How Higher Education Will Change in 2021

According to the recommendations of the committee set up for draft National Education Policy (NEP), Human Resource Development (MHRD) ministry came up with a decision for modernizing the evaluation process after moving away with the school examinations in the year 2021. The newest module of evaluation would stress on assessments that are class-based and according to an official of the HRD, the schools will follow 5-3-3-4 structure.importance-of-education

All the possibilities are currently being examined by the government for finalizing the National Education Policy towards the month of October 2020, and these policies get implemented from the year 2021. “Also, we would be notifying boards for the recommendations on the new structure of the exam recommended by the committee. After getting suggestions from education experts and boards, the ministry would consider junking out the old format of 10+2, and it will proceed on the proposed process of evaluation from the year 2021,” was stated by the official to Indian Express.

The committee of draft National Education Policy (NEP) during the month of June also recommended the structure of 5-3-3-4 that comprised of five years foundation stage (with 3 years in pre-primary school with one or two classes), three preparatory years (three to five classes), and three middle stages of three years (six to eight classes), and for four years secondary stage (9 to 12 classes).

The committee has also recommended a Rashtriya Shiksha Aayog which would be chaired by the honorable prime minister. The board would also have education minister, Lok Sabha Speaker, and Chief Justice of India along with the country’s top academics. Also, it recommends the HRD ministry to be renamed as the Ministry of Education. The details are broken down by ET.

Changes in Schooling Education

The new structure was proposed by the committee on lines of international schooling based process of evaluation, which also assessed students on the basis of performance that was class-based. The committee also noted that through the present way of board examinations, the students were forced to only concentrate on some subjects without the need of getting any scope for learning an informative manner, which would eventually lead to stress among the students.

“For tracking students” progress was made throughout the experience of school, draft policy also proposed State Census Examinations with the class of three, five, and eight. Also, it further recommended the restructuring of board examinations for only testing skills, core concepts, and capacities of a higher order.

Such board examinations are based on various subjects. Students are free to choose accordingly with their subject of interest, and semester while they wished to take board exams. Final school examinations get replaced by such board examinations,” recommended the committee.

The ministry was also considering extensions of free age learning under the act of Right to Education (RTE) from 14 to 18 years of age. “As it got proposed under the NEP committee draft, the ministry currently is working on including secondary school education and early childhood education under RTE Act ambit. This extends the Act coverage to all the children aged between 3 to 18 years,” as it was said by the official.

Post School Changes

As was suggested under the panel, the higher system of education was brought within a single regulatory authority – National Higher Education Regulatory Authority (NHERA). While the University Grants Commission (UGC) is about to remain purely a grant body. Similarly to All India Council of Technical Education, National Council for Teacher Education, and Medical Council of India, it needs to evolve in Professional education standard-setting authorities, it was suggested by the panel.

The policy also suggested three universities. Universities focused on research, comprehensive teaching, and research universities with the Type 3 that are focused only on teaching. Look up omnipapers.com for more information.

The committee also recommended a four-year bachelor program for liberal arts or a bachelor’s degree in liberal education.

The panel also suggested that all courses in the undergraduate category need to be shifted to three-or-four-year duration with a lot of options for the exit while only allowing advanced diploma in discipline or after completion of two study years or diploma after completion of one year.

Different master’s program designs are proposed from the two-year program with second-year being entirely devoted to research or integrated five-year bachelor’s/master’s program besides having a single year master’s program for everyone who completed the program of four years.

Similarly, all institutes are permitted for offering a Ph.D. with either a master’s degree or four-year bachelor’s degree along with research.

Meanwhile, the states of West Bengal, Odisha, and Gujarat re-introduced the system of pass-fail for their schools.

Why is Unemployment higher among the Educated?

By Prerna Vaishnav

Unemployed means the situation of actively looking for employment but not being currently employed. The unemployment rate is a measure of the prevalence of unemployment and it is calculated as a percentage by dividing the number of unemployed individuals by all individuals currently in the labor force. One of the reasons for higher unemployment among the educated is that the educated are not willing to join in low-grade informal jobs, but at the same time, sufficient regular salaried jobs are also not available for them.6-types-of-unemployment-and-what-makes-them-different

The unemployment rate among the educated is not only higher compared to the uneducated. it also increases with higher levels of education. This article explores whether the factors responsible for unemployment among the educated differ from the uneducated based on a multinomial profit model. Results indicate that youth, both educated and uneducated, are more likely to be unemployed than older age groups. One of the reasons for higher unemployment among the educated is that the educated are not willing to join in low-grade informal jobs, but at the same time, sufficient regular salaried jobs are also not available for them. Both educated and uneducated individuals with vocational training (formal or informal) are more likely to find jobs. Besides promoting skills through technical and vocational education, creation of jobs through enhancing capital formation is important to reduce both educated and uneducated unemployment. Education has always been visualized as one of the most efficient vehicles for economic emancipation, social mobility and political stability. Being educated means having greater access to certain levels of employment, salary, responsibility, prestige and social capital. Presumably, the higher the educational attainment, the greater will be the chance to access the just- mentioned opportunities. Education, whether formal, non-formal or informal, is the central pillar for a decent work. Unfortunately, past impressions would tell us that education has attended mainly to the formal education sector along general subject areas. There has been much preference for intellectual activities over manual work, white collar over blue collar jobs and academic education over training for work. With the emerging issues of globalization, advancement in technology, mobility of workforce, etc. however, the situation was drastically changed bringing vocational and technical education to the forefront. The high rate of unemployment among the educated is both due to the lack of sufficient jobs and poor schooling as well as the mediocre quality of education on at most colleges. This makes large numbers of graduates unsuitable for employment that is commensurate with their degrees.