The National Education Policy (NEP) 2020 proposes the revision and revamping of all aspects of the education structure to create a new system that is aligned with the aspirational goals of the 21st century. The policy mentions that it is critical that children not only learn, but more importantly learn how to learn, thus moving towards less content and more towards critical thinking, problem solving, creativity, how to innovate, adapt and absorb new material. Pedagogy, thus must evolve to become more experiential, holistic, integrated, discovery oriented etc making learning enjoyable. The teacher must be at the centre of the fundamental reforms in the education system.
The implementation of the NEP 2020 it appears will hinge on the most important link in the value chain ie the "Teacher". The 4 important aspects impacting the teachers directly are shortage of teachers; their training and capacity building; re-establishing the respect of the teachers as essential members of our society; and, high work-load both related to teaching and non-teaching.
The 2021 UNECSO report "No Teacher No Class" highlights the shortage of over 1 Mn school teachers in India. 19% or 11.16 lakh teaching positions in schools are vacant. In rural areas the number is as high as 69%. The report also mentions about 1.1 lakh schools are single teacher entities. The report also acknowledges that the availability of teachers has improved but the pupil -teacher ratios are still adverse in secondary schools. It also states "Teacher workload is high -- contrary to public perception -- although invisible, and [is] a source of stress. Teacher's value being given professional autonomy, and disregarding this is demotivating,"
It is very recently, in 2022, the Govt of India has pushed the states to hire new teachers and fill up the existing vacancies on a war footing. The teacher's selection criteria and methods also require a relook and aligned to the defined outcomes of education in the policy viz, pedagogy on one hand focused towards critical thinking, problem solving, encouraging innovation, and on the other hand building social, ethical and emotional capabilities.
The policy has adequately provisioned the capacity building of the existing teachers at all levels, by introducing various methods viz; certification and diploma courses and Continuous Professional Development (CPD), The execution and monitoring of this training / re-training will establish its effectiveness. All such training could be linked to measurable outcomes with built-in incentives and deterrent consequences to maintain the motivation level to enhance participation.
NEP 2020 very briefly mentions the importance of re-establishing the respect of teachers in society, however no tangible measures are indicated. This is by far the most important aspect that will attract and retain the best talent in the education system. As they say, charity begins at home, similarly, for teachers, respect begins at school. The school management, especially the private schools, have systematically diluted the respect due to the teachers in favour of the high fees paying parents (read clients) and the students. Instances of public humiliation of teachers on the school's public address systems, constant monitoring of teacher's activities in the class room through the cctv's, removing teacher chairs from the class room etc tend to break the self-respect of the teacher. This sure does impact the teacher-student relationship. Drastic corrections are required. Lower wages for full-time work for teachers hired on contract leads to exploitation, but sure does save money for the schools. Guidelines on this must be enforced and monitored. Involving teachers in policy making and its implementation at all levels directly impacting teaching and learning needs no emphasis. Teachers need to be elevated to be the front face of the school.
The high workload, although invisible, as highlighted in the UNESCO report, somehow does not find a mention in the policy. Ideally, teachers must be kept away from all non-teaching work, including administrative work at schools to census and election duties at local, state and national level, giving them adequate time to devote to self-learning, self-improvement and adequate interaction time with the students which will eventually benefit the quality of education.
The NEP 2020 is an ambitious, forward-looking policy. No stone must be left un-turned to ensure its success.
As a retired teacher after 30 years of working in various schools across India, I personally feel that most of the teachers have chosen this profession because they love working with children and young adults.
ReplyDeleteWith such motivated lot, the administration has to play their cards very carefully. They need to be more humane and respectful towards their teachers. After all , the teachers run the show in actual classrooms and not the administrators sitting in the offices.
I personally feel a motivated and a happy teacher will always walk a few miles extra for the betterment of the students.
After all at the end of the day that is exactly we are looking for .
Details emphasised in the discussion should easily find favour with authorities as this approach will only aim to impart knowledge by the teachers and educate them in a holistic way to have meaningful life forwards. There is shortage of teachers at present, as most of the teachers are involved at some point or other, for a period; involved in activities other than teaching. Right from doing office work and activities to push up the agendas to show the quality of teaching and impressing on reasons other than connected with teaching; may be for satisfying political aspirations of few individuals.
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