National Education Policy-Journey So Far

After independence, a new education system was needed in our country.

University education commission (1948-49) and secondary education commission (1952-53) were set
up.
IITs were setup to impart high-quality science education to students.
NCERT was framed as an autonomous organisation that would advise union and state government on
formulating and implementing education policies.

The previous policies on education have focused on the issues of access and equity, and the policy of
1986 (modified in 1992) lead to a major development in the form of Right of Children to Free and
Compulsory Education (Act 2009).
 The first national policy on education (1968) was based on
recommendations of the Kothari commission.

The major points covered under the first national educational policies were
• Three language formulas to be implemented under secondary education.
• Compulsory education to all children up to 14 years of age
• Focus on learning of regional language
• It also talks about specialised training and qualification of teachers
• It has also emphasized on the teaching of Sanskrit language
 National Education Policy-1986
Key highlights of NPE (1986)

• IGNOU Was opened in 1985

• It called for a child-centric approach

• Operation blackboard was launched to improve the condition of primary schools

• It also called for special emphasis on removal of disparities and to equalise educational opportunity

The 1986 National policy on education was introduced in 1992 with certain modifications. It was called

program of action. It talked about common entrance examinations for professional and technical

education.
 NEP-2020
Vision of the Policy

Develop an education system deeply rooted in Indian ethos which

has the capability to provide high quality education to compete in
the global world.
The curriculum and pedagogy must develop a sense of respect
towards Fundamental Duties and Constitution of India and have a
deep bond with the country.
Develop a sense of pride and respect for the country and be
responsible for human rights, sustainable development, global well
being thereby reflecting a truly global citizen.
 Key Principles of NEP-2020
- Emphasize
- Respect for Diversity & Local Conceptual
Context In all curriculum, Understanding
pedagogy, and policy. Rather than rote learning
and learning-for-exams
- Equity & Inclusion
As the cornerstone of - Unique Capabilities
all educational Recognizing, identifying
decisions. them in each student.

- Community Participation - Critical thinking

Encouragement and facilitation and Creativity
for philanthropic, private and To encourage logical
community participation. decision- making and
innovation
- Use of Technology
In teaching and learning, removing - Continuous Review
language barriers, for Divyang Based on sustained
students, and in educational research and regular
assessment by
 “National Education Policy 2020”

The global education development agenda reflected in the Goal 4 (SDG4) of the 2030 Agenda for
Sustainable Development, adopted by India in 2015 - seeks to “ensure inclusive and equitable quality
education and promote lifelong learning opportunities for all” by 2030. Need of the hour is to
reconfigure the education system to support the same.

“If we teach today’s students as we

taught yesterday’s, we rob them of
tomorrow.” John Dewey
 THE NEW NORM AS PER NEP-2020

Using the mother tongue will be a very wise approach as the over ambitious expectation of
the parents about learning English Conversation, makes the little learner feel a disconnect
and withdraw into her shell. Though the children are blessed with an uncanny capacity to
learn two to three languages , the approach needs to be soft, steady and sustainable.
 Attainment of Foundational Literacy And Numeracy by Grade 3 in
Mission mode
Early Learning
Focus on early reading, writing
Book Promotion & mathematics 3-month Play based School
3-month play-based school preparation
National Book Promotion Policy will
module’ for all Grade 1 students
be formulated and public and school
libraries will be expanded

National Repository
National Mission National Repository -High quality Teaching
National Mission on Foundational Literacy and Learning Resources on DIKSHA
and Numeracy

Libraries
School libraries, including
Foundational Skills
digital libraries to be leveraged
Universal acquisition of foundational
learning skills

Grade 3
 Curtailing dropout rates and Ensuring Universal access to
Education at all levels

To provide effective and sufficient infrastructure for safe and engaging schooling for all children
To ensure universal participation by tracking students and their learning levels
To ensuring universal access to all children to obtain quality holistic education – including
vocational education – from pre-school to Grade 12
Community partnership in terms of expertise and infrastructural support
Transforming Curricular and Pedagogical Structure

New pedagogical and curricular structure of school

education (5+3+3+4): 3 years in Anganwadi/pre-
school and 12 years in school
• Secondary Stage (4) Greater critical thinking,
multidisciplinary study, flexibility and student
choice of subjects
• Middle Stage (3) experiential learning in the
sciences, mathematics, arts, social sciences, and
humanities
• Preparatory Stage (3) play, discovery, and
activity-based and interactive classroom learning
• Foundational stage (5) multilevel, play/activity-
based learning
 SALIENT FEATURES OF STAGES IN SCHOOL
Foundational Stage
Play/activity-based learning
Pedagogy of Early Childhood Care and Education
Focus on good behaviour, courtesy, ethics, personal and
public hygiene/cleanliness
Focus on teamwork and cooperation
Preparatory Stage
Gradual transition from play-based learning to more
formal classroom learning
Interactive teaching-learning
Introduction of subjects, including, physical education,
art, languages, science, and mathematics
Emphasis on reading, writing, speaking
Middle Stage
Subject-oriented pedagogical and curricular methodology
Subject teachers for learning/discussion of the more
abstract concepts in each subject across the sciences,
mathematics, arts, social sciences, and humanities
The High School (Secondary) Stage
Four years of multidisciplinary study
Greater depth, greater critical thinking, greater attention
to life aspirations
Greater flexibility and student choice
Exposure to more subjects and enable greater flexibility
More frequent assessment of modules
HIGHLIGHTS OF PEDAGOGICAL STRUCTURE
 SKILLS TO BE INTEGRATED IN SUBJECTS

Scientific temper and evidence-based

thinking Problem solving and logical reasoning
Creativity and innovativeness Vocational Skills
Sense of aesthetics and art Digital literacy, coding and computational
Oral and written communication thinking;
Health and nutrition Ethical and moral reasoning
Physical education, wellness, fitness and Constitutional values
sports Gender sensitization
Collaboration and teamwork Fundamental duties
Citizenship skills and values
 Introduction of Contemporary Subjects

Artificial Machine
Data Science
Intelligence Learning

Organic
Design Holistic Living
Thinking Health
 10-day bag-less period during Grades 6-8 for
students to intern with local vocational
experts such as carpenters, gardeners, potters,
artists, etc.
Emphasis on Internship opportunities to learn vocational
subjects throughout Grades 6-12.
Vocational
Vocational courses through online mode.
Education
Bagless days for various types of enrichment
activities involving arts, quizzes, sports, and
vocational crafts.
Periodic exposure to activities outside school
through visits to places/monuments of
historical, cultural and tourist importance,
meeting local artists and craftsmen and visits
to higher educational institutions
 Integrating Vocational Education at All Levels

LokVidya
Practice Based Curriculum 01
‘LokVidya’, knowledge developed
A practice-based curriculum for in India, will be made
Grades 6-8 to be appropriately accessible to students
designed 02
Skill Gap Analysis
Skills Framework
Focus areas based on skills 03
gap analysis and mapping National Skills Qualifications
of local opportunities Framework will be detailed further
04 for each discipline vocation /
Open Distance Learning profession
Mode
Courses to be offered through 05 Vocational Crafts
Open and Distance Learning
(ODL) mode. All students of grades 6-8 will
Exposure to vocational 06 intern with local vocational
education experts such as carpenters,
gardeners, potters, artists, etc. to
By 2025, at least 50% of learners
develop a vocational craft
shall
 Online and Digital
Education
Inclusion and Access Digital Platforms
Enhance Educational Access To
Digital platforms and ongoing
Disadvantaged Groups including
ICT- based educational
Divyang students
initiatives to be optimized and
expanded
Blended Learning Pilot Studies
Emphasis on effective
models of blended A series of pilot studies to be
learning conducted

Content Creation Expansion of Platforms

Content creation, digital
repository, and dissemination.
Technology Integration In
Teaching, Learning &
Assessment
Expansion of existing e-
learning platforms -
DIKSHA, SWAYAM, etc.
Tracking of students’ progress throughout their
school experience

All students will take State School examinations in Grades 3, 5, and 8 in

addition to Board Examinations in Grades 10 and 12.
Exams would test achievement of learning outcomes through
assessment of core concepts and knowledge from the national and local
curricula, along with relevant higher-order skills and application of
knowledge in real- life situations
No testing of rote memorization
The Grade 3 examination would test basic literacy, numeracy, and other
foundational skills
 Transforming Assessment for Student
Development

Aim of Assessment
Shift from rote memorisation skills to
formative, is more competency assessment
Promotes learning and development of
students
Tests higher-order skills, such as analysis,
critical thinking, and conceptual clarity.
Assessment for learning optimise learning and
development for all students. This will be the
underlying principle for assessment at all levels
of education.
 Tracking of students’ progress throughout their school
experience

All students will take State School examinations in Grades 3, 5, and 8 in

addition to Board Examinations in Grades 10 and 12.
Exams would test achievement of learning outcomes through
assessment of core concepts and knowledge from the national and local
curricula, along with relevant higher-order skills and application of
knowledge in real- life situations
No testing of rote memorization
The Grade 3 examination would test basic literacy, numeracy, and other
foundational skills
Support for
Gifted Students/ Teacher education will include methods for the
Students with recognition and fostering of such student talents
and interests
Special Talents Students with singular interests and/or talents in
the classroom will be given supplementary
enrichment material and guidance and
encouragement.
Efforts will be made to make olympiads and
competitions in various subjects available in rural
areas and in regional languages to ensure
widespread participation
 Teachers and Teacher Education NEP-2020

“Teachers are the backbone of any country, the pillar upon

which all aspirations are converted into realities.”
-Dr. APJ Abdul Kalam
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 Equitable and Inclusion Education NEP- 2020

• Education is the single greatest tool for achieving

social justice and equality.
• NEP seeks to bridge gender and social category gaps
in all levels of school education.

“Inclusive, good-quality education is a foundation for

dynamic and equitable societies.”
~Desmond Tutu
Socio- Economically Disadvantaged Groups (SEDGs) can
be broadly categorized based on:

Gender identities (particularly female and transgender individuals).

Socio-Cultural identities (such as Scheduled castes, scheduled Tribes, OBCs and
minorities).
Geographical identities (such as students from villages, small towns and
aspirational districts).
Disabilities (including learning disabilities)
Socio-economic conditions (such as migrant communities, low income
households, children in vulnerable situations, victims of or children of victims of
trafficking, orphans including child beggars in urban areas and the urban poor)
 Focus on Socio-Economically Disadvantaged Groups (SEDGs)
SE DG s can be broadly categorized based on:

● G e nder (particularly female and transgender individuals),

identities
● Socio-cultural (such as Scheduled Castes, Scheduled
identities Tribes, OBCs, and
● Geographical minorities),
(such as students from villages, small
identities towns, and aspirational districts),
● Disabilitie (including learning disabilities), and
s
● Socio-economic conditions (such as migrant communities, low
income households, children in vulnerable
situations, victims of or children of victims of
trafficking, orphans including child beggars in
urban areas, and the urban poor).
Separate strategies will be formulated for f ocused attention for reducing each of
category-wise
the ga ps in school
education.
 How to ensure equitable and inclusive education?

• Creating enabling mechanisms for providing Children With Special Needs (CSWN) or
Divyang. Separate strategies will be formulated for focused attention on reducing the social
category gaps.
• The successful policies and schemes that have significantly increased participation of
SEDGs in the schooling system will be strengthened.
• Special Education Zones (SEZs) will be declared for educationally disadvantaged SEDGS.
• Government of India will constitute a ‘Gender- Inclusion Fund’ for girls and transgender.
• ‘Inclusion Fund’ schemes shall also be developed for SEDGs.
• Free boarding facilities will be built
• Ensuring the inclusion and equal participation of children with disabilities in ECCE and
the schooling system will also be accorded the highest priority.
 How to ensure equitable and inclusive education?
• Home-based education will continue to be a choice available for children with severe and
profound disabilities who are unable to go to schools.
• Teachers must be helped to identify such learning disabilities early and plan specifically for
their mitigation.
• Children with specific disabilities (including learning disabilities) will be an integral part of
all teacher education programmes.
• Alternative forms of schools, will be encouraged to preserve their traditions or alternative
pedagogical styles.
• Students in such schools would be encouraged to appear for State or other Board
examinations and assessments by the NTA.
• Special attention will be given to reduce the disparities in the educational development of
Scheduled Castes and scheduled Tribes.
 How to ensure equitable and inclusive education?

• Opening NCC wings in secondary and higher secondary schools will be encouraged by
Ministry of Defence and state governments
• Students in such schools would be encouraged to appear for State or other Board
examinations and assessments by the NTA.
• All scholarships and other opportunities and schemes available to students from SEDGs
will be coordinated and announced by a single agency and website.
• Teachers, principals, administrators, counsellors and students, will be sensitized to the
requirements of all students, the notions of inclusion and equity, and the respect, dignity
and privacy of all persons.
• Students will be sensitized through this new school culture, brought in by teachers, trained
social workers and counsellors.
• The school curriculum will include, early on, material on human values such as respect for
all persons, empathy, tolerance, human rights, gender equality, non-violence, citizenship,
inclusion and equity.
 Efficient Resourcing and Effective Governance through School
Complexes/Clusters
To ensure-
• adequate number of counsellors/trained social workers and teachers
(shared or otherwise) for teaching all subjects including art, music
science, sports, languages, vocational subjects, etc;
• adequate resources (shared or otherwise), such as a library, science
labs, computer labs, skill labs, playgrounds, sports equipment and
facilities, etc.;
• a sense of community is built to overcome the isolation of teachers,
students, and schools, through joint professional development
programmes, sharing of teaching-learning content, joint content
development, holding joint activities such as art and science
exhibitions, sports meets, quizzes and debates, and fairs;
• cooperation and support across schools for the education of children
with disabilities; and
• improved governance of the schooling system by devolving all finer
decisions, to Principals, teachers, and other stakeholders within each
group of schools and treating such a group of schools, which range
from
 Promotion of Indian Language, Arts and Culture

OBJECTIVES
1. Revival and recognition of Indian Languages
2. Promotion of the languages through various methods i.e. by documenting through various portals
3. Encouraging Multilingual Education
4. Bilingual programmes in School and Higher Education
5. Producing high-quality teachers with expertise in language teaching and music, arts, philosophy and writing. And should be
divided into various departments such as Indian languages, Comparative Literature, Creative Writing, Arts, Music, Philosophy,
etc.
6. To preserve the culture and wealth of India for the nation’s identity and its economy.
7. Preserving and promoting Indian culture.
8. Integration of Sanskrit into mainstream
9. Help the students learn about their diversity, traditions, culture, and knowledge of different parts of India but also boost Indian
tourism.
 Aim of Technological Interventions
Improving teaching-learning and evaluation processes

Supporting teacher preparation and professional development

Enhancing educational access

Streamlining educational planning and management

Processes related to admissions, attendance, assessments, etc

 Availability of e-content

Educational software will be developed and made available for students and teachers at all levels.
E-content will be available in all major Indian languages and in all regional languages

E-content will be accessible to a wide range of users including students in remote areas and with
disabilities.
E-content will continue to be developed by all States and by the NCERT, CIET, CBSE, NIOS, and other
bodies/institutions, and will be uploaded onto the DIKSHA platform. This platform may also be utilized for
e-content related to Teacher’s Professional Development, etc.
CIET will be strengthened to promote and expand DIKSHA
Technology-based education platforms, such as DIKSHA/SWAYAM will be better integrated across
school and higher education
 Education system must be poised to respond quickly to disruptive technologies

NEP has been formulated at a

Emerging disruptive time when a disruptive
technologies will necessarily technology - Artificial
transform the education system Intelligence Virtual Reality
have emerged
 Disruptive technologies will
make certain jobs redundant
IMPACT OF
DISRUPTIVE
TECHNOLOGIES Approaches to skilling and de-
skilling that are efficient and
ensure quality will create and
sustain employment.
In NEP, Priority in Education
to...

Clean and renewable energy

Water conservation
Sustainable farming
Environmental preservation
Green initiatives; these will also
receive prioritized attention in education