The Policy document lacks clarity in terms of allocation of funds, plan of action and intent of execution with respect to strengthening the scientific research and innovation at educational institutions. It would be expected that the final document would give a clear narrative on these.

A team of alumni of various institutions of India worked together on perusing the DNEP with a critical eye, and identifying points of concern. What follows is a report of the findings: a general critical overview, followed by detailed analyses of certain issues.

Dr Amitava Datta casts a critical look at some of the general features of the DNEP as well as how it is going to affect the school and the college / university education.

Sushama Yermal examines the DNEP in the context of Teacher Education and Training.

There are a number of fantastic adjectives and phrases about activity-based fun pedagogy across the stages, about bi-lingual transaction, about higher order thinking, analytical skills, physical wellbeing, and about formative assessment. What do all these add up to?

We did not really need a policy document; what we need is an action document on strategy and implementation, one that identifies the few most significant issues and then details how these can be tackled.

An overview of some of the possible lacunae of the Draft National Education Policy.

R Ramanujam examines the NEP in the context of the role of Internet and Communication Technology in education and argues that one needs to be mindful of what exactly is desired before embracing technology wholesale in science education.