New Education Policy in West Bengal

Question 1

NEWS

Answer 1

Recently, the West Bengal government has announced its own State Education Policy for 2023,
declining some of the aspects of the NEP (National Education Policy) 2020.
Many states such as Kerala, Karnataka, and Tamil Nadu have also declined to adopt the NEP
2020 in its entirety.

Question 2

What are the Key Highlights of the West Bengal Education Policy?

Answer 2

Continuation of 5+4+2+2 Pattern:
The state will maintain the existing 5+4+2+2 pattern for school education.
This structure begins with one year of pre-primary education, followed by four years of
primary education (up to class 4), four years of upper primary education (class V to VIII),
two years of secondary education, and finally, two years of higher secondary education.
The NEP suggests transitioning to a 5+3+3+4 school system, where Class 9-12 is
considered a continuum offering students subject choices, is declined by the state
government.
Three-Language Formula:
The policy recommends the introduction of a three-language formula for students in
classes V to VIII.
The first language, referred to as the “mother tongue,” will be the medium of instruction.
For example, in Nepali-medium schools, Nepali will be the medium of
instruction, Santhali in Santhali-medium school, and similarly for other languages
and mediums.
The second language can be English or any language other than the first language,
depending on the student’s choice.
The third language can be any language chosen by the student, different from the
first and second languages.
Introduction of ‘Bangla’ as a Subject:
Bangla will be introduced as a subject from Class I to Class XII for students in schools
with languages other than Bangla as the medium of instruction.
However, it is not recommended as a first language.
Semester System at Higher Secondary Level:
In higher secondary education (Class XI and XII), it has introduced a semester system to
facilitate a smoother transition from school to university.
Semester examinations may include a combination of multiple-choice questions
(MCQs) and descriptive questions.

Question 3

Why has West Bengal Developed its Own Education Policy Instead of
Implementing NEP 2020?

Answer 3

Autonomy and Regional Needs:
One of the primary reasons is the desire for autonomy in shaping the education
system according to the unique needs and priorities of West Bengal.
Education is a Concurrent Subject in India, which means both the central and state
governments can legislate on it. States often seek to customize educational policies to
align with their cultural, linguistic, and socio-economic contexts.
Rural Disadvantage:
The proposal for a common entrance test for undergraduate courses, as suggested by
NEP 2020, raised worries in Bengal.
The state government fears this could put rural students at a disadvantage and
prefers a decentralized admission approach to ensure fairness for all.
Historical and Cultural Factors:
West Bengal has a rich cultural and linguistic diversity, with Bengali being the predominant
language.
The state has felt that it is important to preserve and promote the Bengali language
and culture through its education policy.
This could lead to variations from the NEP, which seeks to implement a uniform policy
across the country.
Another point of contention is the NEP’s encouragement of private-sector participation in
education.
Bengal remains cautious about this, advocating for a stronger role of the public
sector to ensure equal and accessible education opportunities.
Consideration of Alternatives:
The West Bengal government has indicated its intention to analyze educational initiatives
in states like Maharashtra and Kerala to propose an alternative approach.
This signals a willingness to explore different models and adapt best practices from
other states.

Question 4

What are the Issues With NEP 2020?

Answer 4

Size and Diversity:
India’s education sector is enormous and diverse, making it challenging to
implement uniform policies across the country.
The country’s vast population, multiple languages, and varying socio-economic conditions
necessitate localized approaches to education, which the NEP’s one-size-fits-all approach
may not adequately address.
Capacity Limitation:
The NEP 2020 proposes significant transformations in the education sector, from the school
level to higher education.
However, many states and regulatory bodies lack the internal capacities and
resources needed to implement such wide-ranging changes effectively.
Language and Curriculum:
Adapting curriculum materials to be taught in the mother tongue is a key feature of the
NEP 2020.
However, India’s linguistic diversity, with 22 official languages and numerous dialects,
poses a significant challenge.
States are concerned about the practicality of implementing this aspect and ensuring
quality education in multiple languages.
Digital Divide:
The NEP emphasizes the use of technology in education, including e-learning and
digitization.
However, India faces a digital divide where a substantial portion of the population
lacks access to smartphones and computers.
This divide could lead to unequal access to educational resources and opportunities,
disadvantaged marginalized communities.
Limited Resources:
The NEP calls for a substantial increase in the allocation of resources for education,
targeting 6% of the GDP.
Achieving this level of funding may be difficult given the competing demands on
government finances, such as healthcare, infrastructure, and social welfare programs.
States may struggle to allocate sufficient resources to meet NEP objectives.
Local Autonomy:
Some states are concerned about the NEP’s perceived centralization of education policy
and decision-making.
They believe that it infringes on their autonomy to design and implement education
policies that align with their specific needs and priorities.