The Draft Education Policy (2019)
of the Government of India appears to have dealt with the spirit of delivering
quality education rather than merely treating education as a process of social
action. It has examined the content and delivery of the educational process at
four different levels from close proximity for a country with diverse
perspectives, pursuits and profiles. The four major capsules of content and
process delivery as – ECCE, Primary, Upper Primary and Secondary, though not a
new magic weaving, but is indeed a reaffirmation of the delivery profiles for
different age groups based on their learning dynamics and brain development.
There is adequate clarity in the
statements made by the commission with regard to what it wants to communicate:
1. The
curriculum will be India-centric
2. The
curriculum will facilitate multi-dimensional growth
3. The
curriculum will carry with it the loads of “co-curriculum” and
“extra-curriculum”; it will be holistic
4. The
National Curricular Framework will be suggestive and the States have the freedom
and authority to edit, modify and redraft the curriculum depending on local
needs, situations and requirements.
5. The
curriculum will focus only on core-skills with space for experiential learning
based on discussion-based and analysis-based interactions in classrooms.
6. The
curriculum will facilitate stress-free, innovative and interactive pedagogy in
classrooms.
7. There will
be no iron curtains between science and art faculties, academic and vocational
dimensions in learning.
8. There will
be adequate focus on Art, Music and other humanistic subjects which will be
weaved into the content and learning fabrics of the other subjects
9. Technology
will be used as an enabling tool for investigative and empowered learning and
for research
10. The basic objective of the curriculum would be
to promote scientific temper, pride in the cultural heritage, respect for the
treasure of knowledge of the past, sense of empathy, ethical foundation for
goodness in life and social consciousness to become a contributing citizen.
While there are a number of other
inputs have been integrated into the conceptual architecture of this draft
policy, the fundamentals appear to keep a balance between the past, the present
and the future. In short, it moderates the aggression each sector would bring
with it to seek its relevance.
Thoughts on Early Childhood
curriculum
The focus of the curriculum in ECCE
stage is on the following:
- Goodness
- Moral Values
- Thoughtfulness
- Creativity
- Empathy
- Productivity
Some of the core skills suggested for this stage of age group 3- 6 years
are:
Self-help skills
Motor Skills
Cleanliness
Handling Separation anxiety
Compatibility with peers
Moral Development
Physical Development
Communicating thoughts and feelings to parents/ others
Sitting for longer periods of time to work and complete a task
The commission does acknowledge that in the early childhood stage, the
learning is not linear and does not fall in line with the prescriptions of any policy
or the limits of the curriculum. This indeed calls for a word of appreciation
to the commission. The commission does recommend flexibility in content and
pedagogical styles suiting to the local conditions. This may even vary from
school to school. Hence the power-centres in the Government and authorities
vested with the management of early childhood education should ensure that such
institutions do enjoy necessary freedom in their thinking provided their
operational strategies are safe and sensitive to the needs of their clientele.
The commission also acknowledges the uses of the ‘play-way’ methods of
content delivery and in creating a joyful environment in the study centres.
While the commission accepts the ‘generalists’ in management of such institutions,
it also emphasizes on adequate training to those involved keeping the special
nature of the early childhood care and education.
(To be continued)
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