The National Education Policy 2020 can be summarized as
“An education system rooted in Indian ethos that contributes directly to transforming India, that is Bharat, sustainably into an equitable and vibrant knowledge society by providing high quality education to all, thereby making India a global knowledge superpower”.
Source – Ministry of Education website (https://www.education.gov.in/nep/about-nep)
The justification and reasoning for making these blog posts part 1 and 2 can now be better explained. Participating in the LRC and LEP site visits has given me more of an idea of what is needed in order to innovate these sites. While also being conscious of the cultural implications innovation can bring. Being mindful of the stories and cultural norms is important for me to be truly successful in this project. I aim to research more on cultural stories that have been in the communities’ imaginaries for some time. However, the greatest context is that of the NEP 2020. This policy was aimed at improving and building on the goals of the 1986 educational policy passed in India. Since this, governmental schools all over Dang have been given extra consideration in terms of adopting the latest technology in their classrooms. Today, I had the privilege to visit a secondary school that had a computer lab for the students. The principal offered to take me on a tour, greeting the students, and speaking on my behalf about what it is I was in India for.
The biggest takeaway from these experiences has to be the cultural shock. Not really much from me, although the language barrier is still prevalent, however, the fact that this is the first time many students have seen a foreigner in their lives.
“Has anyone been to America before?” The principal asked the class. Everyone shook their heads. Many were too shy to even speak up in their native tongue. Although, my thought being, that I should be the one who was nervous and shy.
“The students are studying for their exams, this is why you see English translations on the board,” my coworker whispered to me. This fact bewildered me the most. Students are taught year round in Gujarati, opting out of their mother tongues (usually Dangi) and once a year, are then taught English translations in order to do well in exams. Not just words, of course. I noted that the students were learning English translations to:
- Numbers
- Mathematical problems
- Science topics
- Basic grammar and vocabulary
A hidden purpose for the LRCs and LEPs was brought to my attention. These centres/spaces were not just there to reinforce learning in general, but to reinforce learning in another language like English or Hindi, so that students would be better prepared for higher education. By the time students are in secondary school, many of them know 2-3 languages, and choose to leave their hometowns for urban areas. In many cases, they choose to study abroad for greater opportunities. In this sense, the NEP 2020 is aiming to make Indian citizens capable of competing in the global market, however, work at the local level is needed to better prepare students in order to do so. Without this, many risk falling behind and/or leaving their communities due to the inefficiency of the education system.
