Over centralisation in the field of education is the antithesis of autonomy, which is essential for free thinking and high-quality research. Education should bridge the gap between communities and not be an instrument to widen the chasm. It is apparent that the DNEP 2019 envisions that the Government will gradually withdraw from the field, especially of higher education, and the private sector will become a major player. Bringing about change, just for the sake of change is a short-sighted policy. Contents The Authors and Editors Editor’s Note Introduction Foreword Chapter 1 Draft National Education Policy, 2019 Schooling Loosening Control on Inputs Instructional Aides Language and Curricula Content of Learning School Complexes Education and Democracy Higher Education Research Funding Doctoral Programmes Diverse Issues Financial Issues Autonomy and Political Control Chapter 2 Constitutional Commitments, Social Realities, and Needs of Ordinary People The Vision Behind DNEP 2019 The Market is Everywhere, but Where is the Indian Constitution? Autonomy and Governance: Discarding Democratic Processes School Education Gender, Caste, Class: Division in Perpetuity Language Multidisciplinarity and Holistic Learning Chapter 3 Agendas and Gender Issues The Education System of India Highlights of the Draft Education Policy: The Exclusions and Biases Biases The Schooling System On Page 57 the Document Details Volunteer Social Workers Processes of Marginalization Language as a Tool for Discrimination and Marginalisation Gender Discrimination Chapter 4 The Wrong to Education Act, 2019 A Brief History of Article 30 (1) The New Draft NEP Is Primary Secondary? Closing Doors Teacher, Leave the Kids Alone Silent on Reservations Rashtriya Shiksha Aayog Chapter 5 Excluding the Dalits and Adivasis The Education of Scheduled Castes The Education of Scheduled Tribes The 2019 policy proposes: Education of Children Belonging to Scheduled Caste Communities and Other Backward Classes Education of Children From Tribal Communities Chapter 6 Gender, Sexuality, Social Justice Education Gender Gender and Girls Non Discrimination Attitude Towards Caste Disability and Inclusive Education Safety and Security Rights of Transgender Students: Poverty, Illiteracy and Social Responsibilities Teaching and Learning English Key Issues Must Be Addressed Conclusion References Chapter 7 Sabotaging The Right to Education Perspective Chapter 1 : Early Child Care and Education (ECCE) Chapter 2: Foundational Literacy and Numeracy Chapter 3 : Reintegrating Drop Outs by Ensuring Universal Access to Chapter 4 : Curriculum and Pedagogy in Schools Chapter 5 : Teachers Chapter 6 : Equitable and Inclusive Education Chapter 7: Efficient Resourcing and Effective Governance through School Complexes Chapter 8 : Regulation and Accreditation of School Education Chapter 23 Rashtriya Shiksha Aayog (RSA) Addendum 1: Financing Chapter 8 Perspective from the Campus The color of the NEP 2019 is saffron. Responses and Submissions from Christian and Islamic Group Catholic Bishops’ Conference of India Jesuits’ Submission on DNEP Archdiocese Of Delhi Utkal Christian Council Christian National Consultations Press Note Muslim Consultations National Education Policy 2019 School Education Higher Education III. Other Key Areas of Focus Making it Happen