The 2020 National Education Policy (NEP 2020) places a strong emphasis on ‘quality education,’ referencing it 154 times across 66 pages. Its call for universal access to quality education by 2030 aligns with the Sustainable Development Goal (SDG4). However, questions arise about the feasibility of achieving equitable access through private institutions, despite their public-spirited efforts. The debate over what defines ‘quality’ in education, particularly in higher education, has been longstanding.
Traditionally, quality in education was associated with equipping students with essential knowledge, skills, and preparing them for lifelong learning. However, since the economic liberalization of the 1990s, the concept of quality has been shaped by market forces and competition, often conflicting with the more holistic, older notion of education. This has led to ambiguity around what constitutes quality—should it focus on infrastructure, curriculum, pedagogy, or the quality of teaching itself? How much technology should be integrated to enhance learning, and can human development truly occur without personal interaction?
At its core, quality is an internal aspiration. Adequate infrastructure, teaching resources, funding, and a conducive work environment are essential for improving teaching standards. Without these, even the best teachers will struggle to provide quality education. Van Kemenade et al. suggest that quality should be viewed through four lenses: objects, standards, subjects, and value. This approach acknowledges the multifaceted, contextual nature of quality, stressing the importance of control, continuous improvement, and a commitment to innovation.
While metrics-based approaches to quality, such as rankings or seat-to-application ratios, can appear objective, they often obscure the true quality of education. These measures can inadvertently reinforce elitism and exclusivity, privileging students from more privileged backgrounds and neglecting marginalized groups. Furthermore, poor career outcomes for graduates may not reflect deficiencies in education but rather broader economic challenges, such as insufficient job creation.
Equity and affordability must be central to improving access to quality education. Today, families seek not only access but affordable, high-quality education. However, without a reliable, objective mechanism to assess quality, students often rely on perceptions or rankings, which can be manipulated. Policy interventions intended to enhance quality often result in isolated pockets of excellence that fail to create systemic improvements.
The role of teachers in achieving quality education cannot be overstated. Effective teaching and research are inseparable, and nurturing competent, motivated educators is crucial. Unfortunately, the focus on standardization and market-driven educational policies often sidelines teachers, reducing them to providers of replicable skills rather than facilitators of critical thinking. This shift has transformed education from a means of fostering an enlightened society into a factory for employable graduates.
Reimagining education requires a shift in perspective. Pedagogy should center on interactive, participatory learning rather than rote instruction. Quality education must aim to develop well-rounded individuals who can contribute meaningfully to society, not just to the workforce. Only by addressing these broader dimensions can we truly achieve the essence of quality education.
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