Global and local discourses in India’s policies for early childhood education: policy borrowing and local realities

IF 3.1 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Comparative Education Pub Date : 2022-04-13 DOI:10.1080/03050068.2022.2062949

A. Gupta

引用次数: 4

Abstract

ABSTRACT The Indian Government released the latest version of its National Education Policy (NEP) on 31 July 2020 – a document last revised in 1986. The Early Childhood Education (ECE) section of this new policy urges a Developmentally Appropriate Practices (DAP) approach incorporating ‘play-based, activity-based, and discovery-based learning’ (NEP [2020]. “Ministry of Human Resource Development.” Government of India. New Delhi, India, 6). The purpose of this article is to examine the policy’s core recommendations for early childhood education, analyse the language and content borrowed from the global ECE discourse and identify the constraints posed by the local realities of the Indian school system.

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印度早期儿童教育政策中的全球与地方话语:政策借鉴与地方现实

印度政府于2020年7月31日发布了最新版本的国家教育政策(NEP)，该文件上次修订于1986年。这项新政策的早期儿童教育(ECE)部分敦促采用“以游戏为基础、以活动为基础和以发现为基础的学习”(NEP[2020])的发展适当实践(DAP)方法。“人力资源开发部。”印度政府。新德里，印度，6)。本文的目的是研究该政策对幼儿教育的核心建议，分析借用全球欧洲经委会话语的语言和内容，并确定印度学校系统的地方现实所构成的限制。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Comparative Education EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

7.40

自引率

21.20%

发文量

期刊介绍： This international journal of educational studies presents up-to-date information with analyses of significant problems and trends throughout the world. Comparative Education engages with challenging theoretical and methodological issues - and also considers the implications of comparative studies for the formation and implementation of policies - not only in education but in social, national and international development. Thus it welcomes contributions from associated disciplines in the fields of government, management, sociology - and indeed technology and communications - as these affect educational research and policy decisions.