The new educational policy, 2019 is submitted by Dr. K. Kasturirangan Committee on May 31, 2019. The committee points out some serious issues of Indian Educational System. The committee recognizes that lack of proper access, poor quality and affordability are the main challenges. The committee also recognizes the importance of early childhood care and education are the most important factors as far as the success of higher education is concerned.

When the committee releases the report, the debate was ignited over the compulsion of the Hindi language. But there are other critical points which must be discussed.

1. The policy proposed to have a National Research Foundation to focus on the research funding within the educational system. The proposed functions of NRF are: Bring in synergies between the stakeholders and research groups, create a mechanism for monitoring and mid-course corrections, and strengthen the linkages between universities and their counterparts at the global level will all be addressed. Considering these functions of NRF, the main drawback of such foundation is that there is a chance that “certain research” will be recognized and these researches will only get fund through this centralized model. There is a chance of having “centre sponsored research to preserve the state interest”. In the current scenario where the autonomy of the existing institutions is under threat, NRF can be used as a tool to promote the center’s interest in state institutions.
2. The policy identifies early childhood care and education as an important factor in the whole education chain. The policy takes effort to restructure and establish the regulatory set up to connect the early childhood educational institutions with remaining part. But while focusing on the quality and access to early childhood education, the policy doesn’t focus on the issues of Anganwadi Sevak. The situation of Anganwadi is not good at all at ground level. Infrastructure is not in good shape. The issue of infrastructure is highlighted by the policy but the issue of human capital i.e. Anganwadi Sevak is not highlighted by the policy. Without considering teacher or Anganwadi Sevak as an important pillar in the system, the efforts to improve early childhood education will become meaningless.
3. The policy recommends the high-level changes in the whole classroom like making student-friendly environment etc but how Anganwadis are going implement by considering the fact that there is a huge problem on the finance side is ignored. The policy doesn’t talk about financial constraints and the solution for that.
4. The Policy recognizes the socio eco background as an important factor behind early childhood education. The policy also recognizes the importance of the local community, volunteers and social workers. But how to incentivize the local community is not discussed by the policy.  
5. As far as the higher education system is concerned, the existing differentiation of the universities will be changed and three types of higher educational institutions will exist: research university, teaching university and colleges. Colleges will have the power to grant the degrees. The previous differentiation of universities like deemed to be university’, ‘affiliating university’, ‘unitary university’ etc will be abolished. Universities will be identified only as public, private, or private-aided. The higher educational institutions will be restructured as multidisciplinary institutions. Traditionally, our higher education institutions are in isolation. For example, there is no such practical link between Mumbai University and let say Shivaji University, Kolhapur. Same apply for IITs and other institutions. Now after restructuring the HEI into three-time, even it is continuous i.e. college can become teaching university and teaching university can become a research university, it will isolate the HEI from each other. Under the name of autonomous colleges, are we isolating colleges from universities? Universities are the place where all new innovative things come. Ideal then it is the responsibility of universities to pass these things to the colleges. Now with new categorization, it is difficult in reality to pass the knowledge from university i.e. from research university to teaching university and from teaching university to the colleges. 
6. The policy focuses on multi-disciplinary research. According to the policy, multidisciplinary colleges are those who offer one or two courses in humanities and arts. But this doesn’t solve the purpose of the multi-disciplinary research (which means combining or involving several academic disciplines professional specializations in an approach to a topic or problem). To become a multi-disciplinary institution, the college might start sub-standard courses. 
7. From having multiple entry-exit, early childcare and education to restructuring the HEI, the policy recommends long term solution but the country is in crisis as far as employment is concerned. Employability of student is questionable and policy doesn’t have any new short term immediate solution for this problem. 
8. Interestingly policy identifies and highlights the role of the public sector in education while on contradictory, the government has taken steps to privatize the education. The implementation of the policy assuming the previous steps taken by the government is questionable.
9. The new educational policy directly-indirectly depends on the entrance exams. And the dependence on the entrance exam can assure the best at every time.