In 2023, Assam government took a step forward in reshaping its higher education landscape, aligning with India’s ambitious National Education Policy (NEP) 2020. Assam Chief Minister Himanta Biswa Sarma formally launched the policy’s state-level rollout on June 3 at Gauhati University, marking the start of major changes aimed at modernising Assam’s educational framework and preparing students for a dynamic future.
However, despite the promising intentions, the ground reality in Guwahati suggests that the journey to full implementation is hampered by infrastructure and resource constraints
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The NEP 2020 brings a set of comprehensive guidelines for schools in Assam. According to these guidelines, all educational institutes - government, private, or otherwise - are expected to meet the same standards and benchmarks for education.
Schools are now required to publicly disclose their financial, academic, and operational data to promote transparency. Safety standards have also been integrated into the evaluation process, which makes the framework more comprehensive in its focus on student well-being. In terms of staffing, the NEP has raised the bar for teacher qualifications, requiring a four-year Bachelor of Education (B.Ed.) degree as the minimum teaching standard by 2030. Teacher recruitment processes are also to become more transparent to ensure quality education across Assam.
Furthermore, the NEP 2020 has set ambitious goals: developing both cognitive skills (such as literacy and numeracy) and higher-order thinking skills (like critical thinking and problem-solving) in students. All these guidelines aim to foster a generation that is better prepared for the modern challenges of a globalized world.
Infra and workforce challenges
While the government’s commitment to NEP 2020 is clear, the actual implementation reveals a more complicated story.
Speaking to GPlus, officials from various educational institutes across Guwahati shared their concerns about the infrastructure shortfalls and resource issues affecting their ability to fully embrace NEP 2020.
An official from a government college in Bharalumukh said, “We have implemented NEP 2020 as much as we can. We have focused on practical and skill-based education, but infrastructural development is a major obstacle. Without adequate infrastructure, we cannot provide the level of education envisioned in the policy.”
An official from a college on Zoo Road echoed this sentiment, explaining that although they have launched the new courses outlined in NEP 2020, the lack of infrastructure and manpower remains a hurdle. “We simply do not have enough qualified staff and infrastructure to cover everything NEP requires. Our resources are stretched thin, and meeting the policy’s standards under these conditions is not feasible.”
Declining enrollment, resource strain
Adding to these challenges, government schools in Assam have been struggling with declining student enrollment. An official from a government school on GS Road highlighted that fewer students are enrolling in government schools. This reduction in enrollment, combined with limited facilities, makes it challenging for government schools to adopt NEP 2020 fully. “The policy demands better facilities and more teachers, but we currently lack both,” the official noted.
This decline in student numbers in government schools, along with the infrastructural limitations, raises questions about how well-equipped these institutes are to implement the sweeping reforms NEP 2020 mandates. The official stressed the importance of additional funding and support from the government if the policy is to be implemented successfully.
Directorate of Higher Education’s take
While challenges remain, the Assam government is not standing still. An official from the Directorate of Higher Education explained that NEP 2020 is being implemented in phases. According to the official, Assam has already made significant progress and is among the few states in India to have advanced this far in NEP 2020’s implementation. “There are several components of the policy, and we’re working at each one step at a time. It’s not an overnight process, and to be fully established, it will take time,” the official added.
This phased approach has allowed some progress, particularly in aligning the education system with NEP 2020’s vision. However, the official admitted that complete implementation would require more time and resources, as several foundational issues need to be addressed first.
The story so far
Despite the challenges, there have been some notable achievements in Assam’s journey with NEP 2020:
• Four-Year Undergraduate Programmes: Assam became one of the first states to introduce four-year undergraduate programmes across all higher education institutes, marking a critical step in aligning with NEP 2020’s emphasis on holistic and flexible learning.
• Skill-Based Learning: Some institutes have begun emphasising skill-based and practical education, which is a core component of NEP 2020. This focus on skill development is intended to make students more employable and better prepared for real-world challenges.
• Transparency and Accountability: The SSSA, though still in the process of being fully operational, has already taken initiatives to ensure that schools disclose their academic, financial, and operational data, aligning with NEP’s push for transparency.
The way forward
Talking to GPlus, a senior official from Assam Education Department said, "For NEP 2020 to succeed in Assam, the government needs to address the infrastructure and resource shortfalls highlighted by educators across Guwahati. While the phased implementation approach provides a roadmap, the need for immediate infrastructural improvements is pressing."
Officials suggest that the government could explore additional funding avenues to expedite infrastructure projects, possibly through public-private partnerships, especially in urban centers like Guwahati.
He also added," There is a need for a larger, more qualified teaching workforce. Recruitment policies must be aligned with NEP 2020’s vision, ensuring that teacher training programmes are not only accessible but also of high quality. A potential solution could be the establishment of more B.Ed. colleges in Assam to meet the rising demand for trained teachers."
He also added, "Another suggestion that emerged from discussions with educators is to develop a system for continuous feedback and adaptation. With a policy as comprehensive as NEP 2020, regular feedback from teachers, school officials, and students can help policymakers make adjustments as needed, ensuring that the policy remains effective and relevant."
The people of Guwahati are hopeful yet cautious about the changes NEP 2020 promises. Many parents welcome the emphasis on skill development, critical thinking, and preparing students for a globalised world. However, they are also concerned about the current infrastructure and resources, wondering whether schools and colleges are equipped to provide the level of education NEP 2020 aims for.
As Assam continues with NEP 2020, the questions remain. Can the government provide the necessary infrastructure and resources to support the policy’s ambitious goals? Will there be enough qualified educators to meet the new standards, and how quickly can these improvements be made? What steps will be taken to ensure that rural and urban schools benefit equally from these changes?