The National Education Policy (NEP 2020) aims to modernize the education system in India. It does so by relying on the key ideals of education rooted in India’s rich ancient education traditions practised in the Gurukula system and the visionary ideas of Mahatma Gandhi.
Bharat is ranked 39th in the recently published Global Innovation Index. This great uphill movement of Bharat reflects the nation’s progress in innovation. This significant improvement can be attributed to the flourishing start-up ecosystem, the proliferation of unicorns, and a variety of other initiatives driven by the entrepreneurial efforts of our youth, which speaks volumes about our country’s growth trajectory. Furthermore, India’s demographic structure presents a dynamic opportunity for economic growth, with a sizable working-age population and few dependents. However, this demographic dividend will not last forever and may turn into a demographic disaster if policymakers, academia, and industry leaders do not make strategic investments in education and job creation. Indian academic institutions have worked collaboratively to improve educational accessibility while ensuring its relevance to current needs. A case in point is the recent decision of the UGC to enable biannual admission decisions to higher education institutions and several online education courses being recognised and promoted, making education more accessible and modern. Notably, this modernisation does not imply a mere imitation of Western models; rather, it emphasises the development of a value-based, contextually relevant education system that aligns with the demands of the present, which is often referred to in Indian scholarship as “Yuganukul,” or suited to the needs of the current era. This article argues. How does the NEP’s emphasis on holistic development, which draws on the Indigenous education tradition, affect student’s academic and personal growth in contemporary Bharat?
The National Education Policy (NEP 2020) aims to modernize the education system in India. It does so by relying on the key ideals of education rooted in India’s rich ancient education traditions practised in the Gurukula system and the visionary ideas of Mahatma Gandhi. These ideals not only include intellectual growth but also emphasize the development of moral values, the importance of practical skills, and a close teacher-student relationship. The core similarities between NEP and the ancient education system lie in the importance they place on vocational training, multi-dimensional learning, and ethics. This article explores how the time-tested educational approaches used in the Gurukula system and Nai Talim by Mahatma Gandhi influence NEP’s take on holistic learning and how that facilitates both the academic and personal development of students.
The education system in ancient India was a rich one, not only focusing on the scholarly progress of a student but also on the overall development. This was mainly possible due to the close bond between the students (Shishyas) and the teachers (Gurus) in the Gurukula system. The Guru catered to all the needs of his disciples (Shishyas), V. Kaladharan also points out in his article about the transformation of the Gurukula system. “In the Gurukula Sambradaya, the guru looks after his disciple as his own son and he is ever concerned about his well-being” (Kaladharan 209). The Gurukula system, through this close bond, helped the students to develop attributes such as critical thinking, linguistics, agriculture, dance, music, and art. The students were tasked with collecting firewood from the forests and taking care of cattle, among many other things. The students, by doing so, were not only trained academically but were also prepared for life with skills like home sciences, animal husbandry, and warfare. The students, before being taken in, were tested by the Guru. This helped the Guru gauge the competence and capabilities of each student, which facilitated the guru to cater to each student’s unique needs according to their capabilities, making them attain the best version of themselves possible. In the article “Relevance of the Guru-Shishya Parampara to Modern-day Mentorship,” it is argued that “the most important goal of mentorship is to help individuals connect with their true selves so that they can become the absolute best person, role model, and scholar possible. This central tenet of the Guru-Shishya Parampara offers a unique model of mentorship that could be leveraged to create a better world.” (Behl and Pattiaratchi 75). Holism is defined by Miller as “a person-centered perspective concerned with the fullest possible development of authentic personhood” (Miller 6) which is precisely what the Gurukula system offered. This multi-dimensional approach of the Gurukula system had immeasurable benefits for society as the students would readily be equipped with all the necessary attributes to lead their lives seamlessly and independently and thus contribute to the various needs of society.
Mahatma Gandhi too drew from similar ideals mentioned in the Gurukula system and emphasised in his work, Nai Talim. He was against the education system proposed by Macaulay in 1835 as it was not original and tailor-made to the Indian context. According to Gandhi, education is something that destroys social barriers and evils, thereby contributing to the local needs of society. (Bala 534). Gandhi believed that true education is that which nurtures the body, mind, and spirit. He staunchly believed in the idea of Samavaya—the idea of learning arising from the environment and learning on to the recognition of the broader implications of local and specific experiences. (Link 216) It is also important at this juncture to point out that students best learn what they see and experience in real-life situations. English education, however, did not facilitate this as there was no “Indianness” involved. This was one of the major reasons Gandhi was against Western education, as society’s needs couldn’t be fulfilled with the knowledge gained. He thus propagated an education system that inculcated Indigenous values with an emphasis on multi-dimensional learning and local languages, cultures, and traditions.
The National Education Policy (NEP 2020), in concurrence with these ideals, modernizes the Indian education system by including vocational training and internships for the first time as an integral part of education since 1835. After the effects of the pandemic (Covid-19), the socio-economic scenario requires key social issues to be addressed only, strengthening the need for a holistic educational system with multi-dimensional learning at the centre of it. NEP focuses on reading less but learning more, thus doing away with rote learning and shifting to the inculcation of essential skills such as critical thinking and problem-solving. This helps in building well-rounded individuals precisely as Gandhi wanted it to be. NEP also provides for various vernacular languages to serve as the mode of instruction, and it is not unknown that it is easier and faster to learn in the mother tongue. The policy also provides for multilingualism for children, which will further enhance their cognitive abilities.
NEP also sheds light on the study of Sanskrit at all levels of education. A lot of Indian languages have their roots in Sanskrit, learning Sanskrit will help students grasp vernacular languages faster. It will foster a better understanding of the glorious history and the intricacies of administration and trade in ancient India as wide access to scriptures like the Vedas, Mahabharata, Ramayana, and the Puranas will be given to students facilitating them to understand the functioning of the ancient Indian society better, which will also help portray Indian history in its true sense without the presence of any foreign narrative. This will help cater to the needs of the current society based on the pros and cons of ancient Indian society. Learning Sanskrit in schools will also help students learn about the contributions of various Indian scientists such as Varaahamihira (Rasayana Shastra), Bhaskaraacharya (Leelavati), Charaka (Charaka Sanhita) and Sushruta (Sushruta Sanhita) among many others. Access to magnum opus works such as Vishnu Sharma’s Panchatantra, Kautilya’s Chanakya Neeti, and Kalidasa’s Abhijnana Shaakuntalam, among others will be provided, portraying the true glory of Bharat and the great people she has birthed. These works have a lot of morals and values that will foster all-round individualistic development, furthering Gandhi’s ideals of complete development through education. This also aligns with Gandhi’s idea of indigenousness. It is to be understood that most of the Indian scriptures that also have vital information about the functioning of the ancient society are in Sanskrit.
NEP also provides a teacher-centric approach, as already seen above in the context of the Gurukula system. The teacher-centric approach of NEP 2020 brings the importance of teachers as mentors guiding students both out of and beyond academia to bring about wholesome development. Like the traditional Gurukula system, this will be a personalized learning one wherein the mentor will know the individual needs of his student and will guide that student in intellectual, emotional, and moral growth. Teachers are more than content deliverers but facilitators who foster critical thinking, problem-solving, and ethical values. Such a pedagogy allows students to experience close collaborative learning environments to develop practical skills, including the acquisition of moral integrity. Personalized mentorship and preparation of the students to confront real challenges prepare them to deliver responsibilities for society in a responsible, independent manner. Essentially, the teacher-centred model enables well-rounded, ethical, and capable students who are ready to shine both personally and professionally.
The flexible, multidisciplinary approach outlined in the National Education Policy (NEP) 2020 directly reflects the core principles of Gandhi’s Nai Talim and the holistic education of the Gurukula system. Education was to be the integration of academic with hands-on, vocational learning; the stage for moral development and/or the cultivation of all aspects of a student’s life: intellectual, physical, emotional, and ethical. The dignity of labour, experiential learning, the sense that education needs to be as close as possible to real-life needs, and practical skills for a self-reliant, purposeful life. In like manner, the Gurukula system also fostered multi-faceted development where knowledge of the various branches merged with personal guidance and moral and ethical growth along with intellectual development. There was no watertight division of subjects or activities because it focused on developing the entire person in terms of spiritual, intellectual, and practical development. NEP 2020’s precedence on flexibility, choice and vocational skills, arts, physical education, and academics closely resonates with the philosophies stated above. Breaking the age-old barriers of subjects and enabling students to work according to their interests for designing their education resonates with the Gandhian principle of learning through doing and Gurukul’s approach to all-around development. This method fosters a well-rounded, multidisciplinary education where students are not confined to rigid streams but are encouraged to develop practical skills, creativity, critical thinking, and moral integrity qualities that are essential for personal growth and active societal participation.
NEP 2020, therefore, envisions a shift from the summative, rote memorization-based assessment regime to one more formative and competency-based, with an all-round focus on learning and development. It aims to test higher-order skills: critical thinking, analysis, conceptual clarity, and not just rote memorization. The major thrust for using assessments is towards guiding teaching and learning processes, thereby optimizing strategies for students, teachers, and schools alike. The holistic redesigned student progress card will offer a 360-degree view of each learner’s development across the cognitive, affective, and psychomotor domains. It shall include self-assessment, peer assessment, as well as teacher feedback, and project-based and inquiry-based learning evaluations to get a holistic viewpoint. Merging the home and school will be more vibrant in this aspect with an active involvement of parents for ensuring proper support to students. Board exams will also be reformed to reduce stress and dependence on coaching. Board exams would judge the core competencies instead of just mere memorization; also, there can be flexibility in the choice of subjects, and examinations will be allowed twice a year. Modular or semester-based Board examinations can be introduced, where assessments can offer a different level of difficulty across subjects to suit the individual interests and capabilities of students. There is a National Assessment Centre, PARAKH, proposed to be used in establishing standards for student assessment, ensuring equity across school boards, and facilitating newer, innovative assessment practices. Even concerning the entrance exams to universities, the principles of emphasis on conceptual understanding and the application of the knowledge acquired will provide similar guidance while cutting down on coaching, followed by flexibility in the choice of subjects for students to express their talents and interests.
As of 2021, India has a significant 27.2% youth population of the total, which is critical to India’s future, especially in the context of Atmanirbhar Bharat (self-reliant India). Challenges such as an abysmally low female labour force participation of only 21.1% and a 12.9% unemployment rate among the youth suggest that this is something India needs to focus on. It deals with all these issues by providing holistic education, skill building, and vocational training, which are the very bedrocks to empower youth and support the concept of Atmanirbhar Bharat. NEP 2020 brought several reforms, one of the significant reforms being that of vocational education and internships right from the beginning days of schooling. It aims to bridge the gap between education and the job market, which had, in previous times, left young people underprepared for actual employment in the real world. The NEP promotes internships and apprenticeships for students to help them gain hands-on experience that will prepare youth to prepare, both seek employment and launch their entrepreneurial ventures, and stimulate innovation and economic growth. The policy equips students with practical skills and critical thinking, besides enhancing the entrepreneurial abilities of these students to directly feed into the dynamic of Atmanirbhar Bharat. This is, in actuality, a plan to set up a robust economy and workforce that would become job masters rather than job seekers.
Thus, for the future of the nation, especially the dream of Atmanirbhar Bharat, a far more holistic education structure is necessary that is not only bookish but develops skills and creativity and enhances self-reliance in the minds of young individuals to thrive in the evolving economy. The key to this transition is National Education Policy 2020. It bridges the gulf between academic education and real-world requirements by adapting vocational training, internships, or holistic development. A nation that can arm its youth with concrete experience, critical thinking, and entrepreneurial qualities, NEP may be a step closer to helping the country imbibe an answer to unemployment problems as well as a generation capable of becoming innovators and leaders guiding India towards self-reliance and sustainable growth. It has been observed that the new world is being taken with new challenges by the youth of India. NEP would find a place at the cornerstone of the way. In response to the urgent need for strategic action, NEP 2020 serves as a crucial framework to harness India’s demographic potential. Without timely investments in education and job creation, the demographic dividend could turn into a demographic disaster. By empowering the youth with holistic education, vocational training, and entrepreneurial skills, NEP 2020 is poised to transform this demographic opportunity into sustainable growth, ensuring India’s future economic prosperity.
* Karan Kataria teaches at the O.P. Jindal Global University.
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