The Way Forward for Telangana New Education Policy : Vanam Jwala Narasimha Rao

 The Way Forward for 

Telangana’s New Education Policy

Vanam Jwala Narasimha Rao

The Hans India (15-09-2025)

{I feel such an exemplary initiative by Revanth Reddy, instead of a total revisit, can be a thoughtful continuum, drawing from these proven frameworks, but tuned to the aspirations of today’s learners, teachers, and society at large, which he himself has suggested} – Synoptic Note by Editor, Hans India

Telangana Chief Minister A Revanth Reddy speaking at the 2025-Teachers’ Day Celebration, has announced that, ‘Telangana New Education Policy (TNEP)’ to bring significant reforms for providing quality education to all sections would be introduced soon. Earlier, TG Government formed a committee, with Dr K Keshava Rao, as the Chairperson, for formulation of this policy to serve as a guiding document for ‘Telangana Rising 2047’ keeping in view the ‘National Education Policy (NEP)-2020’ guidelines, the specific education needs, aspirations of the State, and then submit its report by October 30.

The History of National and State Educational Polices has been a complex combination of achievements and failures, often associated with whims and fancies of Political Leadership. Yet, the system has come to stay as a Challenge meeting the earlier and ever-changing needs. Dr DS Kothari, Indira Gandhi, Rajiv Gandhi, PV Narasimha Rao, and the recent initiative of Prime Minister Narendra Modi through Kasturirangan, Union Governments brought many policies.

The 1966 Kothari Commission, formally the Education Commission, under the leadership of Dr DS Kothari, in its ‘Education and National Development’ report, recommended the common school system, the 10+2+3 structure, a focus on equity and scientific temper.

Based on the Kothari Commission’s Recommendations, Indira Gandhi’s National Policy on Education (NPE) framed in 1968, emphasized compulsory education for children up to 14 years, three-language formula, and focus on science and mathematics. Rajiv Gandhi’s ‘Challenge of Education: A Policy Perspective’ (1985) with inputs from K C Pant set the tone for yet another policy.

It was PV Narasimha Rao, as the then HRD Minister, who piloted the 1986 ‘National Policy on Education (NPE)’ focusing on universal access, adult literacy, Navodaya Schools, teacher training, and women’s empowerment. PV as Prime Minister, updated in 1992 with the support from the then HRD Minister Arjun Singh. The framework was reinforcing decentralization, curriculum renewal, and vocationalization, the process of integrating practical skills, technical knowledge, and career-focused subjects into a general education curriculum.

It is worth noting that this 1992 policy, crafted with foresight and political sensitivity, stood the test of time for nearly twenty-eight years without being replaced. Few Education Policies in the world have enjoyed such longevity. Its balanced approach, rooted in equity, relevance, and pragmatism, meant that successive governments across the political spectrum continued to adopt and implement it without questioning its fundamentals. This silent durability itself is an extraordinary tribute to the Congress Leadership of that era and to the craftsmanship of Telanganite PV Narasimha Rao as both thinker and statesman. Since then, there was no new policy as such.

However, initiatives like Professor Yash Pal’s National Curriculum Framework, the Sarva Shiksha Abhiyan, the Right of Children to Free and Compulsory Education Act, Sam Pitroda’s National Knowledge Commission, and reform committees such as those chaired by Yashpal and TSR Subramanian steadily prepared the ground from time to time.

Dr Krishnaswamy Kasturirangan, former Indian Space Research Organization (ISRO) Chief, gave shape to the National Education Policy, NEP-2020 with Prime Minister Narendra Modi’s touch, replacing 10+2 education system with 5+3+3+4 structure. The idea has been to promote Flexible, Multidisciplinary, and Learner-Centric Education with a focus on foundational literacy, vocational integration, multilingualism, and digital learning. Parallelly, the DoPT, with support from ‘Professional Master Trainers’ like MP Sethy, who anchored successive National Training Policies (1996 and 2012), strengthened the training ecosystem to enable civil services move towards a competency-based model from mere capacity-building one.

Against this rich bank of policies, Chief Minister Revanth Reddy desires to have New Telangana Education Policy. Having served as Librarian for 15 years in a State Government Junior College and in BHEL Higher Secondary School (Kendriya Vidyalaya Model), and later as Senior Faculty for 9 years at the State Government’s Apex Training Center Dr MCR HRD Institute, I feel such an exemplary initiative by the TG CM instead of a total revisit, can be a thoughtful continuum, drawing from these proven frameworks, but tuned to the aspirations of today’s learners, teachers, and society at large, which CM himself has suggested.

Each of these efforts carried the same spirit, broadening access, enriching quality, and reducing inequity. The real challenge, as experience shows, was never the articulation of vision but its faithful execution on the ground. Telangana now stands at a juncture where it can learn from both the triumphs and shortcomings of these national experiences. The state’s own Education Policy must ensure that every child, regardless of social or economic background, experiences the dignity of quality learning. It should connect school education seamlessly with vocational and higher learning, while simultaneously investing in teacher training.

Chief Minister Revanth Reddy has, therefore, a historic opportunity, an opportunity to take forward the intellectual legacy of Kothari, Indira, Rajiv, KC Pant, PV, Arjun Singh, Modi, Kasturirangan, and many unsung teachers, trainers, professionals, and administrators, but adapt it meaningfully to Telangana’s unique context.

If this policy succeeds in bridging aspiration with delivery, vision with practice, it will not only stand as Telangana’s pride but also as a model for the nation. While shaping this policy, Keshav Rao may thoughtfully embrace the principle of ‘Dynamic Boundaries’ that allow growth and adaptation rather than static frameworks of temporary politics or narrow compulsions. The noble task ahead is to revive and rejuvenate the education sector that was grievously neglected by the BRS regime.  

As CM preferred in one of the review meetings, unveiling a ‘Comprehensive Policy Document’ with a practical, results-oriented approach, through quality primary and higher education would be a ‘Laudable Idea Indeed!’ Dr K Keshava Rao, Chairperson of the Committee, revered as an ‘Authority in Education Policy Formulation’ whose ‘Encyclopedic Wisdom, Insightful Scholarship, and Voracious Engagement with Knowledge’ command universal respect, will certainly come out with such a policy, echoing Chief Minister Revanth Reddy’s words,

The four ingredients, for serious consideration before drafting a healthy policy are: Education, Learning, Training and or Appropriate Deschooling (A process for children and parents alike when transitioning from traditional school to homeschooling). Learning as defined by Oxford English Dictionary is Getting Knowledge or Skill or Ability to do, by study, experience or being taught, which seldom takes place in our ‘Educational Systems.’ Who is to be made responsible for identifying learning needs of pupil or student is ambiguous.

If learning takes place without it leading to any worthwhile improvement, despite well meaningful policies on paper, it has no meaning. If only Learning from primary stage itself is clubbed with Contextual Appropriate Training by a Professional Teacher-Cum-Trainer, and later the methodology is shifted from ‘Pedagogy to Andragogy’ when the ‘Pupil Transforms as Student, or Child to Adult’ can the result be better and more complete.

Learning only through teaching especially as the child grows, which is a critical factor for success, may take time to achieve success, or even may be wrongly directed. Andragogical practice treats the learning-teaching transaction as the mutual responsibility of learner and teacher cum trainer who is more of a catalyst than an instructor, more of a guide than a source of all relevant information. Education and Learning integrated with contextual Training, concentrating on skills development, which are indispensable in the everchanging modern society for acquiring ‘Confidence, Competence, and Commitment’ are desirable.  

A thought may also be given for a ‘12-Year Comprehensive Education’ covering Vedic Studies, Upanishads, Shastras, Sanskrit, etc. instilling values of compassion, service, modern education including communication, computer skills, and formal academics in tune with Telangana State Open Board Society curriculum, before moving to Degree or professional courses.

If executed with foresight, ‘Telangana’s New Education Policy’ can stand not only as a tribute to its ‘Educational Legacy’ but also as a cornerstone for Telangana Rising 2047.