At a time when the Government of India is meticulously working on amendments to the National Education Policy (NEP), the anticipation among the citizens is palpable. The expectation is for sweeping changes, some of which are already underway, that promise to transform the Indian educational landscape.
With broadened options to choose various subjects and streams, and advanced studies in fields like Maths and Computer Science, our education system is geared towards cultivating a well-rounded, highly skilled workforce. Inputs from established institutions, including ISRO, are enriching the discourse, indicating the seriousness with which this overhaul is being undertaken.
In our journey toward systemic change, the focus should be on creating both employable individuals and entrepreneurs, an idea that is often overlooked. Today, the education system seems primarily designed to produce workers for employment in governmental or private sectors. While this is undoubtedly important, we should also look at education as a means to nurture the entrepreneurial spirit.
To make this a reality, we need to redefine our curriculum. Suppose we want our children to run businesses – be it in carpentry, jewelry, clothing, electronics, farming, or retail. In that case, we must arm them with the necessary knowledge from a young age. Our young minds should be exposed to both the theoretical and practical aspects of these sectors, enabling them to visualize and understand the intricacies of both employment and entrepreneurship. This exposure is crucial for our children to realize that there are multiple pathways to success, and that the job sector and business are equally respectable professions.
An essential part of this transformative education should be focused on money management. A shocking 95% of Indian citizens lack formal education in this field, leading to a society prone to financial mistakes and economic anxiety. Teaching children how to save, invest, understand the risks associated with various investment options, and discern between wants and needs, can equip them to make more informed decisions in their adult lives.
For the practical implementation of such education, successful local businessmen could be invited to share their experiences and offer first-hand knowledge. This connection between the classroom and the business world can significantly enhance students’ learning experiences. Moving onto the advanced levels of education, once the foundation has been laid for understanding small-scale business operations, we need to guide them through the steps of developing small to medium-scale industries. Here, information about how the government aids in scaling businesses and taking them to a global level is paramount.
Up until the 8th grade, students should be exposed to a blend of different subjects along with Maths, Science, and Social Studies. However, starting from the 9th grade, they should be allowed to filter out subjects that they are less interested in, thereby encouraging specialization. AI or robotics, while exciting, are not the sole determinants of a country’s growth. We need to ensure that students born with entrepreneurial inclinations have the necessary environment to hone and use their skills.
Moreover, students should be informed about various job options available to them. Often, due to lack of awareness, students feel cornered into choosing from a limited number of fields like engineering, medical, Chartered Accountant or the arts. There are countless job options in ministries, railways, and other government departments that students are rarely exposed to. It is essential to provide students with this information early in their academic journey, allowing them to make informed career decisions.
The path to each job field must be made transparent right from the beginning. If a student wishes to become an IAS officer or a clerk, they should be made aware of the necessary skills and the trajectory they need to follow, and this should be done as early as the 10th standard.
In addition to these academic and professional aspects, self-defense is a skill that needs to be instilled in every child. Learning to defend oneself with simple tools like sticks could become a mandatory part of the curriculum, complemented by regular sessions with local police departments about conflict resolution and when and how to approach law enforcement.
Now, turning our attention to the National Educational Policy’s task of rectifying our historical narratives, it’s crucial to remember that Bharat’s history doesn’t exist in a vacuum. As one of the world’s oldest civilizations, our historical narrative needs to be juxtaposed with global events. When discussing a particular era or figure in Indian history, we should also mention significant global events of the same time. For example, when learning about the life of Maha Rana Pratap, students should also be informed about Europe being in the Dark Ages during the same period. This comprehensive approach to history will help our future generations understand how our civilization has thrived amid global events.
Our history books should not merely be a recounting of the past; they should be an exploration of our civilization’s resilience and richness. In our endeavor to correct our historical narrative, we must ensure that we write the history of the world in parallel, highlighting our place within it.
In conclusion, this vision for a renewed National Education Policy aims to create a generation of well-rounded individuals, prepared for the challenges and opportunities of the future. Our goal should be to cultivate citizens who are capable, informed, and proactive contributors to the growth and prosperity of our nation.
