D.Ed. Special Education (IDD) Notes – Paper No 7, Unit 2 : Philosophy and Educational Foundations in India
2.1. Different Educational philosophies—Idealism, Naturalism Pragmatism and
Humanism—an overview
Introduction to Educational Philosophies
Education is more than just acquiring knowledge from textbooks. It is a complete process of developing a child’s personality, values, and understanding of the world. Every teacher follows a particular thought process, consciously or unconsciously, which is based on certain educational philosophies. These philosophies guide what should be taught, why it should be taught, and how it should be taught.
Different thinkers across the world have given different educational philosophies. The four major philosophies are:
- Idealism
- Naturalism
- Pragmatism
- Humanism
Each philosophy has a unique point of view about the role of the teacher, student, curriculum, values, and methods of teaching.
Idealism – Philosophy of Mind, Spirit, and Values
What is Idealism?
Idealism is a philosophy which believes that ideas, values, and the spiritual world are more real than the physical world. It teaches that the mind and soul are more important than the body and material things. The ultimate goal of life is to reach truth, beauty, and goodness.
Major Idealist Thinkers
- Plato (Greece)
- Socrates
- Swami Vivekananda
- Dr. S. Radhakrishnan
- Aurobindo Ghosh
Key Principles of Idealism in Education
- Education is the process of spiritual and moral development.
- Knowledge is discovered through thinking and reasoning.
- The goal of education is to develop the mind and character of the child.
- Emphasis on universal and eternal values such as truth, honesty, discipline, love, and justice.
Curriculum According to Idealism
- Focuses on literature, art, philosophy, religion, ethics, and moral education.
- Less importance is given to physical sciences and technical subjects.
Role of the Teacher
- Teacher is a role model and moral guide.
- Teacher leads the student to higher values and knowledge.
- Teacher encourages students to think deeply and seek truth.
Teaching Methods
- Lecture method, storytelling, dialogue (Socratic method), discussion.
- Emphasis is given on mental and moral development rather than physical skills.
Idealism in Indian Context
- Ancient Indian education through Gurukuls was based on idealism.
- Focus on discipline, obedience, respect for teacher, and moral teachings.
- Swami Vivekananda’s philosophy promoted education for character-building and self-realization.
Naturalism – Philosophy of Nature and Freedom
What is Naturalism?
Naturalism is a philosophy that believes nature is the ultimate reality and that education should follow the natural development of the child. It emphasizes that learning should happen through direct contact with the environment and real-life experiences.
Major Naturalist Thinkers
- Jean-Jacques Rousseau
- Herbert Spencer
- Rabindranath Tagore (India)
Key Principles of Naturalism in Education
- The child is the center of the educational process.
- Freedom and self-expression are important for natural development.
- Education should match the developmental stage, interests, and needs of the child.
- Learning should be through experiences and observation, not through memorization.
Curriculum According to Naturalism
- Curriculum is flexible and activity-based.
- Includes science, nature study, arts, play, and physical education.
- Emphasis on manual work and environmental learning.
Role of the Teacher
- Teacher is a guide and observer, not a strict instructor.
- Creates a natural and safe environment for the child to explore.
- Encourages children to learn from their own experiences.
Teaching Methods
- Activity-based learning, project method, excursions, experiments, play-way method.
- Emphasis on learning by doing and exploration.
Naturalism in Indian Context
- Rabindranath Tagore’s Shantiniketan was based on naturalistic principles.
- Education was provided in open spaces, close to nature.
- Freedom, creativity, and personal expression were encouraged.
Pragmatism – Philosophy of Experience and Action
What is Pragmatism?
Pragmatism is a practical and dynamic philosophy. It teaches that truth is not fixed; it changes with new experiences and discoveries. It focuses on real-life problem-solving, learning by doing, and preparing children to face real situations.
Major Pragmatist Thinkers
- John Dewey
- William James
- Charles Pierce
- Mahatma Gandhi (in Indian Basic Education)
Key Principles of Pragmatism in Education
- Education should be based on the needs and experiences of the child.
- Learning by doing is the best way of learning.
- Knowledge is not final; it is always changing.
- Children learn best through problem-solving, experimentation, and social interaction.
Curriculum According to Pragmatism
- Focus on science, social studies, mathematics, craft, and life skills.
- Curriculum is interdisciplinary and flexible.
- Vocational education and work-experience are also part of it.
Role of the Teacher
- Teacher is a friend, guide, and co-learner.
- Encourages students to think, question, and experiment.
- Promotes collaborative learning and democracy in the classroom.
Teaching Methods
- Project method, fieldwork, group discussion, inquiry-based learning, role play.
- Focus on practical skills, team activities, and decision-making.
Pragmatism in Indian Context
- Mahatma Gandhi’s Basic Education (Nai Talim) promoted learning through productive work.
- Students were taught useful skills like spinning, agriculture, craft, and self-reliance.
Humanism – Philosophy of Human Dignity and Personal Growth
What is Humanism?
Humanism is a child-centered philosophy which believes that every person has worth, dignity, and unlimited potential. It focuses on developing the whole person — intellectually, emotionally, socially, morally, and spiritually.
Major Humanist Thinkers
- Carl Rogers
- Abraham Maslow
- Sri Aurobindo (India)
- Johann Heinrich Pestalozzi
Key Principles of Humanism in Education
- Education should help individuals achieve self-actualization.
- Focus on empathy, emotions, self-esteem, and personal values.
- Learners should be given freedom, respect, and love.
- Learning should be meaningful, joyful, and related to real-life needs.
Curriculum According to Humanism
- Curriculum includes life skills, arts, value education, emotional development, and global citizenship.
- Promotes creative expression and personal interest.
- Avoids rote learning or pressure-based teaching.
Role of the Teacher
- Teacher is a caring facilitator and motivator.
- Creates a classroom full of trust, respect, and encouragement.
- Promotes student voice, personal choice, and self-direction.
Teaching Methods
- Discussion, self-reflection, journaling, storytelling, cooperative learning.
- Promotes emotional expression, peer interaction, and inclusive practices.
Humanism in Indian Context
- Sri Aurobindo’s educational philosophy aimed at integral education—body, mind, and soul.
- Emphasis on spiritual growth and the full flowering of personality.
- Modern approaches such as life skills education, inclusive classrooms, and emotional intelligence programs are based on humanism.
Comparative Overview Table
| Element | Idealism | Naturalism | Pragmatism | Humanism |
|---|---|---|---|---|
| Focus | Mind, spirit, values | Nature, experience, senses | Practical life, action, change | Self-worth, emotional growth |
| Knowledge Source | Thinking and reasoning | Nature and senses | Experiment and experience | Self-discovery and reflection |
| Teacher’s Role | Role model and moral guide | Observer and facilitator | Co-learner and guide | Supportive and empathetic mentor |
| Curriculum | Philosophy, ethics, arts | Nature study, activities | Practical, problem-based subjects | Life skills, values, emotions |
| Teaching Method | Lecture, dialogue, moral stories | Play-way, field trips, activities | Project method, group tasks | Discussion, reflection, creativity |
| View of Student | Spiritual being | Active and natural learner | Social problem solver | Unique human with dignity |
2.2. National and International Educational Philosophers— Gandhi, Aurobindo, Rabindra Nath Tagore, Vivekanand, John Dewey, Locke,Pia get, Rousseau, Maria Montessori
Mahatma Gandhi (1869–1948)
Educational Philosophy
Mahatma Gandhi believed that education must be holistic, focusing on the physical, mental, moral, and spiritual development of the child. His approach was not only academic but also social and vocational. He called his system Basic Education or Nai Talim, introduced in 1937.
Key Principles
- Education through productive work: Gandhi said that children should learn through crafts like spinning, weaving, agriculture, etc. It links education to life.
- Dignity of labour: He wanted to remove the gap between mental and physical labour.
- Character development: Education must build values like truth, non-violence, discipline, cleanliness, self-reliance, and service to others.
- Mother tongue as medium: Teaching should be done in the child’s first language to ensure better understanding.
- Self-sufficiency: Schools should be self-supporting. Children should learn to earn through craftwork.
- Education for rural development: He focused on education that would improve life in Indian villages.
Importance for Special Education
Gandhi’s ideas are highly relevant for children with developmental disabilities. His belief in learning by doing, using the local context, and focusing on life skills and moral values is useful in special education today.
Sri Aurobindo (1872–1950)
Educational Philosophy
Sri Aurobindo was a philosopher, yogi, and educationist. His philosophy of Integral Education focuses on the development of all parts of human personality—body, life, mind, soul, and spirit. He believed education must help the child grow fully and realize their inner potential.
Key Features
- Five aspects of education: Physical, vital (emotional), mental, psychic (inner), and spiritual.
- Free and natural growth: Each child is unique and should grow at their own pace without pressure.
- Teacher as a helper: The role of the teacher is to help students find their inner truth, not force learning upon them.
- Importance of spiritual values: Education must lead to self-realization and unity with others.
Methods Used
- Learning through concentration, self-reflection, and meditation.
- Activities that promote inner awareness along with intellectual skills.
- Emphasis on self-discipline, not imposed discipline.
Importance for Special Education
His approach respects the uniqueness of every learner. It is useful in inclusive classrooms, where each child has different abilities and learning styles. His model supports individualized education plans (IEPs) and holistic development.
Rabindranath Tagore (1861–1941)
Educational Philosophy
Rabindranath Tagore was a poet, philosopher, and Nobel Prize-winning writer. He believed that education should be joyful, creative, and connected to nature. He opposed rigid classroom systems and emphasized freedom and individuality.
Key Principles
- Learning in harmony with nature: Tagore’s schools were open to air, trees, and birds. Nature was a teacher.
- Freedom in learning: Education should allow children to grow without fear or pressure.
- Importance of arts and creativity: Music, dance, drama, and painting were essential parts of learning.
- Internationalism: He encouraged cultural exchange and universal human values.
- Moral and spiritual development: Tagore believed education should develop the soul, not just the brain.
Visva-Bharati University
He founded Visva-Bharati at Santiniketan, where Indian and Western philosophies were taught side by side in a peaceful, natural setting. Students and teachers lived together in a gurukul-like system.
Importance for Special Education
Tagore’s ideas support inclusive and activity-based learning. His use of music, movement, and creativity is helpful for children with learning difficulties, autism, or intellectual disabilities.
Swami Vivekananda (1863–1902)
Educational Philosophy
Swami Vivekananda considered education the most powerful tool to build a strong, moral, and spiritual individual. He called it “Man-making Education”, which means building character, strength, and service-mindedness.
Key Principles
- Education is the manifestation of perfection already in man: Every person has potential. Education must help realize it.
- Character building: More than book learning, education must create fearless, truthful, and compassionate human beings.
- Unity of body, mind, and soul: Physical health, mental sharpness, and spiritual wisdom are equally important.
- Education for all: He supported equal education for the poor, backward classes, and women.
- Service and nationalism: Education should lead to love for the country and service to society.
Importance for Special Education
Vivekananda’s philosophy encourages inclusive education. His ideas are helpful in teaching students with special needs to develop self-respect, life skills, and spiritual strength.
John Dewey (1859–1952)
Educational Philosophy
John Dewey was an American philosopher and psychologist who laid the foundation for progressive education. He believed that education is life itself, not just preparation for life. For him, education was a continuous process of experimentation, experience, and interaction with the environment.
Key Principles
- Learning by doing: Real learning comes from experiences. Children must actively participate in tasks.
- Child-centered education: Teaching should be based on the interests and needs of the child.
- Education for democracy: Schools should prepare students to be active citizens in a democratic society.
- Interdisciplinary learning: Subjects should not be taught in isolation. Learning must be connected and practical.
- Problem-solving method: Critical thinking and reasoning are developed when children solve real-life problems.
Role of the Teacher
The teacher should act as a guide and facilitator, not a strict instructor. Teachers should help students explore, ask questions, and discover knowledge.
Importance for Special Education
Dewey’s approach fits well in inclusive classrooms. His focus on individual experience, social learning, and hands-on tasks supports the needs of children with disabilities.
John Locke (1632–1704)
Educational Philosophy
John Locke was an English philosopher who developed the idea of the human mind as a blank slate (Tabula Rasa). He believed that children are not born with knowledge; they learn everything through experience and environment.
Key Principles
- Importance of early education: Childhood is the best time to develop good habits, discipline, and values.
- Education forms character: Morality, reason, and self-control must be taught to raise responsible individuals.
- Sensible discipline: Children should be treated with respect and trained using logic, not fear or punishment.
- Physical health and play: A healthy body supports a healthy mind. Children should play and be active.
- Learning through senses: Knowledge starts from what we see, hear, touch, and feel.
Role of the Teacher
The teacher should provide a positive and encouraging environment, helping children learn through natural experiences and moral reasoning.
Importance for Special Education
Locke’s belief in habit formation, sensory learning, and positive discipline makes his philosophy highly suitable for children with developmental delays.
Jean Piaget (1896–1980)
Educational Philosophy
Jean Piaget was a Swiss psychologist best known for his theory of cognitive development in children. He showed that children think differently than adults and go through specific stages of intellectual growth.
Four Stages of Cognitive Development
- Sensorimotor Stage (0–2 years): Learning through physical actions like touching, seeing, and moving.
- Preoperational Stage (2–7 years): Developing language and imagination but still thinking in an egocentric way.
- Concrete Operational Stage (7–11 years): Logical thinking about real things, understanding rules and conservation.
- Formal Operational Stage (12+ years): Thinking in abstract, solving complex problems mentally.
Key Principles
- Constructivism: Children actively construct their knowledge through experience.
- Readiness for learning: Teaching should be suited to the child’s developmental level.
- Discovery learning: Children learn best when they explore and find answers on their own.
- Errors are part of learning: Mistakes help children learn and grow.
Role of the Teacher
Teachers must create learning environments that allow hands-on exploration, questioning, and self-discovery.
Importance for Special Education
Piaget’s stages help teachers understand the mental abilities of children with developmental disabilities. His theories encourage activity-based, age-appropriate, and individualized learning.
Jean-Jacques Rousseau (1712–1778)
Educational Philosophy
Rousseau was a French philosopher who believed that children are naturally good and education should protect that goodness. He said education should follow the natural growth of the child and allow freedom to learn from the environment.
Key Ideas from His Book “Emile”
- Education must be natural: Let children grow according to their interests and age.
- Stages of development: Children learn in stages. Each stage needs different teaching methods.
- Learning by experience: Children should learn by doing, not by memorizing.
- Freedom and individuality: Do not force knowledge. Let the child explore freely.
- Education of heart and mind: Emotional development is as important as intelligence.
Role of the Teacher
Teachers should act like gardeners, creating a safe space where children grow naturally. They should observe and guide without interfering too much.
Importance for Special Education
Rousseau’s focus on natural learning, freedom, and emotional growth is helpful for children with special needs. His ideas support non-restrictive learning environments.
Maria Montessori (1870–1952)
Educational Philosophy
Maria Montessori was an Italian doctor and educator who developed the Montessori Method. She worked closely with children with disabilities and later applied her methods to all children. She believed that children learn best when they are free to explore in a prepared and structured environment.
Key Features of the Montessori Method
- Child-centered learning: Children choose their own activities from a prepared set of materials.
- Self-directed activity: Students work independently and at their own pace.
- Sensorial learning: Hands-on materials help children understand abstract ideas through touch and movement.
- Mixed-age classrooms: Children learn from each other in groups of 3–6 years.
- Role of the teacher: The teacher observes and supports, rather than instructs or controls.
Core Beliefs
- Respect for the child: Each child is unique and capable of learning.
- Learning through movement: Physical activity is a key part of learning.
- Sensitive periods: There are natural times in a child’s life when they learn specific skills best.
Importance for Special Education
Montessori’s methods were first tested on children with disabilities. Her belief in individual learning, structured environments, self-correction, and developmental freedom fits perfectly with special education needs.
2.3. Indian constitutional and education: Directive Principles, Fundamental Rights and Duties, Constitutional Provisions on Education
Indian Constitutional and Education
The Constitution of India plays a very important role in guiding the education system of the country. It acts as a legal framework that promotes equity, access, and inclusiveness in education. It provides guidelines for rights, responsibilities, and duties related to education for both the government and the citizens.
The Constitution includes key provisions related to education under:
- Directive Principles of State Policy (DPSP)
- Fundamental Rights
- Fundamental Duties
- Specific Constitutional Provisions on Education
Directive Principles of State Policy (DPSP) and Education
The Directive Principles of State Policy are included in Part IV (Articles 36 to 51) of the Indian Constitution. These are not enforceable by law but are considered important for the governance of the country. They direct the government to take positive actions in the interest of the people.
Key Articles under DPSP related to Education:
Article 41
The State shall make effective provision for securing the right to work, to education, and to public assistance in cases of unemployment, old age, sickness, and disability.
Article 45
The State shall endeavor to provide early childhood care and education for all children until they complete the age of six years.
(Note: The original Article 45 promised free and compulsory education up to age 14, but after the 86th Amendment, this part was shifted to Article 21A.)
Article 46
The State shall promote with special care the educational and economic interests of the weaker sections of the people, especially the Scheduled Castes (SCs) and Scheduled Tribes (STs), and protect them from social injustice and all forms of exploitation.
These articles guide the State to take steps to ensure access, equity, and inclusiveness in the educational system, especially for disadvantaged groups.
Fundamental Rights and Education
The Fundamental Rights are given in Part III (Articles 12 to 35) of the Constitution. These rights are enforceable by law and are guaranteed to every citizen of India.
Important Articles Related to Education under Fundamental Rights:
Article 14 – Right to Equality
The State shall not deny any person equality before the law or equal protection of the laws within the territory of India. This includes equal opportunities in education.
Article 15 – Prohibition of Discrimination
Discrimination is prohibited on the grounds of religion, race, caste, sex, or place of birth. However, the State is allowed to make special provisions for the advancement of socially and educationally backward classes, SCs and STs, including in education.
Article 21A – Right to Education
This article was added by the 86th Amendment Act, 2002. It provides that the State shall provide free and compulsory education to all children aged 6 to 14 years in such manner as the State may determine by law.
Article 29(1) – Protection of Culture and Education
Any section of citizens having a distinct language, script, or culture has the right to conserve the same. This includes the right to receive education in their own language.
Article 30(1) – Rights of Minorities
All minorities, whether based on religion or language, have the right to establish and administer educational institutions of their choice.
These rights ensure that all citizens have access to education without discrimination, and special provisions can be made for disadvantaged and minority groups.
Fundamental Duties and Education
The Fundamental Duties are listed in Part IV-A (Article 51A) of the Indian Constitution. These duties were added by the 42nd Amendment Act, 1976. Although they are not legally enforceable, they are moral obligations for every Indian citizen. They are essential for the development of a responsible and aware society.
Article 51A – Fundamental Duties related to Education:
Article 51A (e)
To promote harmony and the spirit of common brotherhood among all the people of India, and to renounce practices derogatory to the dignity of women. This supports values that must be taught through the education system.
Article 51A (f)
To value and preserve the rich heritage of our composite culture. Educational institutions are expected to include cultural education as part of their curriculum.
Article 51A (h)
To develop the scientific temper, humanism, and the spirit of inquiry and reform. Education is a major tool to achieve this goal.
Article 51A (j)
To strive towards excellence in all spheres of individual and collective activity so that the nation constantly rises to higher levels of endeavor and achievement. This encourages both teachers and students to aim for high standards.
Article 51A (k)
It is the duty of every parent or guardian to provide opportunities for education to their child or ward between the age of 6 and 14 years. This duty aligns with Article 21A and makes parents responsible for ensuring their child’s basic education.
These duties highlight the role of citizens in building a strong educational foundation for themselves and society.
Constitutional Provisions on Education
The Constitution of India has several direct provisions for the management and regulation of education in the country. These provisions guide the responsibilities of the Central and State governments.
1. Education in the Concurrent List
After the 42nd Amendment Act, 1976, education was shifted from the State List to the Concurrent List. This means that both the Central and State governments can make laws related to education.
This change helped in:
- National-level education planning
- Uniformity in educational standards
- Better implementation of central education schemes like Sarva Shiksha Abhiyan (SSA), Right to Education (RTE), etc.
2. Language and Education – Articles 344 and 351
Article 344
Deals with the formation of a commission and committee to promote the progressive use of Hindi for official purposes and the restriction of English.
Article 351
Directs the Union Government to promote the spread of the Hindi language, to develop it so that it may serve as a medium of expression for all elements of the composite culture of India.
These provisions influence the language policy in education, especially related to medium of instruction.
3. Article 350A – Instruction in the Mother Tongue
This article directs every State and local authority to provide adequate facilities for instruction in the mother tongue at the primary stage of education to children belonging to linguistic minority groups.
4. Article 350B – Special Officer for Linguistic Minorities
A special officer is appointed by the President of India to investigate and report on matters relating to the safeguards provided for linguistic minorities under the Constitution.
These provisions ensure that linguistic minorities are not deprived of educational rights and opportunities in their own language.
2.4. Acts and Provisions: Free and compulsory education as fundamental rights (article 21A of 2002) and RTE Act 2009 and Amendments; Educational provisions enshrined in RPWD Act, 2016
Acts and Provisions Related to Education in India
Education plays a vital role in shaping the lives of individuals and society. To make education available for all, especially children with disabilities, the Government of India has made many legal provisions. These include the Right to Education as a fundamental right, the RTE Act 2009, and the Rights of Persons with Disabilities (RPWD) Act, 2016.
Free and Compulsory Education as a Fundamental Right
(Article 21A of the Indian Constitution – Inserted by the 86th Amendment Act, 2002)
In 2002, the Constitution of India was amended to include a very important right — the Right to Education.
Key points of Article 21A:
- It makes education a fundamental right for all children.
- The government must provide free and compulsory education to all children aged 6 to 14 years.
- This means that no child should be denied education because of poverty or lack of access.
- It places a duty on the State (government) to ensure schooling for every child in the specified age group.
Understanding “Free and Compulsory”:
- Free education: No tuition fee or cost is charged from the child or parents.
- Compulsory education: It is the responsibility of the government to ensure every child goes to school and completes basic education.
The Right of Children to Free and Compulsory Education Act, 2009 (RTE Act)
The RTE Act was passed to implement Article 21A of the Constitution. It came into force on 1st April 2010.
Key Features of the RTE Act:
- Age group: Applies to all children between 6 to 14 years.
- No detention policy: Children cannot be held back or expelled until they complete elementary education.
- Neighborhood schools: Children must be admitted to schools near their homes.
- 25% reservation: Private unaided schools must reserve 25% of seats for disadvantaged groups including children with disabilities, SC, ST, and those from economically weaker sections.
- Quality norms: The Act sets minimum standards for infrastructure, number of teachers, teacher qualifications, and working hours.
- No discrimination: No child should face discrimination in school on the basis of caste, gender, religion, or disability.
Role of Teachers under RTE:
- Teachers must be professionally qualified.
- No private tuition allowed by school teachers.
- Teachers must maintain regularity and punctuality.
- They must assess learning outcomes and ensure all children progress.
Duties of Government under RTE:
- Provide free textbooks and uniforms.
- Ensure schools with proper facilities (toilets, drinking water, classrooms).
- Set up special training for children who never attended school or dropped out.
- Appoint trained and qualified teachers.
Amendments to RTE Act
The RTE Act has been amended over time to strengthen its goals. One major amendment is:
RTE Amendment Act, 2019:
- Removed the “no detention” policy.
- Now states can allow examinations in Classes 5 and 8.
- If a child fails, the state can give an additional opportunity to appear for a re-exam.
- If the child fails again, the state may detain (fail) the child.
This was done to improve learning outcomes and promote accountability in education.
Educational Provisions in the Rights of Persons with Disabilities (RPWD) Act, 2016
The RPWD Act 2016 replaced the earlier Persons with Disabilities Act, 1995. It aligns with the United Nations Convention on the Rights of Persons with Disabilities (UNCRPD).
Key highlights related to education:
Expanded Definition of Disability:
- The Act recognizes 21 types of disabilities, including intellectual disability, autism spectrum disorder, specific learning disability, cerebral palsy, multiple disabilities, etc.
Right to Inclusive Education:
- Children with disabilities have the right to inclusive education in neighborhood schools.
- Schools must not deny admission to any child with a disability.
- Special schools to be set up where required, especially for children with high support needs.
- Reasonable accommodation must be provided to help children with disabilities learn.
Support Systems:
- Appointment of special educators in both government and private schools.
- Availability of assistive devices, aids, and appliances.
- Development of barrier-free infrastructure in schools (ramps, accessible toilets).
- Provision of Braille, large print, sign language, and other accessible formats.
Higher Education:
- Children with disabilities have equal rights in higher education.
- They should get relaxations in age, fees, exams, and curriculum when needed.
- Scholarships and reservations are also provided.
Skill Development:
- The Act promotes vocational training and skill development programs to prepare youth with disabilities for employment and independent living.
2.5. Education Commissions since Independence and National Education Policy 1986, Plan of Action 1992 and National Education Policy (NEP) 2020
Education Commissions Since Independence
India has formed several education commissions after independence to improve and guide the educational system. These commissions were formed by the Government of India to suggest changes and reforms in the field of education.
University Education Commission (1948–49) – Dr. S. Radhakrishnan Commission
Purpose:
To review the condition of university education in India and suggest improvements.
Major Recommendations:
- Focus on higher education and research.
- Emphasis on moral and spiritual values.
- Establishment of University Grants Commission (UGC).
- Education should help build national character.
- Vocational education and teacher training should be improved.
Impact:
The commission helped shape the structure of modern higher education and led to the establishment of UGC in 1953.
Secondary Education Commission (1952–53) – Dr. A. Lakshmanswami Mudaliar Commission
Purpose:
To reform secondary education (Classes 6 to 12).
Major Recommendations:
- Introduction of the 10+2+3 system.
- Diversification of courses at the secondary level.
- Emphasis on moral and character education.
- Improved teacher training and school facilities.
Impact:
It created the base for the later introduction of a structured schooling system across India.
Education Commission (1964–66) – Dr. D.S. Kothari Commission
Purpose:
To study all levels of education and suggest a comprehensive policy.
Major Recommendations:
- Education and national development are closely related.
- Common School System to ensure equality.
- Free and compulsory education up to 14 years.
- Emphasis on science and technology.
- Introduction of the 10+2+3 pattern.
- Teacher education and professional development.
- Increase in government spending on education to 6% of GDP.
Impact:
It laid the foundation for the first National Policy on Education in 1968.
National Policy on Education (NPE) 1968
Background:
Based on the recommendations of the Kothari Commission, the first National Policy on Education was introduced in 1968 by the Government of India.
Key Features:
- Equal educational opportunities for all.
- Focus on regional languages and promotion of Hindi.
- Development of national consciousness.
- Expansion of education facilities in rural and backward areas.
- Emphasis on science and mathematics teaching.
- Focus on teacher quality and training.
Impact:
It was a significant step in building a unified and fair educational structure across the country.
National Education Policy 1986
Background:
Introduced by Prime Minister Rajiv Gandhi, this policy aimed to address access and equity in education, especially for women, SCs, STs, and other disadvantaged groups.
Key Objectives:
- Universalisation of Elementary Education.
- Adult education and literacy programs.
- Equal opportunities to all, especially marginalized groups.
- Focus on women’s education.
- Use of technology in education.
- Vocationalisation of education at secondary level.
- Improvement in teacher education and training.
Major Highlights:
- Operation Blackboard to improve infrastructure in primary schools.
- Establishment of Navodaya Vidyalayas for talented rural students.
- Focus on inclusive education and education for children with disabilities.
- Distance education through IGNOU and other open universities.
- Strengthening the role of National Council for Teacher Education (NCTE) and National Institute of Educational Planning and Administration (NIEPA).
Impact:
NPE 1986 brought several reforms that widened the scope of education and promoted inclusive education in India.
Programme of Action (POA) 1992
The Programme of Action (POA) 1992 was created as a practical roadmap to implement the revised National Policy on Education 1986 (with 1992 modifications). It included time-bound targets, strategies, and the roles of different bodies to realize the goals of the policy.
Objectives of POA 1992
- To translate NPE 1986 (modified in 1992) into actionable programmes.
- To ensure educational development across all levels—elementary, secondary, higher, technical, and adult education.
- To promote equity, quality, access, and inclusiveness in the Indian education system.
Key Areas and Programmes under POA 1992
1. Early Childhood Care and Education (ECCE)
- Strengthening of ICDS (Integrated Child Development Services).
- Linkage of ECCE with primary schools and Anganwadi centres.
- Focus on children from disadvantaged and rural backgrounds.
2. Universalisation of Elementary Education (UEE)
- All children to receive free and compulsory education up to 14 years of age.
- Launch of special schemes such as Operation Blackboard (to improve infrastructure in primary schools).
- Appointment of more female teachers and local community teachers.
3. Education for Disadvantaged Groups
- Special focus on SCs, STs, minorities, girls, and children with disabilities.
- Introduction of bridge courses, non-formal education, and support schemes.
- Incentives like free uniforms, textbooks, scholarships, and mid-day meals.
4. Adult and Continuing Education
- Strengthening of adult literacy programmes through the National Literacy Mission (NLM).
- Focus on functional literacy for adults (especially women and SC/ST populations).
- Use of mass media and voluntary organizations for implementation.
5. Secondary Education
- Expansion of secondary schools, especially in rural and tribal areas.
- Improvement in quality through curriculum revision and teacher training.
- Career counselling, life skills, and vocational training to be introduced.
6. Teacher Education
- Establishment of District Institutes of Education and Training (DIETs) in every district.
- Modernisation of curricula in teacher training institutes.
- Emphasis on in-service teacher training and professional development.
7. Technical and Vocational Education
- Development of vocational streams at the secondary and higher secondary levels.
- Industry linkages for practical skill development.
- Certification and modular training for dropouts and adult learners.
8. Higher Education
- Restructuring of academic programmes to meet national development needs.
- Expansion and improvement in colleges and universities.
- Strengthening of research and innovation.
- Encouragement for autonomous colleges.
9. Use of Technology in Education
- Introduction of Educational Technology Cells.
- Use of TV, radio, and computers to reach remote areas.
- Satellite-based teaching and open school systems (like NIOS).
10. Management and Planning
- Decentralisation of educational planning and administration.
- Formation of Village Education Committees (VECs), School Management Committees (SMCs), and Parent-Teacher Associations (PTAs).
- More power and responsibilities to local bodies (Panchayati Raj Institutions).
Monitoring and Evaluation under POA 1992
- Establishment of systems for regular monitoring and evaluation of schemes.
- Collection of data and feedback from grassroots to improve implementation.
- Involvement of NGOs, civil society, and academic institutions.
National Education Policy (NEP) 2020
Background:
The National Education Policy 2020 was approved by the Union Cabinet on July 29, 2020. It replaced the 34-year-old NPE 1986 and aimed to transform the Indian education system to meet the needs of the 21st century. The policy was based on the recommendations of the Kasturirangan Committee.
Vision:
To create an education system that contributes to an equitable and vibrant knowledge society, by providing high-quality education to all, and making India a global knowledge superpower.
Key Features of NEP 2020
New School Structure – 5+3+3+4 Pattern:
- 5 years: Foundational Stage (3 years pre-school + Grades 1–2)
- 3 years: Preparatory Stage (Grades 3–5)
- 3 years: Middle Stage (Grades 6–8)
- 4 years: Secondary Stage (Grades 9–12)
This replaced the traditional 10+2 structure.
Early Childhood Care and Education (ECCE):
- Universal access to quality ECCE for all children aged 3–6 years.
- Integration of Anganwadis with pre-primary schools.
Foundational Literacy and Numeracy (FLN):
- Goal to achieve FLN for all children by Grade 3 by 2025.
- Launch of the National Mission on Foundational Literacy and Numeracy.
Curriculum and Pedagogy Reforms:
- Reduction in syllabus to focus on core concepts.
- Emphasis on critical thinking, creativity, and experiential learning.
- Multilingualism and use of the mother tongue or regional language till at least Grade 5.
Vocational Education:
- Introduction of vocational education from Grade 6 onwards.
- Internships to be offered to school students.
Assessment Reforms:
- Shift from rote learning to competency-based assessment.
- Development of the National Assessment Centre (PARAKH) to set standards.
Equity and Inclusion:
- Special focus on socially and economically disadvantaged groups (SEDGs).
- Gender Inclusion Fund and Special Education Zones to support inclusive education.
- Barrier-free access to education for children with disabilities.
Higher Education Reforms under NEP 2020
Holistic and Multidisciplinary Education:
- Multiple entry and exit options in degree programmes.
- Credit transfer system using the Academic Bank of Credits.
- Undergraduate programs will be of 3 or 4 years with multiple exit points:
- Certificate after 1 year
- Diploma after 2 years
- Bachelor’s Degree after 3 years
- Bachelor’s with Research after 4 years
Single Higher Education Regulator:
- Higher Education Commission of India (HECI) to be created.
- HECI will replace UGC, AICTE, and NCTE.
- Four verticals under HECI:
- National Higher Education Regulatory Council (NHERC)
- National Accreditation Council (NAC)
- Higher Education Grants Council (HEGC)
- General Education Council (GEC)
Teacher Education:
- All teacher education to be conducted through multidisciplinary institutions by 2030.
- Minimum degree qualification for teaching will be a 4-year integrated B.Ed.
- Strict regulation of teacher education institutions (TEIs).
Open and Distance Learning (ODL):
- Promotion of high-quality ODL and online education.
- Use of technology for improving teaching, learning, and governance.
- Creation of National Educational Technology Forum (NETF).
Research and Innovation:
- Establishment of the National Research Foundation (NRF) to fund and promote research across all disciplines.
Other Important Features of NEP 2020
National Educational Technology Forum (NETF):
- A platform to facilitate exchange of ideas on the use of technology in education.
NISHTHA – Teacher Training Programme:
- Continuous professional development for teachers.
Inclusive Education:
- NEP emphasizes inclusive practices for children with disabilities.
- Use of assistive devices and appropriate technology.
- Development of Individualized Support Mechanisms.
Promotion of Indian Languages and Culture:
- Setting up of institutes for Pali, Prakrit, Persian, and classical languages.
- National Institute for Translation and National Book Promotion Policy.
Implementation Strategy:
- NEP 2020 is a visionary policy and its implementation is gradual and phased.
- Central and state governments, institutions, teachers, and stakeholders are actively involved.
Disclaimer:
The information provided here is for general knowledge only. The author strives for accuracy but is not responsible for any errors or consequences resulting from its use.
