifications, e.g., a certificate after completing 1 year in a discipline or field including vocational and professional areas, or a diploma after 2 years of study, or a Bachelor ’s degree after a 3-year programme.
An Academic Bank of Credit (ABC) shall be established which would digitally store the academic credits earned from various recognized HEIs so that the degrees from an HEI can be awarded taking into account credits earned.
The 4-year programme may also lead to a degree ‘with National Education Policy 2020 38 Research’ if the student completes a rigorous research project in their major area(s) of study as specified by the HEI. 11.10.
HEIs will have the flexibility to offer different designs of Master’s programmes: (a) there may be a 2-year programme with the second year devoted entirely to research for those who have completed the 3-year Bachelor ’s programme; (b) for students completing a 4-year Bachelor ’s programme with Research, there could be a 1-year Master’s programme; and © there may be an integrated 5-year Bachelor’s/Master’s programme. Undertaking a Ph.D. shall require either a Master’s degree or a 4-year Bachelor’s degree with Research. The M.Phil. programme shall be discontinued.
The Choice Based Credit System (CBCS) will be revised for instilling innovation and flexibility. HEIs shall move to a criterion-based grading system that assesses student achievement based on the learning goals for each programme, making the system fairer and outcomes more comparable. HEIs shall also move away from high-stakes examinations towards more continuous and comprehensive evaluation.
Healthcare education needs to be re-envisioned Students will be assessed at regular intervals on well-defined parameters primarily required for working in primary care and in secondary hospitals. Given that people exercise pluralistic choices in healthcare, our healthcare education system must be integrative meaning thereby that all students of allopathic medical education must have a basic understanding of Ayurveda, Yoga and Naturopathy, Unani, Siddha, and Homeopathy (AYUSH), and vice versa. There shall also be a much greater emphasis on preventive healthcare and community medicine in all forms of healthcare education
India will be promoted as a global study destination providing premium education at affordable costs thereby helping to restore its role as a Vishwa Guru. Research/teaching collaborations and faculty/student exchanges with high-quality foreign institutions will be facilitated, and relevant mutually beneficial MOUs with foreign countries will be signed.
By 2025, at least 50% of learners through the school and higher education system shall have exposure to vocational education, for which a clear action plan with targets and timelines will be developed. This is in alignment with Sustainable Development Goal 4.4 and will help to realize the full potential of India ’s demographic dividend.
Vocational education is perceived to be inferior to mainstream education and meant largely for students who are unable to cope with the latter. This is a perception that affects the choices students make.
You probably just scrolled through everything.😅😅Here is something interesting.
Well in the realm of climate change, population dynamics and management, biotechnology, an expanding digital marketplace, and the rise of machine learning and artificial intelligence, WE IN ARE THE TRANSITION OF INDUSTRIAL TO KNOWLEDGE ECONOMY.Where skills, ideas and innovations will be valued. We cannot create knowledge, we need to be receptive to it.
Being in Andhra University right after big corporate run inter college. I understood the difference between teaching and guiding.At age of 17, I didn’t have many options to choose. Its choosing one way and no coming back. But, now that scenario will change. Students will have options to explore.
A holistic, integrative ambiance with experienced,enthusiastic and like minded individuals.That is the right place to seek knowledge.India just drafted “the milestone”, let’s hope it gets implemented with little or no dilution.
