Editorial of VOL. 6 No. 2 July - December 2018

Education is the backbone of sustainable developmental goals (SDGs) and rightly pointed out by Ms. Stefania Giannini, Assistant Director-General for Education of UNESCO that education is the “main infrastructure to build sustainable development and sustainable societies”. Undoubtedly, Indian education, either in pre independence or in post-independence phases, has passed through a number of policies, commissions and committees for its qualitative and quantitative improvement. But now-a-days the discourse is beyond the common sayings like ‘education is a dynamic process’, ‘learning is a lifelong process’ etc. Today’s challenges are complex and multidimensional that demands for ‘out of box’ thinking, research and innovations for sustainability. Education reforms and transforms and vis-à-vis it also needs transformation to face the upcoming challenges. Hence, new education policy is the need of the hour accepting the fact that many recommendations of earlier policies (e.g. 1986/92) are still relevant and some valuable among them are yet not implemented or partially implemented.

As far as the draft of new education policy is concerned, now it is in public domain and for open discussion also. Among various effective measures and recommendations, quite relevant talking is about the establishment of national research foundation (NRF) and also about running the institutions strictly dedicated to research. It entails about the development of research culture in India. This is not an easy task where the whole system teach ‘to copy and follow’ right from the beginning of academic life. Most of our teachers look for ideal answer of the fixed questions and not the creative, new or unique answer. So bad is that we have a very few teachers who can create questions linking the contents to the daily life and the worst is that we don’t have time as a teacher to identify the uniqueness in responses that will result in to the development of research culture. This policy attempts to enlighten such dark pathways with illuminating hope in the field of research.

The covering and canvas of the policy is beyond the boundary of classrooms, schools and institutions that must be appreciated. Aiming to the ethical practices, building global communities, serving the humanity and ultimately education for the betterment of society must be inherent in each and every educational activities, levels and programmes. Development of the virtues through education is long time willingness but incorporating in practices needs deliberate efforts by the teachers along with administrators and policymakers. This is reiterated time and again in new education policy also.

Hence enough ground has been made in the policy to ‘play and win’. Policy has all the elements for the required transformation and reformation but it can act only as an effective tool of change in the hand of change careers i.e. teachers, scholars, researchers etc. Actual gain is excelling into the critical vision, motility, innovative and creative thinking in everyday living. Policy should not be treated as steadfast but research at local level must enrich the global inputs. So the research in pedagogical practices in a diverse country like India will lead to identify diverse form of treatment in place of generalised recommendations. The research in these fields to educate for ultimate goals needs proper attention, care and sufficient funds on priority basis.