Jammu, July 19: Sukriti Suri, a visually impaired student, highlighted the National Education Policy (NEP) 2020 as a significant step towards inclusive education. She acknowledged the positive intentions and goals of the policy but emphasized that its true impact will only be realized through effective ground-level implementation. Suri stressed the need for accessible teaching resources, assistive technologies, trained teachers, a fair examination system, and a robust grievance redressal mechanism for students with disabilities.
In an exclusive interview, Suri expressed her expectations for substantial changes in the education system when the NEP was introduced in 2020. However, she noted that the pace of change has been disappointingly slow. While the government is developing various digital apps and technical resources, their benefits are not reaching all government and private schools equally. Many schools lack smart boards and essential digital facilities, hindering the full success of the new education system.
Suri pointed out that the NEP emphasizes practical-based education, which is a commendable initiative. However, the necessary infrastructure and resources are still insufficient. Merely reducing the curriculum load or alleviating student stress will not fulfill the objectives; schools must also be equipped to support practical education. Efforts are being made to reduce stress at the school level and simplify the curriculum, but the format of exams like the Common University Entrance Test (CUET) for college admissions is entirely different. As a result, students are often unprepared for the sudden changes in examination systems, leading to increased mental pressure.
She criticized the reliance on multiple-choice questions (MCQs) for student assessment, arguing that this method fails to accurately gauge a student’s depth of understanding and analytical skills. Suri suggested that competitive exams should include some descriptive or analytical questions alongside objective ones. Additionally, academic performance in schools and colleges should be given importance in the admission process.
Suri appreciated the provision in the NEP that allows students the freedom to choose combinations of subjects. She stated that if a student wishes to study physics alongside history, they should have that opportunity. However, this arrangement is not yet practically implemented in most institutions. There is a need for serious efforts in this direction. Particularly, teachers in government schools are often assigned election duties and other administrative tasks, which disrupt the educational process. Separate staff should be appointed for such duties to enhance employment opportunities and allow teachers to focus entirely on education.
She called for the establishment of a dedicated grievance redressal portal for issues related to students with disabilities, ensuring timely resolution of complaints. While there are several positive aspects at the policy level, the most pressing need is for effective implementation. Suri urged the government to prioritize the opinions of education experts and specialists working with individuals with disabilities during the policy’s rollout.
Regarding paper leak incidents, Suri stated that such occurrences severely impact students’ morale and the credibility of the entire education system. Students endure years of mental, physical, and financial struggles while preparing for competitive exams. If a paper leak occurs or there are suspicions of discrepancies, students’ trust in the system diminishes.
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