RBU Journal of Library & Information Science, Vol 25, 2023

RBU Journal of Library & Information Science
Volume 25, 2023
UGC – CARE enlisted Journal w.e.f. 14.6.2019
Previously it was under UGC List of Journals No. 45237, Sl. No. 2023
Visit: http://rbu.ac.in/home/page/102
Online Content of previous volumes (and full text e-copy of Volume 21& 22)
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Editorial
New Education Policy 2020 and Library & Information Science
The government of India unveiling of the New
Education Policy (NEP) in 2020 marks a
significant step towards transforming the
country's education system. The New Education
Policy (NEP) introduced in India in 2020 aims to
transform the existing education system and
provide a more holistic and comprehensive
approach to learning. It emphasizes the need for
an inclusive, flexible and skill enhancement
education system that prepares students for the
challenges of the 21st century by restructuring
the learning landscape. Amidst this
transformative shift, Library and Information
Science (LIS) plays a crucial role in promoting
knowledge dissemination, research, and critical
thinking. However, with any major policy
change, debates and issues are naturally
emerges. This policy has no exception. The
academic fraternity, associations have already
made lots of protest and agitations by demanding
fruitful discussion with them before
implementation. With lots of protest by the
academic fraternity the Govt. of West Bengal
also has adopted this NEP2020 too and
implemented from 2023-24 session at
Undergraduate level in all College and
Universities.
One of the basic debates of this NEP2020 is the
issue of the medium of instruction. The policy
emphasizes the adoption of the mother tongue or
regional language as the medium of instruction
till at least Grade 5. This decision has sparked
concerns among parents, who worry that this
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approach may hinder their children's global
competitiveness and access to higher education,
given the prevalence of English as a global
language. Critics argue that prioritizing local
languages might limit opportunities and hinder
social mobility, while proponents argue that
early education in the mother tongue enhances
cognitive skills and cultural preservation. The
other major debate is related to infrastructure.
Many schools, college even university in the
country especially in rural areas are lack the
necessary resources, such as well-trained
teachers, adequate infrastructure, and
technological infrastructure, to implement the
new directive. The third debate is related to
vocational skill training by integrating it into
mainstream education. Encouraging students to
develop practical skills alongside theoretical
knowledge is seen as a critical approach to
enhancing employability and addressing the
issue of unemployment. However, debates have
arisen over the feasibility of implementing such
vocational programs effectively because the lack
of industry collaboration, and a cultural bias
towards traditional academic paths. The fourth
major issue related to shift the focus from rote
learning and examination-based assessments to a
more holistic evaluation system. We are afraid
that without a standardized framework for
assessment, grading may become subjective and
inconsistent, which can affect students during
college admissions and job placements.