Critical Perspectives on the National Policy on Education 2016

Autor/inn/en	Bhattacharya, Somdatta; Deb, Swarupa; Nair, Hari; Shukla, Tanu; Yadav, Anupam
Titel	Critical Perspectives on the National Policy on Education 2016
Quelle	In: Higher Education for the Future, 4 (2017) 2, S.129-146 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2347-6311
DOI	10.1177/2347631117706261
Schlagwörter	Educational Policy; Criticism; Accountability; Interdisciplinary Approach; Policy Analysis; Educational Change; Cultural Context; Educational Quality; Educational Improvement; Employment Potential; Sexual Identity; Sex Fairness; Skill Development; Cognitive Development; Systems Analysis; Faculty Development; Supply and Demand; Evidence Based Practice; Competency Based Teacher Education; Higher Education; Foreign Countries; India + Suchen Sie Ihr Suchwort? Politics of education; Bildungspolitik; Kritik; Verantwortung; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Politikfeldanalyse; Bildungsreform; Quality of education; Bildungsqualität; Teaching improvement; Unterrichtsentwicklung; Arbeitsmarktbezogene Qualifikation; Beschäftigungsfähigkeit; Geschlechtsidentität; Sexuelle Identität; Sexualaufklärung; Kompetenzentwicklung; Qualifikationsentwicklung; Kognitive Entwicklung; System analysis; Systemanalyse; Bedarfsplanung; Hochschulbildung; Hochschulsystem; Hochschulwesen; Ausland; Indien
Abstract	This article brings together critical perspectives on a broad range of issues that emerge from a reading of the National Policy on Education 2016. The issues vary from accountability to transdisciplinarity and from the marginalization of transgender people to value education. Such a complex task of critiquing this policy document cannot be accomplished by an individual alone. This task must be borne by a team of scholars with training in diverse fields. Working in a team however generates divergences as well as convergences. Yet no attempt has been made to iron out the creases emanating from differences in opinions, nor persist with the search for an underlying singularity, nor enforce a consensus. Such is the uncertain nature of the task of reforming higher education. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01