National education policy final

problem solving – but also social and emotional skills - also referred to as ‘soft skills’ -

including cultural awareness and empathy, perseverance and grit, teamwork, leadership,

communication, among others.

0.7. The rich heritage of ancient Indian Knowledge has been a guiding light for this Policy.

The aim of education in ancient India was not just the acquisition of knowledge, as

preparation for life in this world or life beyond schooling, but for complete realisation and

liberation of the self. World-class institutions of ancient India, such as Takshashila, Nalanda,

Vikramshila and Vallabhi set the highest standards of multidisciplinary teaching and research

and hosted scholars and students from across backgrounds and countries. The Indian

education system produced scholars like Charaka and Susruta, Aryabhata, Bhaskaracharya,

Chanakya, Madhava, Patanjali, Panini and Thiruvalluvar, among numerous others. They

made seminal contributions to world knowledge in diverse fields, such as mathematics,

astronomy, metallurgy, medical science and surgery, civil engineering and architecture,

shipbuilding and navigation, yoga, fine arts, chess, and more. Indian culture and philosophy

has had a strong influence on the world. These rich legacies to world heritage must not only

be nurtured and preserved for posterity but also researched, enhanced and put to new uses

through our education system. For instance, they can be integrated into a holistic education to

help develop the creativity and originality of students and to encourage them to innovate.

0.8. The teacher and the teacher’s condition must and will be at the centre of these changes.

The new education policy must help reinstate teachers, at all levels, as the most respected and

essential members of our society, because they truly shape our next generation of citizens. It

must do everything to empower teachers, and help them to do their job as effectively as

possible. The new education policy must help recruit the very best and brightest to enter the

teaching profession at all levels, by ensuring teachers their livelihood, respect, dignity, and

autonomy, while also installing in the system basic methods of quality control and

accountability.

0.9. The new education policy must provide to all students, irrespective of their place of

residence, a quality education system, with particular focus on historically marginalised,

disadvantaged, and under-represented groups. Education is a great leveller and is the best tool

for achieving economic and social mobility, inclusion and equality. Initiatives must be in

place to ensure that all students from such groups, despite inherent obstacles, are presented

with (and are made aware of) various targeted opportunities to enter and excel in the

educational system.