The new National Education Policy (NEP) that has been published has garnered enough attention. There are many supporters to the policy just as we have few criticisms.

Concerns have been raised about the multi-language learning at the primary level. But research has proved that learning multiple languages improves the cognitive development of the child.

The multiple exit points at the under graduation level is something to be applauded.

The worry is not about the curriculum but the implementation of the programme.

The divide among rural-urban schools relating to infrastructure and teacher efficiency and the appropriate student-teacher ratio remains a major concern. The curriculum should not widen the gap.

There are primary schools in remote parts of India that lack basic infrastructure – how will resource materials relating to activity-based learning reach such schools? How effective will a single teacher in some rural schools, cater to the learning needs of different learners in varied age-groups?

The curriculum provides for students in high-school to choose subjects of their choice – high school is still a dream in most villages of India.

Revamping of a report-card based on skills and profiles is a warm welcome. The teacher, the student, the management and most importantly the mind-set of the parents needs to be open-minded to embrace such a perspective towards the report card.

Finally, compulsory appointment of Special Education Counselors in Schools is also a welcome move. However, effective utilization of such a full-time resource person by the schools and the management also needs to be seen.

Overall, the policy is extremely interesting and what we need to wait and watch is the loopholes in the implementation, which this policy has not addressed.