Wednesday, March 3, 2021
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NEP-20 and Child Education

After wide consultations for six long years with academia, intelligentsia, education experts and all other stake holders, the new NEP-20 was approved and put in public domain. We welcomed it with whole country.
It is most necessary to discuss on Child Education under pattern of 5+3+3+4 according to new NEP-20. Here, we want to focus on first 5.

Man’s education starts from infancy. The direct initiative of child education starts from the time of birth. The baby cries, smiles and laughs. The baby looks to mother, listen first voice from mother and tries internally to pronounce word mother in language of mother. Learning of understanding starts of baby in childhood. The child education is only one base of all rounds strong and fully understanding value of education for human being. So child education is most important. In the lack of a good child education process, how can a good citizen be built in the family, society, state and country?
So, on the behalf of one socio-education organization Janjati Shiksha Samiti, I want to keep thought for discussion from the point of view of compulsory constructive child education. Everyone says that today’s child is tomorrow’s beautiful and happy future for the society and the country. But, how? In the right child education, there is a need to think deeply on the right, constructive and practical child education today, leaving all the previous facts.
Learning on its own is the nature of child. Learning yourself is a dimension of his development. Proper rearing of the child is actually a child’s education. In the Bharatiya definition, it is called the process of sanskar (good habit). A process is in which the teacher is active and the teacher who teaches only builds a learning environment. The teacher does not teach. In fact, this role is of parents. But unless the parents are ready, it is the responsibility of an institution. Accepting this is the teaching of child education. We should go by accepting this pedagogy of child education.
The medium of child education should be the mother tongue or there should be a local language. However, the local language cannot replace the mother tongue. All academics say that the child’s education is scientifically in the mother tongue at the beginning. The child education should be child centric, informal, empirical activity based and enjoyable. Writing, reading, and calculation of the child up to the age of 6 years should not be formally placed.
The child education is not an extension of primary education, but an independent concept of overall development of a child from before the pregnancy age to the age of five years – that is to be seen. Not only that, but the way we consider child education as a foundation for full education. Similarly, the preparations of pre-natal parents should be considered as the foundations of child education. Child education should be seen as a continuous process from pre-pregnancy to five years, not seeing is separately. Pre-birth education is the concept of Bharatiya culture only. So, Bharatiya psychology should be the basis for this. A common experience in child education is that it is either a small lesson in the primary class; either it is not taken seriously as a place of songs, stories and games. Both of them are not accessible. Therefore, we need to create a classical basis for child education, which is referred to Bharatiya psychology and develop the nature of study and teaching-learning style.
Education of little children is basically the responsibility of the family. Therefore, it is not only necessary, but it is also compulsory to maintain concurrence in the family and the school. Therefore, there should also be a provision of parent education process with the Institute of Child Education.
The term education is essentially associated with school bag, book, copy, exam etc. Such a mindset is of the society. In such a situation, if we use such words as child education or pre-primary or infant schools, all these things will also be linked to that, which is from 3 to 6-8 years. This education system should be named as the Child Development Centre. So that the old talents can be avoided and some of the activities should also be found.
Each nation and state wants to make its children a good citizen or civilian formation through education. It is also bigger goal of education. If, we really want to make our children a good citizen or civilian; we would to give well environment them to make a good citizen or civilian from the early years of life. With this, the childhood of child would be developing into an important part of the traditional land and country of family and society. Therefore, my suggestion is that the environment of the Children Development Centre should be fully part of the traditional land and country.
Similarly, the curriculum, topics, content and teaching-learning style of the Children Development Centre should also be compulsorily on the nature of traditional land and country. For this, it should be the support of the people who are practical working on the base of traditional land and nature of country’s education and the institutions for the perfect perfection. The most prominent feature of the child is the naturalist or originality of the child. Similarly, originality is also of exclusive importance in child education. In this sense, fundamental experiments in the field of child education should be welcomed. There should be a neutral study and assessment of the qualitative aspects of the numerical use, how small it is. And the findings should be universal. Such access can only make child education more prosperous and wider. In this way, we can avoid boredom of stereotypes and mechanical actions.
The Physical Resources of The Child Development Centre should be constructed keeping in mind the special needs of the child, which can give a feeling of openness. There should not be stairs in the building, or it should be mandatory. Windows should be inferior to the height of the children. The area of the class room should be at least 500 sq. ft. The building should be environmentally appropriate. There should be natural air and light. There should be colourful figures on the walls of the class rooms and building. Which is not only suitable for beauty, but it is also from educational points of view. Some part of the wall should be left open, on which children can do something if they want. There should be a minimum of five classrooms and a big room for Child Development Centre. In addition, there should be other essential rooms for administrative management. There should be sufficient office equipment. There should be a light low height single square desk/table for one-one child in classrooms, so that the children can move around here and there. Carpet of cotton cloth should be used in adequate quantities for children to sit. In addition, there should be adequate cupboard to collect text materials and toys in the classrooms. There should be sufficient learning materials and proper arrangement for their collection. There should be two computers, one for office and another for educational activity. The basic instruments of music such as harmonium, tabla, dhol, guitar etc also should be done. There should be a smooth system of drinking water, toilet which should be done keeping children in mind. There should be a small play ground, swimming pool and gardening. The office should also have telephone, internet facility, medical material, fire extinguisher. The Schools should also have vehicle and school bus. There should also be a meeting room.
Human resource is the main clever force of educational activities. Therefore, there is no synonym for loyal, hard working, educated and trained teachers for smooth educational activities.
-In small classes, the teacher-class ratio should be 2: 1.
-While the teacher-student ratio should be 1:25.
-Teachers should only get the educational work done. Therefore, one-one assistant is needed for office and management work activities, cleanliness, conveyance etc. should be kept from the employee.
The child education is a great national service. There is no selfishness in the service of child education. Service consists of dedication and sacrifice. Child is the heritage of society and nation. We have to serve child education in this sense. It is the duty of every citizen to contribute as much physical & mental energy as possible. Therefore, to serve in this area, suitable people should be supported. Similarly, cooperation of social institutions and voluntary units should also be taken. It is expected that administrative formalities should be minimum to get the cooperation of such competent and willing people and institutions.
For the implementation of new national education policy, new traditional teacher training programs should be organize with reference and understanding of the international class to build teachers equipped with new knowledge, practical technique not mechanism, innovative system knowledge and innovation. This program requires various classes and different time periods, such as full-time, short-term and service. The minimum certificate degree and undergraduate course are the main one. For the preparation of teacher training programs and syllabus, experienced people of education sector and those who understand the Bharatiya Traditional education elements, and individuals / institutions using Bharatiya Traditional approach in this field should be sought. Not only this, such education institutes training courses and programs should be officially recognized.
The government has made its own option to protect the originality of little children by combining the education of class-1 and class-2 with the education of children, which is completely different from the current education system to give it a complete shape of Council for Child Development should be officially done. Just as NCERT and SCERT have syllabus, curriculum, study & learning-teaching style, teacher training, assessment autonomy, Council for Child Development should also be autonomous in aspects related to child education. It should be the main responsibility of this council to provide recognition for all courses related to child development and creation of other literature and other well-established educational institutes and teacher training courses and programs. In the composition of Council for Child Development, the ratio of administrative and academic members should be 1: 5.
National/State Council for Child Development Research and Training is named. Educational and administrative provision of Child Development Council should be made. For this, undertaking current school education would have made parallel. So that administrative activities can also run without any hindrance. A parallel transparent and efficient system should be created for recruitment of teachers, enrolment of children, infra structure, necessary supplies, organizing and funding of financial sources and accounting process. Children Enrolment, constitutional and administrative approval and further regulation of any NGO or individual who want to run a Child Development Centre should be simple, transparent, with minimum paperwork.
In the format of new education policy, child education has been kept under four such ministries – Ministry of Education, Women & Child Development, Health and Family Welfare and Tribal Affairs. In such a situation, there is apprehension in its implementation. Therefore, it is very important to have an independent unit for child education. It is suggestions:
1.All scholars, working in the field of child education, experts, paediatrician, physicians, psychologists, religious spiritual gurus etc. should also give due importance to the forum by having a discussion on the same platform.
2.Both Nation &States should be expected to make people aware of the various institutions, new education policy, determination and concept, working in various meetings education and awaken confidence in them.

3.The district level should also do a survey of the current state of child education and do a survey of the condition of the child and assess the situation.
At the same time, local needs should be taken care of keeping in mind the local specificity and diversity.
There are some legal prohibitions of child education: There should not be any special education in child education. The medium of child education should be the mother tongue or the local language. The time of child education should be in the morning and should not be more than three and a half hours. The school should not have a school bag, book, copy, etc. There should be no syllabus, homework, examination. There should not be any kind of physical or mental punishment. There should not be a seating table, chair, or bench. Children should not be interviewed and toss method for admission. There should not be too harsh rules in the name of discipline. There should be homemade food, not market-made food. Etc.
There are some suggestions of implementation:
1.Under the guidance of the Union Ministry of Education, the role and responsibility of the states should be fixed.
2.Department of Child Development Centre should be started in the states.
3.A one and half year action plan should be prepared for Child Development Centre institute.
4.There should be experimental implementation at the level of four-five districts initially. The scheme should be implemented through education and training buildings.
5.Children’s University should be established as the nodal agency of the overall scheme. Child education level committee should be done in the university. There should be representation from distinguished academics of child education in the state and individuals who use education independently. At the district level, a committee should be formed based on this format.
The more discussion about child education, the more likely it is to take the right forum. It is also necessary to become a matter of discussion that at the government child development centre should be built in an authentic and transparency manner. An ideal child development centre cannot be created only by the declaration of convenience and the finance process. The role of teachers and village council in the creation of ideal child development centre is the biggest requirement. There is a need to bid farewell to our old mindset and mechanism. The government will do everything or government work goes like this – we have to change the mindset. I visited many primary schools in interior places of state. It hurts to see. Teachers are laborious and with good quality. The children of good and standard families should also be enrolled in government schools. Children of teachers should also study in government schools. In the environment of government schools and private schools, there is increasing wall of dissimilarity in the society. The government should focus on the growth and environment of schools. All the society should also cooperate in the development of level and environment of government schools. It is our responsibility to change the mindset of the proxy teacher.
Time changes, era also changes. The child is the small form of God. The child is the legacy of society and country. The new National Education Policy – 2020 has brought a fortune. By accepting this opportunity, we all have to play a positive role towards right child education for all-round development of our own children of society and the country. God bless us.

Pankaj Sinha, Dimapur
Organizing Secretary, JSSN

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