21st-Century Competencies, the Indian National Curriculum Framework, and the History of Education in India

• In Event: 46.047 - Education for the 21st Century: A Six-Country Examination of National Curricular Frameworks and Priorities

Abstract

Purpose
The paper summarizes the history of education in India from 3000 B.C. and the richness that has evolved. It then looks at the evolutions in the educational policies in the changed social and political scenario in the last 250 years, including a short case study of a non-governmental organization that initiated practices which influenced the current curricular goals. Finally, the paper examines the links between the 21st century competencies and the existing curricular aspirations, showing how these skills do or do not appear in the existing framework.

Perspectives
In a country with a rich educational history, it is surprising that in the more recent times it is struggling with achieving the Millenium Development Goal of universal primary education. At the same time it was in 2005 itself that India developed a vision of a progressive curricular goals that remain far from implementation. There seems to be a huge gap between the plans, policies and progressive recommendations from the central government and the ability and intentions of the state governments to take them up.

Method and data
The paper is a study of the history of education in India as well as a descriptive study of the evolution of education and educational policies in the recent the years. The sources include articles, reports, web-based materials, and original documents from the government, including an analysis of the National Curriculum Framework.

Results and conclusions
As political and social contexts changed during the British colonial period, the government of the independent India had a tough task to set up schools that are run on the principles of democracy and therefore are available for all people irrespective of the caste, religion or gender differentiation. In this context a closer look at the curricular goals clearly demonstrates aspirations towards teaching 21st Century competencies and the possibility of systematically implementing these changes.

Significance
The paper locates gap between the curricular aspirations and implementation of the 21st century competencies. The discord between central and state boards in implementing and the significant under achievement of basic skills makes it difficult to move the systems to focus on quality matters like 21st century competencies.

Authors

• Aditya Natraj, Kaivalya Education Foundation, India

• Monal Jayaram Poduval, Kaivalya Education Foundation, India