IASbhai Daily Editorial Hunt | 6th Oct 2020

Twenty years from now you will be more disappointed by the things you didn’t do than by the things you did.– Mark Twain

Dear Aspirants
IASbhai Editorial Hunt is an initiative to dilute major Editorials of leading Newspapers in India which are most relevant to UPSC preparation –‘THE HINDU, LIVEMINT , INDIAN EXPRESS’ and help millions of readers who find difficulty in answer writing and making notes everyday. Here we choose two editorials on daily basis and analyse them with respect to UPSC MAINS 2020.

EDITORIAL HUNT #174 :“National Education Policy in 2047 | UPSC

National Education Policy in 2047 | UPSC

Debashis Chatterjee
National Education Policy in 2047 | UPSC

Debashis Chatterjee is the author of ‘Timeless Leadership’ and the Director of IIM Kozhikode


Re-imagining education in an India at 100


In 2047, a teacher’s role, based on five principles, will be to oversee the transformative re-birth of citizens



Travelling in a time machine to 2047 ; What would be the expected outcomes of teaching-learning process in India. Elucidate -(GS 3)


  • Policy contours
  • Autonomy of schools
  • Technology settings
  • Nurturing the Minds


After 34 years, India rekindled the conversation on its National Education Policy (NEP) in 2020.

  • CONTOURS OF THE POLICY : A policy is as good as it is actualised in practice and it would be ideal to explore the contours of national education practices leading to 2047 .
  • In 2047, when politically independent India becomes 100 years old.



  • AUTONOMY : Currently, the clamour for autonomy in education practices is a mixed bag of pretentious idealism and hard-nosed practicality.
  • ROBUST SYSTEM : The greatest insurance for autonomy is excellence in students outcomes rather than a piece of legislation.
  • SELF CORRECTING SYSTEMS : As long as institutions continue to excel, they will earn their autonomy through social, community and citizens’ sanctions.
  • ENCROACHMENTS : In practice, autonomy cannot be defined by entitlement nor limited by unlawful encroachment.

Mere assumption of autonomy does not ensure exercise of autonomy.

  • INSTITUTIONAL CULTURE : By 2047, autonomy has to be imbibed as an institutional culture rather than a personal perquisite of a vice chancellor, principal or a director.
  • ENRICHING EXPERIENCES : There will be autonomy in teaching methods, autonomy of the learner in creating her own curriculum, autonomy of thought and self-governance.


  • MIDDLE CLASS : With little money but with enormous hunger for learning, they will define the learner base for a networked global university system.
  • TECHNOLOGY PROLIFERATION : Technology will proliferate intelligence from hardware to software to everywhere. Smart schools and smart classes may soon morph to smart chairs and smart desks.
  • PEDAGOGY PROCESS : On the other hand, the intangibles of the teaching learning process such as creativity, mentorship and facilitation of learning will give birth to the quest for mastery.
  • EVOLUTION OF REAL GURU : Teachers will evolve from ring masters to zen masters, raising awareness rather than delivering content.


  • Creation
  • Dissemination
  • Accreditation and
  • Monetisation

These components of knowledge will require a sweet synthesis of algorithm and altruism.

  • QUALITATIVE LEARNING : Learning will involve mobilisation of knowledge for a specific person; is a specific context to face specific challenges or problems.
  • RESEARCH AND ANALYSIS IN LEARNING : In the ultimate analysis, learning will be about propagation of crucial questions rather than pre-determined answers.
  • PLEASURE OF LEARNING : Pressure of performance will have to co-exist with the pleasure and ecstasy of learning.


  • TRANS-DISCIPLINARITY : The new National Education Policy (NEP) roots for multi-disciplinary institutions rather than standalone schools.

Transdisciplinarity is about creating a coherence of intellectual frameworks beyond the disciplinary perspectives.

  • MULTIDISCIPLINARITY : It involves experts from different disciplines working together, each drawing on their unique disciplinary knowledge.
  • REQUIRED EXPERTISE : In a world that is going to be more complex and volatile, expertise from multiple disciplines will be required to construct an understanding of the real life problems we will face.

However, by 2047, trans-disciplinarity rather than multi-disciplinarity will be the norm.

  • KNOWLEDGE IN 2047 : It will move from discipline-based units to the unity of meaning and understanding.
  • REDUCTIONIST KNOWLEDGE : The knowledge of the West that explains the whole as the sum of parts will yield space to the quest for the rishis of the Upanishads described as purnatwa.


  • TECHNOLOGY-INNOVATION: Technology-led innovation will take learning from cognition to immersion.
  • KNOWLEDGE AND CONTENT : The content of knowledge has evolved from text that had to be cognised to include visual, audio and tactile immersive experiences.
  • PROFESSIONAL COURSES : Traditionally, students of professional courses learnt through field and factory visits.
  • SIMULATION IN CLASSROOM : Today, it is possible for a factory experience to be simulated in a classroom.

A leading global engineering company, ABB, is using virtual reality to simulate a factory experience inside a school.

A classroom will not be a place but a space.

  • SCHOOLS In 2047, : School will not be a brick and mortar house but a connecting hub that will digitally decode, deliver and disperse knowledge.
  • DISRUPTIVE INNOVATION : Technology will give greater access to hitherto exclusive knowledge and fulfil unmet learner needs.
  • HARNESSING TECHNOLOGY : Technology will not be a cosmetic add-on but serve a strategic purpose. Leading schools of the world will harness talent and technology seamlessly.

      IASbhai Windup: 


  • REASONING MINDSETS : Mindsets will be based on how learners receive information and not what information they receive; on how to think rather than what to think.
  • EDUCATION NURTURES CIVILISATION : Education is finally about creating and sustaining wholesome cultures rather than serving the templates of outmoded civilisations.
  • POST-COLONIAL APPROACH :  The post-colonial Indian education system has managed to create mindsets of clerks and coders and imitators to serve a civilisation that bets on material values of exploitation of nature and increasing consumption.
  • COMPASSION AND LEARNING : The most valuable outcome of education is the becoming of a competent and compassionate human being.
  • TEACHERS ROLE : In 2047, a teacher’s role will be to midwife this transformative re-birth of citizens of our great nation.

By 2047, Indian teachers will be engaged in nurturing global mindsets based on three classical values of India:

  • Satyam (authenticity),
  • Nityam (sustainability) and
  • Purnam (wholeness).

While civilisation is about what we acquire, culture is concerned with who we become.

       SOURCES:   THE HINDU EDITORIAL HUNT | National Education Policy in 2047 | UPSC


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