write a letter to the secretary, department of human resources development, government of India, North Block, Civil Secretariat, New Delhi, Outlining the needs and aspirations of the students of your generation and how the department can incorporate them while implementi
ng the new educational policy.
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Answer:
The letter of the secretary department students of your generation while new educational policy
Answer:
Introduction
0.1. Education is fundamental for achieving full human potential, developing an equitable
and just society, and promoting national development. Providing universal access to quality
education is the key to economic growth, social justice and equality, scientific advancement,
national integration and cultural preservation; and for India’s continued ascent, progress, and
leadership on the global stage. India will have the highest youth population in the world over
the next decade, and our ability to provide high-quality educational opportunities to them
will shape the future of our country.
0.2. The world is undergoing rapid changes in the knowledge landscape. With the rise of big
data, machine learning, and artificial intelligence, many unskilled jobs worldwide may be
taken over by machines, while the need for skilled labour, particularly involving
mathematics, computer science and data science, in conjunction with multi-disciplinary
abilities across the sciences, social sciences and humanities, will be in rapidly increasing
demand. With climate change and rapid depletion of natural resources, there will be a sizable
shift in how we meet the world’s energy, water, and sanitation needs, again resulting in the
need for new skilled labour, particularly in biology, chemistry, physics, and climate science.
There will be a growing demand for humanities and art, as India moves towards becoming a
developed country and among the three largest economies in the world.
0.3. Indeed, with the quickly changing employment and global ecosystem, it is becoming
increasingly important that children not only learn but learn how to learn. Education must
thus, move towards less content, and more towards learning about how to think critically and
solve problems, how to be creative and multi-disciplinary, and how to innovate, adapt, and
absorb new material in novel and changing fields. While learning by rote can be beneficial in
specific contexts, pedagogy must evolve to make education more experiential, holistic,
integrated, discovery-oriented, learner-centred, discussion-based, flexible, and, of course,
enjoyable. The curriculum must include basic arts, crafts, humanities, games, sports and
fitness, languages, literature, culture, and values, in addition to science and mathematics, to
develop all aspects of learners’ brains and make education more well-rounded, useful, and
fulfilling to the learner. Education must build character, enable learners to be ethical,
rational, compassionate, and caring, while at the same time prepare them for gainful,
fulfilling employment.
0.4. The aim must be for India to have an education system that ensures equitable access to
the highest-quality education for all learners regardless of social and economic background.
To achieve this, actions must be taken now and with urgency.
0.5. The gap between the current state of learning outcomes and what is desirable must be
bridged through undertaking major reforms to bring the highest quality and integrity into the
system, from early childhood education through higher education.
0.6. This National Education Policy is the first education policy of the 21st century, and aims
to address the many growing developmental imperatives of this country. This Policy
proposes the revision and revamping of all aspects of the education structure, including its
regulation and governance, to create a new system that is aligned with the aspirational goals
of 21st century education, while remaining consistent with India’s traditions and value
systems. The National Education Policy lays particular emphasis on the development of the
creative potential of each individual, in all its richness and complexity. It is based on the
principle that education must develop not only cognitive skills - both ‘foundational skills’ of
literacy and numeracy and ‘higher-order’ cognitive skills such as critical thinking and