This article is part of the UPSC Daily Editorial Analysis, covering The Hindu editorial – " The ‘3Cs’ That Challenge Indian Education Today," published on 31ST March, by the best UPSC coaching in Kolkata.
Syllabus: UPSC General Studies Paper II under the section on Governance, Constitution, Polity, Social Justice.
The National Education Policy (NEP) 2020 is a big reform in India’s education system. However there are concerns about three key trends that have influenced education policy over the last ten years: centralisation of decision-making, commercialisation of education and communalisation of institutions and curriculum. These trends that are aimed at systemic change but have sparked debates about their effects on federalism, access and academic integrity.
Education is a part of Concurrent List of the Constitution. Thus, cooperation between the Centre and the States is the need of the hour. However the growing involvement of the Union Government has raised concerns about the balance of federal power. The Central Advisory Board of Education (CABE) which is a key forum for policy coordination, has not met since September 2019. State governments have expressed concerns over limited consultation in major policy decisions while implementing NEP 2020.
The PM-SHRI scheme which is intended to replace the Samagra Shiksha Abhiyan (SSA), is seen as affecting the implementation of the Right to Education (RTE) Act, 2010. The Parliamentary Standing Committee on Education has recommended that SSA funds be released without conditions to prevent disruptions in school education.
The draft University Grants Commission (UGC) guidelines for 2025 propose changes on how Vice-Chancellors are appointed by reducing the role of State governments and increasing the influence of Governors. This shift has raised debates about institutional autonomy and decentralised governance.
The Right to Education Act (RTE) earlier required the presence of primary and upper primary schools within a defined radius of habitations. However since 2014 school consolidation has led to the closure of 89,441 public schools while 42,944 private schools have been established. This trend has raised concerns about equitable access, particularly for marginalised communities.
The Higher Education Financing Agency (HEFA) has replaced block grants with loans meaning institutions must generate revenue to repay them. As a result, tuition fees have significantly increased. The Parliamentary Standing Committee on Education has reported that between 78% and 100% of HEFA loans are financed by student fees.
The National Assessment and Accreditation Council (NAAC) has faced scrutiny over irregularities in its accreditation process and National Testing Agency (NTA) has been criticised for concerns about exam integrity plus procedural lapses as well.
The NCERT has made many changes to textbooks. This includes parts like removing parts of Mughal history and sections on Mahatma Gandhi’s assassination. Supporters say this focuses on India’s history but critics argue it omits important events and presents an incomplete picture.
The appointment of leadership positions in IITs, IIMs and central universities has drawn attention to the role of political considerations in academic governance. The UGC’s revised qualification criteria for faculty positions have also initiated debates regarding their impact on academic merit and institutional autonomy.
India’s education system needs to find a balance between policy reforms and equitable access. Steps towards modernisation and efficiency are essential but concerns about over-centralisation, financial accessibility and academic independence require careful consideration. A collaborative approach between the Centre and States, along with a focus on inclusivity and academic freedom will be crucial for achieving sustainable educational progress.
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PRACTICE QUESTION Q.How do centralisation, commercialisation and curriculum revisions under NEP 2020 impact India's education system? 150 Words |
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