Why NEP was introduced at all?
National Education Policy 2020 is brought with a difference to create visible shift in learning outcome. But is it happening in any way? With the quantum of work, energy, policy framework and thrust required to implement it in the diversified educational system of India; it is a big question mark. But it has not failed. Though the change has not yet gained momentum but it is slow, creeping slowly.
The problems are many, multi-facet and multi-dimensional.1. Macaulay infamously declared that “a single shelf of a good European library was worth the whole native literature of India and Arabia”. He proposed that education should be in English, focused on Western literature and science, and designed to create a class of Indians who were “Indian in blood and colour, but English in taste, in opinions, in morals, and in intellect”. This was the plot which still continues in the backdrop that did not allow flexibility to creep in our education system. We have a hard headed educational system which is not amenable to change itself. It has adjusted itself to produce prototypes irrespective of demands or quality. Whether primary, secondary or higher education; everything have their own shell to hide themselves from any possible change. Though after NEP, there are some creeping changes but not accepted by heart, either by teachers or the administrators. Macaulay still dominates the show.
2. The large section of the social system sees education as a "means to job" and therefore the only reason to grab a degree is NOT having skills or knowledge, but is to become employable at whatever cost. Therefore acquiring education becomes meaningless and nobody would thus care about the quality of education or whether it is outcome based or anything else. Providing quality education is a very costly means for an average Indian family and still costlier for the institutions. The families can "anyhow" afford to send their ward to a "good" institution but having "good" teachers; truely honest, commited and with proven ability to make students learn is far-fetched dream for the institutions. Although a very few families can afford to provide education to their ward in a so-called good institutions and still the biggest question mark remains, are they providing worthy knowledge, skills or attitude for self development. In a nutshell, who cares?
3. Government spending on education is meagre and just sufficient to maintain status quo.
4. Coaching has become a biggest menace. A nuisance that swallows any change to enter into the institutions. These are biggest bottleneck to make any change to enter in the system. How can we bring change?
NEP 2020 may be a policy shift, but the real transformation lies in reshaping the cultural and emotional mindset of educators. To move from colonial hangovers to culturally rooted, emotionally abundant teaching, we need a training ecosystem that goes far beyond pedagogy.
1. Create awareness about "the change"
2. Funds for education needs diversification
3. Link education to real life, learning by doing
4. Institute's visibility as quality education provider need a massive change
5. teacher is a biggest tool of change, empower him and let him use his creativity.
6. GET RID OF EXAMINATION SYSTEM.
The Gurukul system wasn’t just an educational model—it was a living embodiment of emotional abundance, cultural dignity, and spiritual continuity. Its dismantling wasn’t accidental; it was deliberate, strategic, and deeply wounding to the soul of a civilization.
The Gurukul system was a timeless educational tradition in ancient India that nurtured not just the intellect, but the heart and soul of every learner. Rooted in the Vedic era, this model emphasized living, learning, and growing together in harmony with nature and values. It was not merely a method of teaching—it was a way of life.
In a Gurukul, students (shishyas) lived with their teacher (guru) in a forest hermitage or ashram. This residential setup created a close-knit environment where learning happened through daily interactions, shared responsibilities, and deep personal guidance. The guru was more than a teacher—he was a mentor, a parent figure, and a spiritual guide. Education was personalized, shaped by the unique needs and nature of each student.
Learning in the Gurukul system was deeply practical and value-based. Students absorbed life skills through observation and participation in everyday tasks—cooking, cleaning, farming, and caring for the community. They learned discipline, empathy, and responsibility not from textbooks, but from lived experience. Storytelling played a central role, with ancient texts like the Vedas, Upanishads, and epics passed down orally. This nurtured memory, critical thinking, and ethical understanding.
Subjects were not divided into rigid categories. Instead, students explored a wide range of knowledge—from archery and astronomy to medicine, music, and philosophy. Emotional and spiritual growth was equally important. Practices like meditation, yoga, and introspection helped students develop inner strength, self-awareness, and resilience. The goal was to build character, humility, and self-reliance—not just academic achievement.
This system flourished for thousands of years, from the Vedic period through the times of the Mahabharata and Ramayana, and continued until the 18th century. Its decline began with foreign invasions and was accelerated during British colonial rule, which introduced a Western-style education focused on exams, clerical skills, and industrial needs.
Compared to today’s education system, the Gurukul model was immersive, natural, and deeply human. Modern schools often emphasize grades, competition, and career preparation. Gurukuls, in contrast, focused on the whole person—body, mind, and spirit. They cultivated wisdom, not just knowledge; community, not just classrooms; and purpose, not just profession.
In rediscovering the essence of the Gurukul system, we find inspiration for building learning environments that are emotionally rich, socially inclusive, and spiritually grounded. It reminds us that true education is not just about what we know—but about who we become.
Change the teacher and reap the bonus.
Somehow we will have to return to our roots. The Gurukul system has great strengths. Holistic Learning: Students lived with their teacher (guru), learning not just academics but values, discipline, and life skills. Rooted in Culture: Education was deeply tied to Indian philosophy, spirituality, and nature. Flexible & Personalized: No rigid exams or grades—learning was tailored to the student’s pace and interests.
How teachers can be more productive and forward looking torchbearers.
What Was the Gurukul System?
- Residential learning model: Students (shishyas) lived with their teacher (guru) in an ashram or forest hermitage.
- Rooted in Vedic tradition: Originating over 15,000 years ago during the Vedic period, it emphasized spiritual, moral, and intellectual development.
- Guru-shishya bond: Education was personalized, with the guru acting as mentor, parent, and role model.
Life Skills and Learning Methods
Students learned through:
- Observation and participation: Daily chores, rituals, and community living taught discipline, responsibility, and empathy.
- Storytelling and oral transmission: Vedas, Upanishads, and epics were memorized and interpreted, fostering memory, critical thinking, and ethical reasoning.
- Practical training: Skills like archery, agriculture, astronomy, medicine, and philosophy were taught experientially.
- Emotional and spiritual growth: Meditation, yoga, and introspection were integral, nurturing resilience and self-awareness.
This system cultivated character, humility, and self-reliance, not just academic knowledge.
The Present examination system is flawed, unpractical and do not access what we do want to access. Marks can never measure confidence, courage, hard-working capacity, creativity, enthusiasm, problem solving skills, purposeful engagement, resilience, team work, empathy, and what not. MARKS CAN NEVER MEASURE SKILLS.
If we really want NEP to be successful, at first place, remove all examinations. Introduce skills assessment. Let institutions design their own experiments. All examination bodies must GO. They should be replaced by skill assessors. Let there be thousands of registered skill assessors who needs to be installed through a transparent mechanism. Let students apply for skill certification and there must be a skill test valid, reliable and trustworthy enough to test the skill. Let his certificate be reverified by another agency to confirm that the skills are really achieved.
BUT ALL IT NEEDS A GREATER COURAGE ON PART OF GOVERNMENT.
