Test: Professional Knowledge (Educational Policies 1) - Software Development MCQ

National Education Policy 2020-

• National Education Policy 2020, the current 10 + 2 system is to be replaced by a four-stage 5 + 3 + 3 + 4 structure.
• The new pedagogical structure is of 5 + 3 + 3 + 4 will caters school education to ages 3 - 8, 8 - 11, 11 - 14, and 14 - 18 years respectively..
• National Education Policy 2020 (NEP) covers 12 years of schooling with 3 years of Anganwadi or pre-schooling.
• NEP 2020 wants pre-primary education in the age range of 3-6 years by 2025.
• NEP 2020 emphasizes Early Childhood Care and Education.
• The new policy strives to create a fine balance ensuring 'minimal government and maximum governance ' in the HEIs and facilitating continued excellence in education and research.

Key Points

National Research Foundation(NRF)-

• The goal of the NRF will be to enable a culture of research to permeate through our universities
• The NRF will competitively fund research in all disciple will provide a reliable base of merit-based but equitable peer-reviewed research funding, helping to develop a culture of research in the country through suitable incentives for and recognition of outstanding research, and by undertaking major initiatives to seed and grow research at State Universities and other public institutions where research capability is currently limited.
• National Research Foundation is a proposed body under the National Education Policy 2020 announced in July 2020.
• National Research Foundation will act as an apex body for fostering a strong research culture and building research capacity across higher education institutions.
• The goal of the National Research Foundation will be to enable a culture of research to permeate through Indian Universities.
• National Research Foundation will provide
  • The reliable base of merit-based but equitable peer-reviewed research funding
  • Helps to develop a culture of research in the country through suitable incentives
  • For recognition of outstanding research
  • Growth of research at State Universities and other public institutions where research capability is currently limited.
• ​National Research Foundation (NRF) will competitively fund research in all disciplines.
• NRF will carefully coordinate with other funding agencies and will work with science, engineering, and other academies to ensure synergy of purpose and avoid duplication of efforts.
• NRF will be governed, independently of the government, by a rotating Board of Governors consisting of the very best researchers and innovators across fields

RTE Act, 2009: The passing of the Right of Children to Free and Compulsory Education (RTE) Act 2009 marks a historic moment for the children of India. 

• RTE came into force on 1st April 2010. Under the provisions of this Act, every child in the age group of 6-14 years will be provided eight years of elementary education in an age-appropriate classroom in the vicinity of his/her neighbourhood.
• Teachers in current classrooms should design activities/teaching tasks that engage and challenges all the learners in a heterogeneous classroom.

Key Points

WHAT THE ACT SAYS:

• RTE Act, Section 3 (1) Every child aged 6 to 14 years shall have a right to free and compulsory education in a neighbourhood school until completion of elementary education.

After the implementation of the RTE Act: 

• The onus is on teachers and school heads.
• Preparing them to embrace a new culture through appropriate programs.
• So, classrooms after the implementation of the RTE Act 2009 are age-wise more homogenous.
• Banning corporal punishment, no-detention policy, continuous and comprehensive evaluation, making schools and classrooms truly inclusive, and so on.
• Protect the rights of the children to learn as per the curriculum through quality education
• Not enrolled/drop-out children be admitted to an age-appropriate class after a period of Special Training.
• No child failed or expelled from school up to class VIII (corresponds to the age group 6-14).
• It lays down the norms and standards relating to, inter alia, Pupil Teacher Ratios (PTRs) buildings, and infrastructure, school working days, teacher working hours.

Thus from the above-mentioned points, it is clear that classrooms after the implementation of the RTE Act 2009 are age-wise more homogeneous.

The National Curriculum Framework 2005 (NCF 2005) is the fourth National Curriculum Framework published in 2005 by the National Council for Educational Research and Training (NCERT) in India. 

Key Points

• The NCF 2005 serves as a guideline for syllabus, textbooks, and teaching practices for schools in India. NCERT has given a new term, " Work and Education".
• Work-related education is made as an integral component of the school curriculum, in the form of – work experience, work education, SUPW, craft education, life-oriented education, pre-vocational education, and generic education.
• Work-based education aims at involving children in a variety of production or service-oriented activities, to develop skills, positive attitudes, and values through work, and also to develop work-related competencies.
• Work-based education aims at involving children in a variety of production or service-oriented activities,

Hence, it can be concluded that the National curricular framework for school education as developed by the NCERT (2000) has given a new term 'work education' instead of the earlier name Work Experience.

The correct answer is option 1, i.e. RGSEAG.

SABLA (RGSEAG)– Rajiv Gandhi Scheme for Empowerment of Adolescent Girls

• SABLA is a centrally sponsored scheme to empower adolescent girls of 11-18 years and it is implemented through the State Governments/UTs.
• Objectives:
  • Enable the adolescent girls for self-development and empowerment.
  • Improve their nutrition and health status.
  • Promote awareness about health, hygiene, nutrition.
  • Adolescent reproductive and sexual health (ARSH) and family and child care and to educate, skill and make them ready for life’s challenges.
• It provides an integrated package of services such as
  • Nutrition provision
  • Iron and Folic Acid (IFA) supplementation
  • Health check-up and Referral service
  • Nutrition & Health Education (NHE)
• Life Skill Education and accessing public services.
• Vocational training for girls aged 16 and above under National Skill Development Program (NSDP)
• All Components except nutrition provision will get 100% financial assistance from the Central Government.
• The nutrition provision will be funded by the Central government up to the extent of 50%.

The term ECCE comprises of three key terms:- ‘Early Childhood’, ‘Care’, and ‘Education’. Early childhood is the period from birth to six years. The importance of ECCE has been recognized globally as well. It started in 1989 with the 'United Nations Convention on the Rights of the Child' (UNCRC) which is an international agreement for child rights. It intended to protect and promote the wellbeing of children in terms of their survival, health, education and protection.

Key Points The 'World Conference on Education for All' held in Jomtien, Thailand in 1990 emphasized that ‘learning begins at birth’ and promoted early care and education as a must that needs to be provided through the involvement of families and communities. 

• In addition, the 'World Education Forum' held in Dakar, Senegal in April 2000 also reiterated the importance of ECCE. It reaffirmed that education is a fundamental human right, and set objectives for achieving 'Education For All' (EFA) goals to ensure basic education for all children.
• 'World Education Forum' held in 2015 at Incheon, Republic of Korea, set up the goal for sustainable development recognizing the important role of education as a main driver of development by 2030. The Sustainable Development Goal 4 targets that, “by 2030, ensure that all girls and boys have access to quality early childhood development, care and pre-primary education, so that they are ready for primary education”.

Hence, we conclude that for the first time, in the global context, the ECCE got recognition with ​United Nations Convention on the Rights of the Child.

In the post-independence period, a major concern of the Government of India and the States has been to give increasing attention to education as a factor vital to national progress and security.

The Kothari Commission (1964-66):

• The Indian Education Commission is mostly popular as the Kothari Commission on Secondary Education was set up by the Government of India, on 14^th July 1964, to evaluate the educational system in India.
• Daulat Singh Kothari was made the Chairman of the committee who was then the Chairman of UGC.
• The aim was to survey all aspects of the educational system at all levels and give suggestions to help the education system to progress at all levels.
• The Kothari Commission (1964-66) submitted its report in 1966, under the sub-title of 'Education for National Development’. The unique feature of the Commission was its conviction that education is the most powerful instrument of national development.

NOTE:

• The Mudaliar (The Secondary Education) Commission: In 1952, Mudaliar Commission was appointed for reform of secondary education. Dr A. Lakshamanswami Mudaliar, Vice-Chancellor, Madras University was the Chairman of this Commission. The Commission submitted it's report in 1953.
• Radhakrishnan Commission (1948-1949): University Education Commission (1948-49) was the first Commission on education after Independence. Its major emphasis was on higher education. The Commission was appointed under the chairmanship of Dr Sarvepalli Radhakrishan. The commission was appointed to report on Indian University Education and to suggest improvements to suit the present and future requirements of the country.

• The Calcutta University Commission: In September 1917, the Government of India had appointed a special committee presided over by Michael Sadler. The object of the Calcutta University Commission better known as the Sadler Commission had been to ensure an investigation of the problems connected with the University and to formulate recommendations upon the requirements of University education.

Hence, it can be concluded that the report of the Kothari Commission carries the sub-title ‘Education for National Development’.

Key Points

Radhakrishnan Commission (1948–1949)

•  This was the first education commission post-independence that was commissioned in 1948.
• It was commissioned under the able leadership of Dr. Sarvepalli Radhekrishnan. 
• Radhakrishnan Commission is also known as University Education Commission.
• It suggested the integration of secondary education and higher education by setting up UGC.
• It was set up to inquire into the requirements of higher education in India.
• To develop democratic values, peace, and harmony.
• Put forward recommendations for the reorganization of University education in the light of the requirements of the country and its traditions.
• To develop great personalities who can give their contributions in politics, administration, industry, and commerce.
• This commission was formed mainly to address the issues faced by the colleges and universities.

After independence, Radhakrishna Commission was the first initiative on University education. For this reason, it is known as is also known as University Education Commission.

Additional Information

• National Knowledge Commission (NKC) was constituted in June 2005 by Prime Minister Dr. Manmohan Singh, under the Chairmanship of Mr. Sam Pitroda, to prepare a blueprint for reform of our knowledge-related institutions and infrastructure which would enable India to meet the challenges of the future. 
• The Kothari Commission (1964-66) was set up under the Chairmanship of Dr. D. S. Kothari to formulate a coherent education policy for India

Yashpal Committee

• In 1993 Dr. Yashpal gave a report named 'Learning without burden'.
• The main objective of the committee was to advise on the ways and means to reduce the load on school students at all levels particularly the young students while improving the quality of learning including the capability for life-long self-learning and skill formulation.

• Parts of the report :

  1. First part: Introduction. It explains the objectives of constitute of the committee and discusses its method of working. 
  2. Second part: Problem of curricula load. It discusses the prevalent school education and its problem. 
  3. Third part: Roots of the problem:
     • Knowledge vs information. 
     • Centralized the character of the curriculum 
     • Convention of teaching the text.
     • Competition based social ethos. 
     • Absence of academic ethos.
  4. Fourth part: Recommendations:
     • Reduce the burden of school bags
     • Greater involvement of teachers in framing curriculum and preparing of the textbook. 
     • Test or interview for admission in pre-school should not be performed. 
     • Homework should not be there and project work at the primary stage. 
     • Extensive use of audio-video material and enforcing teacher-pupil ratio 1:40.

RTE Act, 2009: The passing of the Right of Children to Free and Compulsory Education (RTE) Act 2009 marks a historic moment for the children of India. RTE came into force on 1st April 2010. Under the provisions of this Act, every child in the age group of 6-14 years will be provided eight years of elementary education in an age-appropriate classroom in the vicinity of his/her neighborhood. Teachers in current classrooms should design activities/teaching tasks that engage and challenge all learners in a heterogeneous classroom.

WHAT THE ACT SAYS:

• RTE Act, Section 3 (1) Every child of the age of 6 to 14 years shall have a right to free and compulsory education in a neighborhood school till completion of elementary education.

Key Points

After the implementation of the RTE Act:   

• The onus is on teachers and school heads.
• Preparing them to embrace a new culture through appropriate programs.
• So, classrooms after the implementation of the RTE Act 2009 are age-wise more homogenous.
• Banning corporal punishment, no-detention policy, making schools and classrooms truly inclusive, and so on.
• Protect the rights of the children to learn as per the curriculum through quality education
• Not enrolled/drop-out children be admitted to an age-appropriate class after a period of Special Training.
• No child failed or was expelled from school up to class VIII (corresponds to the age group 6-14).
• It lays down the norms and standards relating to, inter alia, Pupil Teacher Ratios (PTRs) buildings, and infrastructure, school working days, teacher working hours.

Thus it is clear that the Right of Children to Free and Compulsory Education (RTE) Act, 2009 applies to children between the ages of 6 - 14 years.

National Curriculum Framework commonly known as NCF is driven with the vision to address issues such as equality of opportunities, assessing learning, quality experiences, educational purposes, etc.

Key Points

Perspectives of NCF:

• Creating authenticity in learning.

• Shifting learning from the rote method.

• Making examination more flexible.

• Connecting classroom learning to life outside the school.

• Enriching the curriculum to address the diverse needs.

 Hint

• NCF recommends discouraging bookish learning. According to NCF textbook is not the only source of knowledge, but should support children to construct knowledge through active participation.

Hence, it could be concluded that emphasizing bookish learning is not a perspective of NCF.