The National Education Policy (NEP) 2020 marked a significant shift in India’s educational landscape, aiming to revolutionize the way students learn and reducing the academic burden on young minds. However, as we head towards the implementation of NEP, a surprising irony emerges – the reluctance of formal schools to rework their curriculum to introduce a new class UKG (Upper Kindergarten) between existing KG (Kindergarten) and Grade 1. Instead, schools have resorted to a seemingly easier (absurd, if I may say) solution – renaming existing classes such as Prenursery as Nursery, Nursery as LKG and KG as UKG. This ironic move defies the essence of NEP, which emphasizes load reduction and creative learning and raises concerns about the educational experience of young learners.
The NEP emphasizes reducing the burden on students by streamlining the curriculum and encouraging experiential learning. However, the ironic implementation of renaming classes without modifying the content leads to a paradoxical situation – while the names have changed, the academic pressure remains intact. This approach might be convenient for schools, but it overlooks the profound changes NEP envisioned for young learners.
As an educator, witnessing this irony is disheartening. The essence of teaching lies in nurturing young minds, helping them grow intellectually and emotionally. The NEP was seen as a ray of hope, promising a new approach to education that prioritizes creative thinking, practical skills and a deeper understanding of concepts.
The adoption of a superficial approach to NEP’s implementation could result in students becoming disenchanted with education at an early stage. When young learners experience repetition rather than innovation, they may develop a negative attitude towards learning, hindering their overall development. The NEP’s vision of producing well-rounded individuals with critical thinking skills and a strong foundation in various fields could remain unrealized if the education system fails to embrace the spirit of change.
Moreover, parents need to be made aware of their rights to demand quality education for their children. Collaborative efforts between educators, policymakers and parents can bring about the necessary change. As educators, parents and stakeholders, it is our collective responsibility to ensure that the promise of NEP is not lost in the swamp of repetition but is realized through a genuine commitment to reforming education for the betterment of our future generations.
