NEP, 2020 and 'NAI Taleem'

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NEP, 2020 and ‘NAI Taleem’ National Council of Educational Research and Training Nai Talim Literacy is not the end of education nor even the beginning. It is only one of the means by which one can be educated. ‘I would therefore begin the child’s education by teaching it a useful handicraft and enabling it to produce from the moment it begins its training‘. ~ Mahatma Gandhi NAI TALIM • In 1937, Mahatma Gandhi seeded an important idea to revamp the education system, at a conference in Wardha, Maharashtra through Nai Talim. Education in Nurturance of Education through Mother Tongue Multiple Skills in Productive Work Children based on (Multilingualism) their own interests’ Participation of Training of 3 H- Learning going Local Community beyond Textbooks Head, Heart and in Education Hand NEP, 2020 Mother Tongue Making Child as a medium of No hard learn how to education at Multilingualism separation the learn Foundational Stage NEP, 2020 Strengtheni Local Flexibility in Reinstating ng School – Flavour in assessment status of Community Curriculum . methods Teachers Relationship NEP, 2020 Every student will take a fun course, during Grades 6-8, that gives a survey and hands-on experience of a sampling of important vocational crafts, such as carpentry, electric work, metal work, gardening, pottery making, etc., as decided by States and local communities and as mapped by local skilling needs. A practice-based curriculum for Grades 6-8 will be appropriately designed by NCERT while framing the NCFSE 2020-21. All students will participate in a 10-day bagless period sometime during Grades 6-8 where they intern with local vocational experts such as carpenters, gardeners, potters, artists, etc. Similar internship opportunities to learn vocational subjects may be made available to students throughout Grades 6-12, including holiday periods. Vocational courses through online mode will also be made available. NEP, 2020 To overcome the social status hierarchy associated with vocational education, integration of vocational education programmes into mainstream education in all education institutions is in a phased manner is required. This would lead to emphasizing the dignity of labour and importance of various vocations involving /Indian arts and artisanship. NEP, 2020 Education Policy lays particular emphasis on the development of the creative potential of each individual. It is based on the principle that education must develop not only cognitive capacities - both the ‘foundational capacities ’of literacy and numeracy and ‘higher-order’ cognitive capacities, such as critical thinking and problem solving – but also social, ethical, and emotional capacities and dispositions. Nai Talim For this, we need to educate our brain through hand. Learning by doing gives us a joyful feeling and holds our attention fully. Thank You!.

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Nai Talim and Gandhian Approaches to Development
Nai Talim and Gandhian Approaches to Development PCF6: Sub-Theme 3: Skill Development, Topic: Global Development Discourses; North-South Dialogues By Ram Takwale, I-CONSENT, Pune, India, [email protected] Vivek Sawant. MKCL, Pune, India, [email protected] M N Deshmukh, I-CONSENT, Pune, India, [email protected] NAI TALIM METHODOLOGY OF MAHATMA GANDHI Mahatma Gandhi has given his scheme of Nai Talim (New Education) in a well formulated approach to education in 1937 in his news paper ‘Harijan’. It is a well developed philosophy of education based on experiments he did right from 1904 when he was in South Africa to his stay in ashrams in India at Sabarmati (Gujarat) and Sevagram (Maharashtra). It is an approach to the total personality development of body, mind and spirit and was based on four basic principles (Panse 2007): i. Education or learning in mother tongue along with handicraft work, ii. Work should be linked with most useful vocational needs of the locality, iii. Learning should be linked with vocational work, and iv. Work should be socially useful and productive needed for living. This approach of work centric education with technology accessible locally was the basic approach of Nai Talim. It is essentially a mass education approach due to its centrality of socially useful work, and was expected to create National System of Education. Failure of Nai Talim in Implementation History of inducting Nai Talim in Indian education system has been a story of failure. After Indian independence in 1947, Nai Talim was introduced in some states in India in primary schools.
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