NATIONAL EDUCATION POLICY AND INCLUSION

Abstract

Since liberalization, the Indian educational policy displayed a remarkable tendency, an unwavering attachment, and strict adherence towards market fundamental aspects. It goes with a universal approach through Right to Education Act (RTEA) and Sarva Sikshya Abhiyan (SSA). This has resulted in unfettered equity and admission in the primary education system, educational institutions and universities enhancing the Gross Enrolment Ratio (GER) in their tertiary sector. The Annual Survey of Educational Research (ASER), however, reported a major concern for a basic infrastructure tendency for schools, indifferent attitude of teachers, showing high rate of student dropout. At the same time, the higher education sector also showed less commitment towards innovation and research, leading to the poor patent turnout and good quality research articles. This paper explores such tendencies and lack of interest for the educational sector. In this condition, it is necessary to emphasize the unique role played by the private sector, wherein, the initiatives taken by Kalinga Institute of Social Sciences (KISS), Odisha, without any governmental support reflecting a unique model of quality education and funding worthy of replication and reproduction on a national scale. The initiative taken by Make in India reflects on the quality of education, concerning the primary stage to reap the high level of demographic share that indicates India’s efforts and aspiration of youth, cutting across religion, class, caste and gender, to respond more successfully to diversity in the classrooms.  

The Policy for Inclusive Education stipulates the government strategic path for the systematic and special educational needs of every child. This policy builds upon defined Constitution, as per the Agenda of National Development, the Plan of Education Strategy and International commitment to gain national and international goals to create an environment to address the diverse needs of better education.