Highlights of National Education Policy 2020 (NEP)

A look at the proposals on curriculum, courses and medium of instruction, and the takeaways for students, schools and universities.

Education plays a very decisive role in all our lives and paves the way for enhancement of human potential. Education is the means for socio –economic development of the society .It  is required to establish equality and social justice in the society and also for scientific development .Our country will have the distinction of having highest youth population in the world over the next decade .Therefore , it is the responsibility of the government to channelize the youth energy by imparting quality education relevant to the needs of the society and create opportunities for them to become globally competitive and survive in this competitive world. In this direction, the Government of India has taken a remarkable step by formulating  the National Education Policy 2020 and taking all necessary steps to implement it shortly.

The NEP 2020 is the first education policy to be introduced in the 21^st Century, the last having been implemented in 1986 (Formulated under the Chairmanship of Prof.Acharya Ramamurthy) by the then Prime Minister Mr. Rajiv Gandhi, which was modified once in 1992 by Mr. P. V.NarasimhaRao’s  govt. Before that the first education policy (Formulated under the Chairmanship of Prof. D.S .Kothari) was passed in 1968 by the then Prime Minister  Mrs. Indira Gandhi.

In June 2017, the Committee for  Drafting NEP2020 was constituted under the Chairmanship of Dr. K KasturiRangan, Former Chairman,ISRO.Draft was submitted to Dr. Ramesh PokhriyalHon’bleMininster for HRD on 31-5-2019 and approved by the Union Cabinet on 29^th July 2020.NEP has been formulated after having considered nearly 2Lakh suggestions.

Aims/Objectives

Aims at producing engaged, productive and contributing citizens for building an equitable, inclusive plural Society as envisaged by our constitution.

It is an attempt to overhaul Indian Education System with an emphasis on access to education, move away from rote learning, reforms at all levels and reducing the number of regulators.

NEP consists four parts

• Part I : School Education
• Part II: Higher Education
• Part III: Other key Areas of Focus
• Part IV: Making it happen

NEP is guided by the following principles of a good education system at large, as well as     Institutions.

• Recognizing, identifying and fostering the unique capabilities of each student by sensitizing the teachers and parents to promote each student’s holistic development in both academic and non-academic spheres.
• Achieving Foundational literacy and numeracy by all students by Grade 3.
• Flexibility, learners choose their own path in life according to their talents and interest.
• No hard separations between Arts & Sciences, between curricular and extra-curricular activities, between vocational and academic streams, Eliminate silos between areas of learning.
• Multidisciplinary and holistic education across science, social sciences, arts, humanities.
• Emphasis on conceptual understanding, not rote learning.
• Creativity and Critical thinking to encourage logical decision making and innovation.
• Ethics and Human and constitutional values like empathy, respect for others, cleanliness, courtesy, democratic spirit, spirit of service, respect for public property, scientific temper, liberty, responsibility, pluralism, equality, justice.
• Promoting multilingualism
• Promoting life skills such as communication, cooperation, teamwork, resilience.
• Focus on Formative assessment for learning.
• Extensive use of Technology.
• Respect for diversity and local context in all curriculum, pedagogy and policy.
• Full equity and inclusion.
• Synergy in curriculum across all levels of education.
• Teachers and Faculty as the heart of the learning process – Recruitment, continuous professional development, positive working environments and service conditions for teachers
• “Light but Tight” Regulatory Framework to ensure integrity, transparency and resource efficiency through audit and public disclosure.
• Encouraging innovation of out of the box ideas through autonomy, good governance and empowerment.
•  Promoting outstanding Research
• Continuous review of progress based on regular assessment by educational experts.
• Instilling Indian Ethos, Indian culture and heritage, Ancient and Modern Culture and knowledge system and traditions.
• Education is a public service,  access to quality education must be considered a basic right of every child.
• Substantial Investment in a strong, vibrant, public education system as well as encouragement to private and community participation.

VISION

The NEP envisions our education system deep-rooted in Indian Ethos that contributes directly to transforming India sustainably into an equitable and vibrant knowledge society, by providing high quality education to all, and thereby making India a global knowledge superpower.

The vision of the policy is to instill among the learners a deep rooted pride in being Indian not only in thought, but also in spirit, intellect and deeds, as well as to develop knowledge, skills, values and dispositions that support responsible commitment to human rights, sustainable development and living and global wellbeing, thereby reflecting a truly global citizen.

Reforms in Structure and Curriculum of School Education.

• Renaming MHRD as Ministry of Education.
• NEP 2020 suggests slew of reforms to school education with a focus on flexibility of subjects, eliminating silos between streams of learning, achieving 100% GER in preschool to secondary level by 2030( present GER 6-8 grades 90.9%, 9-10 grades 79.3 % , 11- 12 grades 56.5%). ( As per 2017-18 survey, out of school children in the age group 6-17 years is 3.22 crore)

Change of Structure

Re-configured to make it responsive and relevant to developmental needs and context of children at different stages of their development.

NEP changes the existing 10+2 structure of school education to 5+3+3+4 covering children between ages of 3-18 years. This essentially brings into fold children of age group 3- 6 Years, who are not covered in the existing structure.

Foundational Level: Three years of Anganawadis or preschool + 2 years in primary schools (1- 2 grades) covering age groups 3 to 8 years.

Preparatory Level:Grades 3-5, covering age group 8 to 11 years.

Middle School Level:Grades 6-8,covering age groups 11 to 14 years.

Secondary Level: Grades 9-12, covering age group 14-18 years in two phases, grades 9 -10 in the first and grades 11-12 in the second.

Curriculum Content

• Foundational Level :Early Childhood Care and Education.

Aim: To attain optimal outcomes in the domain of physical and motor development, cognitive development, socio-emotional-ethical development, development of communication and early language, literacy and numeracy.

Curriculum:Flexible, Play based, activity based, inquiry based learning, comprising alphabets, languages, numbers, counting, colors, shapes, indoor and outdoor play, puzzles, logical thinking, problem solving, drawing, painting, visual art, craft, drama, stories, puppetry, music and management. Focus also on good behavior, courtesy, ethics, personal and public cleanliness, team work, social capacities.

NCERT will develop A National Curriculum and Pedagogical Frame work for ECCE – Reducing curriculum content, focus on critical thinking, analysis based learning.

Implementation.

Through standalone Anganawadis, Anganawadis co located with primary schools, preprimary schools, standalone preschools etc. Anganawadis shall be fully integrated into school complexes.

Recruitment . Specially trained ECCE teachers, Anganawadis workers with 10+2 and above qualification shall be given 6 month certificate program in ECCE, with lower qualification one year Diploma.

Preparatory Stage.

To attain Foundation literacy and numeracy at primary level by 2025 through National Mission for Foundational Literacy and numeracy. Building on play, discovery and activity based pedagogical and curricular style of foundation stage will begin to incorporate some light text books, Interactive classroom learning including reading, writing, speaking, physical education, arts, languages, science and mathematics.

High quality resources on Fundamental literacy and numeracy will be made available on the Digital Infrastructure for knowledge sharing (DIKSHA)

Middle School Level.

Building on pedagogical and curricular style of preparatory stage but with the Introduction of subjects, Life Science, Mathematics, Arts, Social Sciences, Humanities.Thrust on experiential learning (Project, Model making)

During 6-8standards, it is mandated that students have to choose a course called a fun course which will provide hands on experience of a number of important vocational crafts such as carpentry, metal work, gardening, pottery making etc. 10 days of bag less period proposed.

Secondary Stage.

Four years of multidisciplinary studies, subject oriented pedagogical and curricular style of middle stage with greater depth, critical thinking, greater attention to life aspirations, greater flexibility, student choice of subjects, including vocational subjects/skills – Cafeteria Approach.

Medium of Instruction.

Teaching in mother tongue / regional languages at school level.Wherever possible, medium of instruction until at least Grade 5, but preferably till Grade 8 and beyond, will be the home language / mother tongue / local language / Regional language. Thereafter, local language shall continue to be taught as a language  Three language formula shall continue.Children will be exposed to different languagesat an earlystage  starting from the foundational stage onwards.

  Languages to be taught in an enjoyable and interactive style, conversation, subsequently writing in mother tongue in the early years, reading and writing skills in other languages to be developed in Grade 3 and beyond.

Curriculum Design.

National curriculum Frame work for School Education 2020-21 will be taken up by NCERT.

Evaluation (Examination).

Thrust will be  on Formative Assessment (continuous evaluation).Board exams  are played down.                School exams  will be conducted in Grades 3, 5, 8.Board exams  will be conducted for Grades 10 and 12.   All students will be allowed to take board exams up to two occasions during any given school year, one main and one improvement.Redesigning the progress card for school based Assessment – multidimensional report which includes self-assessment, peer assessment, progress along with teacher assessment is a noteworthy changed suggested .

National Assessment Centre -PARAKH (Performance Assessment Review, Analysis of Knowledge for Holistic Development), a standard setting body sets up norms, standard and guidelines for student assessment and evaluation.

At the college level, National Testing Agency will do the job – conduct entrance exams twice a year for UG, graduate admissions and fellowships.

Teacher Education.The following are salient points as regards teacher education

• Teacher Education will be moved gradually by 2030, into multidisciplinary colleges and universities.
• By 2030, minimum qualification shall be 4 year integrated B.Ed. Course.
• 2 year B.Ed. also will be there for graduates in other disciplines.
• 1 year B.Ed. for those who have completed 4 year Bachelor’s degree or Master’s degree.
• B.Ed. will be available in open and Distance learning mode.
• Continuous professional development is mandatory, expected to participate in 50 hours of CPD every year.
• Principals and Leaders of school complexes have to undergo training in Management and Leadership skills.
• Merit and performance based promotions will be given due importance.
• Teacher Eligibility Test will be strengthened.
• A new National Curriculum Framework for Teacher Education (NCFTE) 2021 will be prepared by NCTE in consultation with NCERT.

Regulation.

Department of school Education which is the overall monitoring and policy making body for continual improvement.

• Directorate of School Education (DEO, BEO) will implement policies.
• State Schools Standards Authority is body which will work on  establishing  a minimal set of Standards
• Accreditation system / Self-Regulation is proposed to be introduced at the school levels
• SCERT looks into academic matters, academic standards, curriculum in state and also develop school quality Assessment and Accreditation Frame Work.

• Board of Assessment / Examination will continue function .

Other Key Aspects.

• Creation of school complexes   preferably in taluka headquarters  to facilitate sharing of physical and academic infrastructure by schools in the taluka
• Twinning of one private school with one public school.
• Open and Distance learning programs offered by National Institute of Open Schooling (NIOS) and state open schools will be expanded and strengthened to meet the needs of students unable to attend physical school.
• NIOS  to offer A,B,C levels equivalent to 3,5,8 Grades of the formal system and also secondary education programs equivalent to grades 10 and 12, besides vocational courses / programs / Adult literacy / Life enrichment programs.
• Constitution of Gender Inclusion Fund to promote girls’  education .
• Strengthening and Expansion of Kasturaba Gandhi BalikaVidyalayas.
• Opening of NCC wings in secondary and higher secondary schools.

Higher Education

Aim:

•  To develop good, thoughtful, well rounded and creative individuals.
• To develop character, ethical and constitutional values, intellectual curiosity, scientific temper, creativity, spirit of service and 21^st century capabilities across range of disciplines including Science, Social Science, Arts, Humanities, Languages, Professional, Technical and Vocational subjects.
•  To prepare students for more meaningful and satisfactory lives, work roles and enable economic independence.
•   To develop holistic individuals.

Major problems currently faced by HES.

1. Fragmented HE ecosystem.
2. Less emphasis on development of learning outcomes, focus on rote learning .
3. Rigidity in separation of disciplines.Lack of  inter or multidisciplinary approach
4. Early specialization, narrow areas of study.
5. Limited Access, GER –  All colleges to be encouraged to  become degree granting autonomous 26%.
6. Limited Teacher and Institutional Autonomy.
7. Inadequate Mechanisms for merit based career growth.
8. Lesser emphasis on research.
9. Suboptimal governance and leadership.
10. Ineffective regulatory system.
11. Large affiliating universities resulting in low standards of UG education.

The New Education  Policy envisages complete overhaul and re-energizing of HES.

Key changes proposed to the Existing systems and New proposals.

1. Proposed to move towards HES consisting of large, multidisciplinary universities and colleges with at least students’ strength of 3000, with at least one in or near every district.
2. Moving towards more multidisciplinary UG education.
3. Moving towards faculty and institutional autonomy.
4. Revamping curriculum, pedagogy, assessment and student support for enhanced student experiences – Learner centric Teaching -Learning process.
5. Reaffirming the integrity of faculty and institutional leadership through merit appointments and career progression based on performance.
6. Establishment of National Research Foundation to promote research in universities and colleges
7. Governance of HEIs by independent boards having academic and administrative autonomy.
8. “Light but Tight” regulation by a single regulatory for HE.
9. Increased access, equity and inclusion.
10. Thrust on online and open distance learning.
11. To increase GER from 26.3% to 50% by 2035.
12. To develop a large number of outstanding public institutions.
13. To phase out single stream HEIs over a period of time. 
14. To develop integrated HES including Professional and Vocational Education.
15. To categorise universities as  Research- intensive universities whose mandate is to focus on highly quality research, Teaching – intensive universities whose mandate is to focus  on teaching but still conduct significant research.

1. colleges by 2035.
2. To bring back Liberal Arts Education to Indian Education.      

To introduce creative combinations across disciplines for study, offering multiple entry and exit

points

1. To establish and strengthen Departments in Languages, Literature, Music, Philosophy, Arts, Indology, Dance, Theatre, Education, Maths, Statistics, Pure and Applied sciences, Sociology, Economics, Sports and such other subjects needed for multi-disciplinary in all HEIs.
2.  To introduce credit based courses in community engagement, environmental education etc. and value based education.
3. UG degree will be of either 3 or 4 year duration with multiple exit options. If a student exits after one year of study,he/she will be given certificate course, exits after two years of study , will be given Diploma certificate , exits after three years of study  will be given Bachelor’s degree. After four years , honours degree will be given 
4. Master’s program, 2 years with second year devoted for research for students with 3 years Bachelor’s program, one year for students with 4 year Bachelor’s program.
5. M.Phil. to be discontinued.
6. Setting up of model public universities on par with IITS and IIMS.
7. To focus on research and innovation, by setting up start up incubation centers, technology development centers etc.in universities and colleges
8. To lay emphasis on formative assessment.
9. To achieve the goal of internationalization at home.
10. To facilitate Research/Teaching collaboration and faculty/student exchanges with high quality foreign institutions.
11. To encourage high performing Indian Universities to setup campuses in other countries.
12. To facilitate selected universities in the world from among the top 100 universities to operate in India.
13. In every HEIs, counseling cells shall be set up to handle stress and emotional adjustments.
14. To provide access to latest educational technology in every classroom.
15. A fast track promotion system shall be in place for recognizing high impact research and contribution.
16. A system of multiple parameters for proper performance assessment shall be developed by HEIs – A part of the Institutional Development Plan.
17. All Ph.D. entrants will be required to take credit based course in teaching / education / pedagogy / writing relating to their chosen Ph.D. subject.

Vocational Education.

Vocational education is quite popular in other countries

For example , percentage of vocational is

         In India                                    < 5%

         USA                                           52%

         Germany                                  75%

         South Korea                             96%

1. Integration of vocational education program into mainstream education beginning with early ages of middle and secondary stages over the next decade is envisaged
2. To ensure that every child learns at least one vocation.   By 2025, at least 50% of the learners through school and higher education shall have exposure to vocational education.

Regulatory System.

Higher Education Commission of Indiais  at the top of the hierarchy . Under HEC, four verticals will function.

1. National Higher Education Regulatory council (NEHRC), common single point regulator for HE including TE, excluding medical and legal education. Light but Tight regulation is proposed .It will look into– good governance, public self-disclosures of all finances, audits, procedures, faculty / staff, course outcomes.
2. National Accreditation Council – Accreditation of institutions will be based on basic norms, public self-disclosures, good governance, outcomes.

 It will be carried out by independent ecosystem of accrediting institutions supervised and overseen by NAC.

3. Higher Education Grants Council. It will carry out funding and financing of HE.
4. General Education Council will frame expected learning outcomes for HE programs through National Higher Education Qualification Frame Work. GEC shall look into issues like credit transfer, equivalence etc.
5. Professional councils such as ICAR, Veterinary Council of India, NCTE, etc. will act as Professional Standard setting bodies – Design the curriculum, lay down academic standards, specify curriculum frame work.

Part III  Other key Area of Focus.

Professional Education becomes an integral part of the overall education system. Stand-alone universities shall aim to become multidisciplinary institutions.

Legal Educational Institutions   – to offer courses in  bilingual format

Technical Education includes degree, diploma programs in Engineering, Technology, Management, Architecture, Pharmacy, Mgt – to be offered with in multidisciplinary education institutions.

Adult Education and Life Long Learning

NCERT will develop curriculum to strengthen Adult education 

Part IV Making it happen

1. Strengthening Central Advisory Board of Education

CABE will be  responsible for developing, articulating, evaluating and revising the vision of education in the country on a continuous basis.

2. Financing.

Affordable and Quality Education for all. Current public expenditure on education in India is 4.43% of GDP, 10% of the total govtspending , recommended level 6% of GDP.

• Implementation

           MHRD, CABE, Union and State governments, Ministries, State Depts. of Education, Board, NIA, Regulatory bodies NCERT, SCERT,HEIs all have to work  through coherence in planning and synergy.

Policy initiatives to be implemented in a phased manner, prioritization, comprehensiveness, Joint monitoring by Central and State governments.

By 2030-40, the entire policy will be in the operational mode.