National Policy on Education 1986 Overview & POA 1992

 

National Policy on Education 1986 Overview & POA 1992

 

The Government of India formulated NPE 1986 to provide a comprehensive framework for the development of education in the country. The policy covers everything from elementary to higher education in rural and urban India.

National Policy on Education 1986 Overview
Aspect of NPE 1986	Description
Structure of Education	Introduced the 10 + 2 + 3 structure for school and higher education.
Early Childhood Care and Education	Recognized the importance of early childhood education in a child’s development.
Equal Opportunity for All	Aimed to provide equal educational opportunities to all sections of society, irrespective of socio-economic status, gender, or location.
Minimum Levels of Learning for Each Stage of Education	Set standards for minimum levels of learning at each educational stage.
Life-long Education	Promoted the idea of continuous learning throughout life.
Education for Equality	Focused on providing education that promotes equality and social justice.
Removal of Women’s Illiteracy	Aimed to eradicate illiteracy among women.
Education of Minorities	Addressed the educational needs of religious and linguistic minority groups.
Education of the Handicapped	Ensured access to education for individuals with disabilities.
Universal Enrollment and Retention (Up to 14 years)	Envisioned universal enrollment and retention of children up to age 14.
Child-Centered Approach	Promoted a learner-centric and child-centered approach to education.
Pace-Setting Schools for Talented Children	Established special schools for talented students, particularly in rural areas.
Technical and Management Education	Emphasized the development of technical and management education.

National Policy on Education 1986 Objectives 

The National Policy on Education 1986 aimed to achieve several key objectives:

·         Ensure Access to Quality Education: The policy aimed to guarantee that every student, regardless of their caste, creed, locality, or gender, had access to high-quality education within the framework of a national system.

·         Establish a Common Educational Structure: It envisioned a uniform educational system known as the 10+2+3 system, which would be universally recognized. 

·         Develop a National Curriculum Framework: The policy sought to establish a national curricular framework with a distinctive core. This core, along with adaptable components, would serve as the foundation for education. 

·         Promote Vocational Education: The policy prioritized the rationalization of schooling and aimed to combat unemployment by offering various vocational courses.

·         Educate Weaker Sections of Society: The policy emphasized the education of marginalized groups such as SC/ST individuals, differently-abled individuals, and girls, recognizing their pivotal role in national development.

·         Ensure Basic Facilities in Primary Schools: The concept of an “Operational Blackboard” was introduced to convey that primary schools would receive the essential infrastructure, including two rooms, a map, a chart, a blackboard, and a carpet.

·         Promote Gender Equality in Education: The policy emphasized the need for gender equality in education through initiatives like residential curricula, teacher training and orientation, active participation in educational research, and provision of specific support services to eradicate women’s illiteracy.

National Policy on Education 1986 Important Facts

NPE 1986 highlighted several crucial facts and principles. Here are some important facts about NPE 1986:

·         Promoting the Objectives of Socialism, Democracy, and Secularism: NPE 1986 stressed the need to promote the objectives of socialism, democracy, and secularism as outlined in the constitution through education.

·         Developing the Ability to Function at Various Economic Levels: The policy emphasized that education should foster the development of an individual’s ability to function effectively at various economic levels.

·         Fostering National Self-Reliance: NPE 1986 advocated for education to promote national self-reliance, emphasizing the importance of self-sufficiency.

·         Treating Education as a Special Investment: The policy adhered to the principle that education is a special investment in the present and future, underlining its significance.

·         Ensuring Access to Quality Education: NPE 1986 underscored the importance of providing all students with access to quality education up to a particular level, regardless of caste, creed, location, or sex.

·         Effective Measures for the School System: The 1986 Policy’s recommendation for the school system it recommended that the government should implement effective measures.

·         Developing a Common Educational Framework: NPE 1986 sought to develop a common educational framework to ensure consistency and uniformity in the education system.

 

Components	Description
Essence & Role of Education	The framework advocates a 10+2+3 breakdown in all areas of education, providing a structured approach to learning.
National Education System	Aims to make education accessible to all, regardless of class, caste, creed, or gender, promoting inclusivity and equal opportunities.
Education for Equality	Strives to provide equal possibilities for all individuals, working towards the abolition of disparities in educational access.
Higher Education	Emphasizes the importance of open universities and online learning systems as sources for higher studies.
Technical & Management Education	Recognizes state technical education boards and the All India Council for Technical Education (AICTE) for technical and managerial education.
Redesigning Education	Involves incorporating culturally relevant content and effective teaching methods to enhance the learning experience.
Teachers’ Education	Established the District Institute of Education and Training (DIET) to prepare educators and enhance NCERT teacher training programs.
Management of Education	Focuses on national-level management and educational planning for effective policy implementation.
Reorganization of NPE 1986	Aims to restructure the policy at different levels to adapt to changing educational needs and challenges.
Early Childhood Care & Teaching	Prioritizes the comprehensive development of children, including nutrition, health, and social, mental, and emotional well-being.
Elementary Education	Promotes public enrollment and regular education for children up to the age of 14, while also aiming to improve educational quality.
Secondary Education	Introduces Navodaya Vidyalayas and ‘pace-setting schools’ in various locations to enhance the quality of secondary education.

NPE 1986 Three Language Formula

The NPE 1986 maintains the 1968 policy on the three-language formula, implemented nationwide except in Tamil Nadu, which adopted a two-language policy.

NPE 1986 Three Language Formula
Hindi-Speaking States	English, Hindi, and a modern Indian language.
Non-Hindi Speaking States	English, Hindi, and one Indian language

National Policy on Education 1986 Components

The NPE 1986 consists of various components, each of which addresses different aspects of the education system in India. Here is a breakdown of the 12 major components of the National Policy on Education (NPE) 1986.

 

Modification of NPE 1986 (POA 1992)

The Programme of Action 1992 (POA-1992) was a significant step towards refining and implementing the National Policy on Education 1986 (NPE-1986). It introduced several crucial modifications and additions to the existing policy framework, aiming to enhance the quality and accessibility of education across all levels. Here’s a summary of some key points from the modifications:

·         Inclusion of 12th Class in Schools: The modification suggested that Class 12th should be a part of the school system, allowing students to study it either in Higher Secondary Schools or Colleges.

·         Emphasis on Literacy Campaigns: More focus was placed on literacy campaigns, encompassing both school children and adults. The National Literacy Mission was to be linked with poverty prevention efforts.

·         Strengthening Educational Institutions: Educational institutions of national importance, such as UGC, NCTE, AICTE, etc., were to be strengthened to ensure their effectiveness.

·         Vocational and Skilled Training: There was an emphasis on vocational and skilled training programs to provide alternative pathways for students who may not pursue higher education, enabling them to earn a livelihood.

·         Expansion of the Blackboard Programme: The operational Blackboard programme was to be extended to the Upper Primary Level, with provisions for classrooms, teachers, and teaching-learning materials.

·         Targets for Education: Goals were set to increase the percentage of students receiving secondary education (by 1995) and vocational education (by 2000).

·         Establishment of Navodaya Vidyalayas: More Navodaya Vidyalayas were to be established across the country, particularly to cater to talented rural children, with a reservation for SC and ST students.

·         Autonomous Commission for Higher Education: An autonomous commission was proposed to expedite progress and improvements in higher education.

·         Gender Representation in Teaching: A target was set to appoint 50% of primary school teachers as women in the future.

·         National Mission for Free and Compulsory Education: A National Mission was to be established to work towards the goal of free and compulsory education by the year 2000.

·         Special Focus on Secondary Education for Marginalized Groups: Special provisions were made for secondary education for SC, ST, weaker classes, and girls.

·         National Evaluation Association: The establishment of a National Evaluation Association was proposed for examination reforms.

·         Allocation of Funds for Education: It was stated that more than 6% of the National Income would be allocated for education.

Difference between NPE 1986 and NPE 1992

The NPE 1986 and NPE 1992 policies played a crucial role in shaping India’s education system and continue to influence educational reforms in the country. Here are some key differences between the National Policy on Education (NPE) of 1986 and the revised NPE of 1992.

 

 

Aspects	NPE 1986	NPE 1992
Universalization of Elementary Education	Aims for universal access to primary education.	Emphasizes universal elementary education as a fundamental right, leading to the passage of the Right to Education Act in 2009.
Vocational Education	Recognizes the importance of vocational education and its integration with general education.	Stresses the need for vocationalization of education to equip students with practical skills.
Science and Technology	Acknowledges the promotion of science and technology education.	Emphasizes the role of science and technology in the country’s development.
Medium of Instruction	Emphasizes mother tongue as the medium of instruction at the primary level.	Continues the emphasis on the mother tongue and encourages the study of regional languages.
Teacher Education	Recognizes the need for quality teacher education.	Focuses on improving teacher education and in-service training.
Classical Languages and Sanskrit	Emphasizes the preservation and promotion of Sanskrit and classical languages.	Recognizes the importance of Sanskrit and the study of classical languages.
Open Universities and Distance Learning	Recognizes the significance of open universities and distance education.	Encourages open and distance learning to expand access to higher education.
Nutritional and Health Education	Acknowledges the importance of nutritional and health education for school children.	Stresses the need for nutritional and health education in schools.