As of 2024, the new NEP (National Education Policy) is in various stages of implementation; in schools, colleges, and in the development of support infrastructure.

This article is written after examining the NEP Document and serves to accelerate its aims using RENEWALism in Education to bridge the gaps where we see them.

What the NEP States

To quote the NEP, “The Education Policy lays particular emphasis on the development of the creative potential of each individual [referring to the Student].” It also says, “The teacher must be at the centre of the fundamental reforms in the education system. The new education policy must help re-establish teachers, at all levels, as the most respected and essential members of our society, because they truly shape our next generation of citizens. It must do everything to empower teachers and help them to do their job as effectively as possible.”

The above is fantastic. As we delve deeper into the document, the following extracts point to how this would be achieved (as relevant to high school and University-level students and teachers):

1. The key overall thrust of curriculum and pedagogy reform across all stages will be to move the education system towards real understanding and towards learning how to learn – and away from the culture of rote learning as is largely present today. The aim of education will not only be cognitive development, but also building character and creating holistic and well-rounded individuals equipped with the key 21st century skills [4.4.].
2. Curriculum content will be reduced in each subject to its core essentials, to make space for critical thinking and more holistic, inquiry-based, discovery-based, discussion-based, and analysis-based learning. The mandated content will focus on key concepts, ideas, applications, and problem-solving. Teaching and learning will be conducted in a more interactive manner [4.5.].
3. Experiential learning, hands-on learning, arts-integrated and sports-integrated education, story-telling-based pedagogy, increased flexibility and choice of subjects, multilingualism – all the way up to Sign Language [4.6. to 4.22.].
4. It is proposed to set up a National Assessment Centre, PARAKH (Performance Assessment, Review, and Analysis of Knowledge for Holistic Development), as a standard-setting body under MHRD [4.41.].
5. In collaboration with parents and other key local stakeholders, teachers will also be more involved in the governance of schools/school complexes, including as members of the School Management Committees/School Complex Management Committees [5.11.].
6. To prevent the large amounts of time spent currently by teachers on non-teaching activities, teachers will not be engaged any longer in work that is not directly related to teaching; in particular, teachers will not be involved in strenuous administrative tasks [5.12.].
7. Teachers will be recognized for novel approaches to teaching that improve learning outcomes in their classrooms [many of which are suggested in 4.23. to 4.40.].
8. Each teacher will be expected to participate in at least 50 hours of CPD [Continuous Professional Development] opportunities every year for their own professional development, driven by their own interests [5.15.].
9. Faculty will be given the freedom to design their own curricular and pedagogical approaches [13.4.].

How RENEWALism furthers the NEP Objectives

The fundamental principles that will guide both the education system at large, as well as the individual institutions within it are (Quoting three bullets from the NEP document):

• “Recognizing, identifying, and fostering the unique capabilities of each student, by sensitizing teachers as well as parents to promote each student’s holistic development in both academic and non-academic spheres.”
  • The document is silent on the way of execution, because execution requires addressing the issues from another level (alluding to Eistein’s famous observation). Teachers cannot possibly know the students as well as they can know themselves, and enabling that is where RENEWALism initiatives come in.
• “Teachers and faculty as the heart of the learning process – their continuous professional development, positive working environments and service conditions are vital.”
  • This is revealed only as a directive in the document and the things to do / habits to create under CPD can come under the ambit of RENEWALism: as a self-empowered strategy with allied and aligned tactics.
• “Continuous review of progress based on sustained research and regular assessment by educational experts is proposed.”
  • We aver that outsiders may offer an unbiased assessment in multiple dimensions, for which RENEWALism proffers online self-assessment, with analytics and trending. More on this follows.

Specific Observations

1. As mentioned in point A, in the 21^st century we are heading into an AI powered machine-driven world, the speed and dexterity of which humans will not match. Hence education must play the role of internal connection and development of consciousness, which will drive machine design. The NEP proposes to use mythology, fables, and culture to build pillars of conscientiousness and conscience, but discovery of one’s place within universal consciousness – and the power that provides – is still left unaddressed.
2. Point B, while downplaying the adherence to a fixed curriculum is silent on the futility of the syllabus given the tech-induced changing job requirements. The industry-readiness required of students arises from the experience of information, which converts it to knowledge. Application of knowledge gives rise to wisdom, which is the ingredient that must drive the technology-powered world of tomorrow. The NEP is still at Information and Knowledge levels, though Gurukuls prepared students for Wisdom in ancient India. RENEWALism is about renewing our consciousness through habits that reside in that wisdom.
3. On point D, RENEWALism proffers a readymade assessment, backed by extensive analytics and trending. This measures respondents’ state of wellbeing across 8 dimensions; Physical; Mental; Spiritual; Emotional; Social; Financial; Occupational; and Environmental. This holistic approach to wellness can be adopted by PARAKH as a partner of the RENEWALism Movement for enabling execution.
4. While teachers are placed on a higher pedestal, their wellbeing is not spoken about. It is not even alluded to in the ambit of CPD, even though it is the fundamental construct to realize points E and F above (which are seemingly contradictory).
5. On point E specifically, the RENEWALism initiatives mentioned here encompass parents and position schools as holistic hubs of ecosystem wellbeing. Adopting these as-is will help build and fortify the parent teacher relationship in ways that would instil pride in Einstein as well.
6. While points G and H feed into point I, the real problem of with education today is that kids are in a hurry. We have conditioned a society that rewards speed and multi-dexterity, which is quite antipodal to mindfulness and fulfilment. Curricular and pedagogical approaches that lean on Mindfulness and Qigong practices will ease both, ideation and execution processes.
7. In the document there is no mention of building the capacity of the student on matters that which significantly impact later life. To name a few:
   • To absorb better with enhanced memory and focus
   • To overcome limiting beliefs
   • To envision futures
   • To build the ability to challenge social conditioning
   • To build habits that annul stress inducers
   • To conceive oneness with nature despite technology

In Conclusion

The National Education Policy (NEP) 2020 is a visionary blueprint for transforming India’s education landscape. Its emphasis on holistic development, critical thinking, and experiential learning aligns with the demands of the 21st century. By prioritizing teachers, promoting curricular flexibility, and advocating for continuous professional development, the NEP lays a strong foundation for a knowledge-driven society. However, the policy’s success hinges on effective implementation, which requires addressing gaps in areas such as student well-being, industry readiness, and the integration of consciousness-building practices.

RENEWALism, with its focus on individual potential, holistic development, and applied knowledge, offers a complementary framework to accelerate the NEP’s goals. By synergizing the two, you can help India create an education system that not only imparts Information and Knowledge but also cultivates WISDOM. Together, the NEP will catalyze creating conscious, compassionate, and capable citizens with character.