The National Education Policy 2020 has been in the public domain for some time now and seems to have been received well. This is the third national policy (after 1968 and 1986/92), and being what is called a framework policy, is expected to focus on the broad goals and directions. While there is much that […]
In a recent article (Opportunity to Rethink Educational Policymaking), we discussed the problems of ‘top-down policymaking’ as it happens in our context: failure to build a body of policy-relevant knowledge based on empirical, context-sensitive studies, and the tendency to rely on short-sighted political compulsions. To counter these, we need to (a) develop an educational ecosystem that does not rely only on teachers and teacher-trainers, but draws on other kinds of human resource such as curriculum developers, administrators, educational data analysts, school psychologists, and test developers and psychometricians and (b) make this ecosystem a base for ‘bottom-up’ decentralized policymaking and evaluation.
The interruption of the educational calendar caused by the COVID-19 crisis offers an opportunity to re-examine Indian educational policy-making mechanisms that have traditionally been ‘top-down’ and input-driven.