Agenda

● Vision and Key Principles

● Universal Access and Early Childhood Education
● How children will Learn - Curricular and Pedagogic structures
● Curriculum - Learning Outcomes - Competencies
● Schools - Complex - Accreditation
● Teachers - Education and Development
● NEP - New Features
● Key Focus Areas - Equity - Gender - Special Needs
● Goals and Implementation Plan
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Vision of the National Education Policy 2020

An education system that contributes to an equitable and

1
vibrant knowledge society, by providing high-quality
education to all

Develops a deep sense of respect towards the fundamental

2
rights, duties and Constitutional values, bonding with one’s
country, and a conscious awareness of one’s role and
responsibilities in a changing world

Instils skills, values, and dispositions that support responsible

3
commitment to human rights, sustainable development and
living, and global well-being, thereby reflecting a truly global
citizen

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Key Principles of NEP

- Respect for Diversity & Local Context

In all curriculum, pedagogy, and - Emphasize Conceptual
Understanding
policy.
Rather than rote learning and
learning-for-exams
- Equity & Inclusion
As the cornerstone of all
- Unique Capabilities
educational decisions.
Recognizing, identifying them
in each student.
- Community Participation
Encouragement and facilitation for
- Critical thinking and
philanthropic, private and community
Creativity
participation.
To encourage logical decision-
making and innovation
- Use of Technology
In teaching and learning, removing
- Continuous Review
language barriers, for Divyang students,
Based on sustained research
and in educational planning and
and regular assessment by
management.
educational experts.
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Universal Access to Early Childhood Care & Education (ECCE)

Universal Access
For children of 3-6 years: access to
free, safe, high quality ECCE at
Anganwadis/Pre-school/Balvatika

Multifaceted
Foundational Learning Curriculum Flexible, multi-level, play-based,
For age group of 3-8 divided in two parts: activity-based, and inquiry-
(i) From age 3-6 in ECCE and (ii) age 6 to based learning
8 in class I and II in primary school

Preparatory Class
Prior to the age of 5 every child will
move to a “Preparatory Class” or
“Balvatika” (that is, before Class 1)

Implementation to be jointly carried out by Ministries of HRD, Women and Child

Development (WCD), Health and Family Welfare (HFW), and Tribal Affairs
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Ensuring Universal Access to Education at all levels

Multiple Pathways Bring Back Drop-outs

Multiple pathways to To bring drop out children
learning; involving both back to school
formal and non-formal
education modes

Build Schools
Alternative Centers
Promoting both governments
Alternative and innovative
and non-governmental
education centers
philanthropic organizations To ensure access and
to build schools opportunity to all
children

Learning Outcomes Peer Tutoring

Focus will be on achieving Suitable for all categories
desired learning outcomes business and personal
at all levels presentation

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Expected Outcomes

● Universalisation of Access – from ECCE to Secondary

● Ensure equity and inclusion
● Bring back 2 crores out-of-school children
● Attain SDG goals of retaining all children in schools until completion of secondary education
● Improve Quality and achievement of learning outcomes – Foundational Literacy & Numeracy (FLN)
● Focus on 21st century skills in teaching, learning and assessment
● Resource sharing- School complexes
● Effective Governance - separation of powers and common norms
● Overcoming the language barrier in learning
● Common standards for public and private school education

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How children will learn ?

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Transforming Curricular & Pedagogical Structure

Existing Academic Structure New Academic 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
2 Years 4 Years
(Age 16-18)
(Class 9 to 12)
(Age 14-18) • Secondary Stage(4) multidisciplinary
study, greater critical thinking, flexibility
and student choice of subjects

Middle
3 Years
(Class 6 to 8)
(Age 11-14)
• Middle Stage (3) experiential learning
10 Years
in the sciences, mathematics, arts,

Preparatory
(Ages 6-16)
social sciences, and humanities
3 Years
(Class 3 to 5)
(Age 8-11) • Preparatory Stage (3) play, discovery,
and activity-based and interactive
2 years

Foundational
(Class 1 & 2) (Ages 6-8) classroom learning
....................................
3 years • Foundational stage (5) multilevel,
(Anganwadi/ pre-
school/Balvatika) play/activity-based learning
(Ages 3-6)
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ECCE Framework
NCPFECE Multi-faceted Framework
National Curricular and Comprising of alphabets,
Pedagogical Framework for languages, numbers,
Early Childhood Education counting, colours, shapes,
(NCPFECE) will be drafted by indoor and outdoor play,
NCERT puzzles and logical thinking,
problem-solving, drawing,
painting and other visual art,
craft, drama and puppetry,
music and movement

Research and Best

Practices School Preparation
Module
NCPFECE will be aligned with
the latest research on ECCE, A 3-month play-based
and national and ‘school preparation module’
international best practices for all Grade 1 students to be
developed by NCERT
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Early Childhood Education: Learning in the Formative Years

Developing curiosity Teamwork &

Collaboration

Logical Thinking & Play-based & Discovery-

Problem Solving based learning

Arts, crafts and Music Ethics

Relationship with Nature Self-Identity

Colours, Shapes, Alphabets Etiquette, Behaviour and

& Numbers Emotional Development

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Attainment of Foundational Literacy And Numeracy by Grade 3 in Mission mode

Early Learning 3-month Play based School

Focus on early reading, writing &
Book Promotion 3-month play-based school
mathematics preparation module’ for all Grade
National Book Promotion Policy 1 students
will be formulated and public and
school libraries will be expanded National Repository

National Mission National Repository -High Quality

Teaching and Learning
National Mission on Foundational Resources on DIKSHA
Literacy and Numeracy

Libraries
Foundational Skills
Universal acquisition of School libraries, including
foundational learning skills digital libraries to be leveraged
FLN by
Grade 3

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Curriculum

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Core Essentials Critical Thinking Interactive Classes Experiential Learning

Curriculum in all subjects Focus on critical thinking, Interactive teaching with Fun, creative, collaborative,
to be reduced to its core inquiry, discovery, reduced dependency on and exploratory activities in
essentials discussion and analysis- textbook learning; classroom for experiential
based teaching and Questions from students learning and deeper student
learning methods for will be promoted learning
holistic education
● Curriculum and pedagogy to be transformed by 2022 to promote skill based and minimize rote based
learning
● Revision of NCF for school education and NCF for teacher education 2009 by 2021
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Focus on LOs, Competencies and subject - integration

Competency based education Integration of subjects Development of scientific temper

Modules on preparing and implementing Through arts integrated, sports integrated, Development of scientific temper and
pedagogical plans based on competency and ICT integrated and storytelling based inculcation of knowledge and practice of
outcome-based education for school leaders pedagogy among others as standard human and constitutional values such as
pedagogy patriotism, sacrifice, non-violence, truth,
honesty, peace etc.

NO SILOS among subjects/learning Emphasis on Digital literacy Promotion of multi-lingual teaching

NO hard separation between:
• curricular/co-curricular/extra-curricular; Emphasis on digital literacy, coding and Promoting states to enter into
• academic/vocational; computational thinking, ethical and bilateral agreements with nearby
• science/humanities; moral reasoning states to hire language teachers
• sports/art/academics
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Mental and physical health and well-being:

Mandatory for students to acquire skills in: health and nutrition; physical education, fitness, wellness, and sports

Health check ups Hiring counsellors in school complexes

Annual health check up for all State governments will be encouraged to hire
students adequate number of counsellors and teachers (to be
shared across school complex)

Reduce weight of school bags

Focus on children with disability
Reduced weight of school bags and
Differentiated interventions and suitable
textbooks through suitable changes in
infrastructure development at schools to make
curriculum and pedagogy
access easier for children with disability

Mandatory skills : Health and Wellness

-Mandatory skills to be imbibed by all Inclusive and caring culture at school
students - health, nutrition, physical The role and expectations of principal and
education, fitness, wellness, sports. In teachers will explicitly include developing a caring
addition- Basic training in preventive and inclusive culture at school
health care, mental health, first aid,
personal and public hygiene will be
included in the curriculum
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Experiential Learning Equal Weightage

● Focus on experiential, inquiry ● No hard separation between curricular,
and discovery based teaching co-curricular and extra curricular area.
learning methods
● Freedom of choosing a variety of
subject combination to be provided

Integrated Pedagogy Bagless Days

● Arts, sports, and story-telling
and ICT-integrated pedagogy ● Bagless days to be scheduled in
academic calendar

Promotion of peer tutoring Use and integration of

● Promoting peer tutoring as technology
voluntary and joyful activity under ● Integration of technology enabled
the supervision of teachers pedagogy in classes 6-12

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Textbook with local content and flavour

All textbooks to contain only States to prepare their own

essential core material while curricula and textbooks based
capturing any desired on NCERT curriculum and
nuances and supplementary textbooks, incorporating State
material as per local contexts flavour and material as needed
and needs

Affordable, high-quality and Concerted efforts, through

energised textbooks to be suitable changes in curriculum
provided along with free and pedagogy to significantly
digital version on DIKSHA reduce the weight of school
Platform bags and textbooks

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India’s future and India’s leadership role in upcoming fields

Computational thinking Computational thinking

Increased emphasis on mathematics and Activities involving coding will be introduced in

computational thinking throughout the school Middle Stage
years

Mathematical thinking and problem solving

Including contemporary subjects in schools
Inculcate mathematical thinking and problem Teaching of contemporary subjects at middle and
solving through a variety of innovative methods, secondary stages: Artificial Intelligence, Design
including the regular use of puzzles and games Thinking, Holistic Health, Organic Living,
Environmental Education, Global Citizenship
Education (GCED)

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Knowledge of India
Video documentaries on inspirational luminaries of India, Will be incorporated in an accurate and scientific
in science and beyond. manner wherever relevant.
Students will be given a logical framework for making Indian Knowledge Systems, including tribal knowledge
ethical decisions at a young age. and indigenous and traditional ways of learning, will
In later years, expanded along themes of cheating, be covered.
violence, plagiarism, littering, tolerance, equality, empathy. Specific courses in tribal ethno-medicinal practices,
forest management, traditional (organic) crop
Traditional Indian values and all basic human and cultivation, natural farming, etc. will also be made
Constitutional values will be developed in all students. available.

Excerpts from the Indian Constitution will also be Curriculum to include knowledge from ancient India to
considered essential reading for all students. modern India as well as future aspirations.

Basic training in health, mental health, good nutrition, Scientific explanations of the detrimental and
personal and public hygiene, disaster response and first- damaging effects of alcohol, tobacco, and other drugs
aid will also be included. will be part of curriculum.

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Examinations in grades 1 to 8

Moving away from rote learning

Key stage assessments Assessment of core concepts and knowledge,
Census assessments at key stage in classes 3, 5 higher-order skills and its application in real-life
and 8 to track achievement situations. Moving away from rote learning.

Results of school examinations

Achievement of critical LOs
Testing to focus on achievement of essential The results of school examinations will be used
learning outcomes only for developmental purposes and for
continuous monitoring and improvement of the
schooling system

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Reforming examinations in grades 9 to 12 including board exams

Board exams will be made ‘easier’, as Teachers to be prepared for a

they will test primarily core transformation in the assessment system by
capacities/competencies the 2022-23 academic session

Viable models to be explored:

Each School Board shall ensure equivalence
annual/semester/modular Exams; two
of academic standards in learner’s
parts exams - objective type and
attainments
descriptive type.

Guidelines will be prepared by NCERT,

Standards, norms and guidelines for School
in consultation with SCERTs, Boards of
Boards through PARAKH National Center
Assessment (BoAs), and PARAKH

Beginning with Mathematics, all subjects could be offered at two levels

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Transforming the culture of assessment

Continuous tracking of learning National Assessment Centre

outcomes of each child will help in bringing greater
synergy in board exams
Board exams to be conducted by various Boards of
more flexible, with Assessments
assessment of
essential skills
Self Assessment and Peer
Assessment to focus Assessment
on core concepts,
higher order and
foundational skills The National Testing
Agency (NTA) will work to
offer a high-quality
AI-based software to common aptitude test, to
help track the progress of eliminate the need for
the Students to enable taking coaching for these
them to make optimal exams
career choices.

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Holistic Progress Card

States/UTs to redesign Progress Cards in Progress in project-based and inquiry-

schools to make them holistic, 360-degree, based learning, quizzes, role plays, group
multidimensional report work, portfolios, etc., to be included in
report cards

Progress card will include self-assessment, The holistic progress card will actively
peer assessment, and teacher assessment involve parents in their children’s education
and development.

Cards to reflect the progress and AI-based software to be developed to help

uniqueness of learner in the cognitive, track growth through school years and to
affective, socio-emotional, and psychomotor help students make optimal career
domains choices.

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Multilingualism and the Power of Language Learning

● Medium of instruction uptil grade 5, and

preferably till Grade 8 and beyond, will be
home language/ mother-tongue/ local
language

● ‘The Languages of India’ a fun project/

activity on to be taken by every student

● Three languages to be taught will be

decided by state/UT

● All classical languages will be widely

available in schools as options
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Schools

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School Complexes/Clusters
Sharing
Resources Governance
Enable sharing of Effective
human & governance of
infrastructural schools
resources
Efficiency Integration

Efficient Better integration of

expedition and education across all
resourcing for levels through
schools through connected schools
building school and shared teachers
complexes and resources

Bal Bhavan Samajik Chetna Kendras Planning Pairing Schools

Strengthening/setting-up of Unutilized capacity of schools Development of Twinning/pairing
Bal Bhavan for children of to be used as Samajik Chetna short-term and of one government
all age group to partake in Kendra to promote social, long-term plans school with one
art-related, career-related, intellectual, and voluntary (SDPs) private school
and play-related activities activities across the country
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Standard-setting and Accreditation ✔Public and private schools (except the

4 Central Government schools) will be assessed
and accredited on common minimum criteria
✔To ensure all schools follow
2 certain minimal professional and
✔Private/philanthropic schools to be
quality standards encouraged and enabled to play a beneficial
role.

1
✔Development of School Quality Assessment
✔Setting up State School Standards
Authority(SSSA) 3 and Accreditation Framework (SQAAF) by
SCERT & NCERT

✔Self-disclosure of all the basic ✔Periodic ‘health check-up’ of the overall

regulatory information of all schools at system through a sample-based National
SSSA and School website Achievement Survey (NAS)
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Teachers

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4 year 2 year B.Ed

Integrated 1 year B.Ed
B.Ed

Minimum degree For applicants with an For those who have

qualification for teaching existing Bachelor’s completed the equivalent
that includes student- Degrees in other of 4-year multidisciplinary
teaching at local schools, Bachelor’s Degrees or
specialized subjects
by 2030
have obtained a Master’s
degree in a specialty

Teacher education will gradually be moved by 2030 into multidisciplinary colleges and universities

Multidisciplinary higher education institutions offering the 4-year in-class integrated B.Ed.
programme to also provide blended and or ODL mode of teaching to students in remote areas.
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4 year 2 year B.Ed

Integrated 1 year B.Ed
B.Ed

Minimum degree For applicants with an For those who have

qualification for teaching existing Bachelor’s completed the equivalent
that includes student- Degrees in other of 4-year multidisciplinary
teaching at local schools, Bachelor’s Degrees or
specialized subjects
by 2030
have obtained a Master’s
degree in a specialty

All B.Ed. programmes will include training in time-tested techniques in pedagogy, multi-level teaching and
evaluation, teaching children with disabilities, teaching children with special interests or talents, use of
educational technology, and learner-centered and collaborative learning
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4 year 2 year B.Ed

Integrated 1 year B.Ed
B.Ed

Minimum degree For applicants with an For those who have

qualification for teaching existing Bachelor’s completed the equivalent
that includes student- Degrees in other of 4-year multidisciplinary
teaching at local schools, Bachelor’s Degrees or
specialized subjects
by 2030
have obtained a Master’s
degree in a specialty

Shorter local teacher education programmes to be available at BITEs, DIETs, or at school complexes for
eminent local persons who can be hired to teach at schools as ‘master instructors’, for promoting local
professions, knowledge, and skills, e.g., local art, music, agriculture, business, sports, carpentry, and other
vocational crafts
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Improving Teacher Education

All teacher education
programmes to be Stringent action against
conducted within substandard stand-alone
composite Teacher Education
multidisciplinary Institutions (TEIs).
institutions.
National Higher Education
New and
Regulatory Council (NHERC), to
comprehensive National function as single point regulator
NTA testing for
Curriculum Framework
admission to B.Ed. for higher education sector
for Teacher Education including teacher education
(by 2021)

Setting-up of National
Mission for Mentoring
Only educationally-
with a large pool of
sound, multidisciplinary,
outstanding
and integrated teacher Teacher Eligibility Tests
senior/retired faculty
education programmes Merit based (TETs) at all stages will
to be made available scholarships for 4 year be strengthened
B.Ed. Integrated

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Strengthening TETs Transparent transfer system

Teacher Eligibility Tests (TETs) for all teachers
01
Online computerized system for teacher
across Foundational, Preparatory, Middle and transfers to ensure transparency
Secondary stage in both public and private
schools
02
Test score and demonstration - part of
recruitment
Tech based planning for teacher recruitment Subject score from TET or NTA tests and
03 classroom demonstration to be taken
Technology-based planning and forecasting of into account for recruitment of subject
teacher-requirement to assess expected teachers
04
subject-wise teacher vacancies over next two
decades
Restructuring of NCTE
05
Certificate Courses NCTE to be restructured as a
Developing specialization for subject or Professional Standard Setting Body
generalist teachers, teaching children with (PSSB) under General Education Council
06
disabilities / Divyang children, during pre-service (GEC)
teacher preparation with synergy between NCTE
and RCI
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Empowering Teachers

A technology-based comprehensive teacher-requirement

planning forecasting exercise to be conducted by each State.

Teachers to have more autonomy in choosing aspects of

pedagogy in classroom teaching

Career growth to be available for teachers within a single

school stage i.e., Foundational, Preparatory, Middle, or
Secondary

Academic leadership positions to be made available for

teachers.

National Professional Standards for Teachers (NPST) by 2022

Teacher Professional Development

● Merit based tenure track system
● Min. 50 hours of Continuous Professional
Development (CPD)
Improving Service Environment through better
infrastructure at school

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School Leadership

Necessary facilities for the initial

professional preparation of these CPD opportunities will, in particular,
educators and their Continuous systematically cover the latest
Professional Development (CPD) pedagogies

At least 50 hours of CPD for Ample opportunity to get upskilled on latest pedagogy
teachers based on their own related to foundational literacy and numeracy, formative and
interest and professional adaptive assessment of learning outcomes, individualised
areas and competency-based learning and related pedagogies

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Key Focus Areas

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Focus on Socio-Economically Disadvantaged Groups (SEDGs)

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), and
● 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 focused attention for reducing each of the
category-wise gaps in school education.
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Ensuring Equity

Interventions SEZs
The critical problems and Large populations from SEDGs
recommendations regarding ECCE, to be declared Special
foundational literacy and numeracy, Education Zones (SEZs) Fee Waivers
access, enrolment and attendance will
Fee waivers and scholarships will be
be targeted in a concerted way for
offered to meritorious students from all
Socio=Economically Disadvantaged
groups - SEDGs. SEDGs on a larger scale

Special Mechanisms
Counsellors
Special mechanisms for children
belonging to tribal groups to Recruitment of counsellors in
receive quality education schools

Learning Outcomes Additional Schools

Focus on attainment of Setting-up of additional JNVs
learning outcomes of children and KVS in aspirational
belonging to SC/ST/OBC districts/SEZs
EQUITY

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Gender
Gender Inclusion Fund
Gender-Inclusion Fund for female and
transgender students

Safety and Rights Bridging Gender Gap

Careful attention to safety and Focus on bridging the Gender Gap
rights of all children particularly girls and provide equal opportunities to
to retain them in school all.

Policies targeted for Girls

KGBVs
Thrust on designing policies and
Strengthening and extension of schemes targeted towards female
KGBVs up to grade 12 students in the SEDGs

Gender Sensitivity
‘Gender Sensitivity’ to be an integral
part of curriculum
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Supporting Children with Special Needs (CWSN)

Enabling Mechanisms
01 Enabling mechanisms for CWSN or
Divyang to receive quality education
Regular Schooling
Children with special needs will be
integrated in the regular schooling 02
process from elementary to higher Assistive Devices and Orientation to Parents
education levels
03 Technology enabled assistive
devices/tool for CWSN and orientation of
Modules the tools/devices for parents/caregivers
NIOS will develop high-quality modules 04
to teach Indian Sign Language

Alternative Schools
05
Alternative forms of schools will be
Certificate Courses encouraged to preserve the alternative
pedagogical styles
Certificate courses for pre-service and 06
in-service teachers to become special
educators

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Integrating Vocational Education at All Levels
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LokVidya
Practice Based Curriculum 01
‘LokVidya’, knowledge developed in
A practice-based curriculum for Grades India, will be made accessible to
6-8 to be appropriately designed students
02
Skill Gap Analysis
Focus areas based on skills gap Skills Framework
03
analysis and mapping of local National Skills Qualifications Framework
opportunities will be detailed further for each
04 discipline vocation / profession
Open Distance Learning Mode
Courses to be offered through Open
and Distance Learning (ODL) mode. 05 Vocational Crafts
All students of grades 6-8 will intern with
Exposure to vocational education local vocational experts such as
06 carpenters, gardeners, potters, artists,
By 2025, at least 50% of learners shall etc. to develop a vocational craft
have exposure to vocational education

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Setting up of PARAKH
Assessments

PARAKH
Shift towards competency based assessments
Setting-up of National Center for Performance
Assessment, Review and Analysis of Knowledge
for Holistic development (PARAKH) 21st Century Skills

Promoting critical and creative thinking aligned

to the 21st century in classrooms

Objectives of PARAKH

● Setting norms, standards and guidelines for assessment and evaluation

● Guiding the State Achievement Survey (SAS)
● Conducting the National Achievement Survey (NAS)
● Monitoring achievement of Learning Outcomes in the country

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Support For Gifted Students / Students With Special Talents

Encourage gifted/talented students

Efforts for interventions in rural areas
Pursue realm beyond the general school
and in regional languages to ensure
curriculum
widespread participation

Project-based clubs to be
encouraged and supported and Extensive use of technology to
supported at all levels in schools encourage talented/gifted children

Olympiads and competitions in NCERT and NCTE will develop

various subjects to be conducted guidelines for the education of
across the country gifted children

B.Ed. Programmes to allow

specialisation in education of gifted
children

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Online and Digital Education

Inclusion and Access Digital Platforms
Enhance Educational Access To
Digital platforms and ongoing ICT-
Disadvantaged Groups including
based educational initiatives to be
Divyang students
optimized and expanded

Blended Learning Pilot Studies

Emphasis on effective models of
blended learning A series of pilot studies to be
conducted

Content Creation Expansion of Platforms

Content creation, digital repository,
Expansion of existing e-learning
and dissemination. Technology
platforms - DIKSHA, SWAYAM, etc.
Integration In Teaching, Learning &
Assessment

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Adult Education and Lifelong Learning

Innovative Initiatives
Innovative initiatives for adults with the
help of community participation and
technology integration The Adult Education Curriculum
To Include Following Five Types Of
Integration with HEIs Programme:
Integration of Adult Education
Centres (AECs ) with HEIs and other A. Foundational Literacy And
Numeracy
public institutions
B. Critical Life Skills
Technology Based Options
C. Vocational Skills Development
Technology-based high quality options for
adult learning such as apps, online D. Basic Education
courses/modules, satellite-based TV
channels E. Continuing Education

Online Books
Online books, ICT-equipped libraries,
Adult Education Centres, etc. to be
developed through government and
philanthropic initiatives
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Goals & Timelines

for the implementation

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Timeline for Implementation of ECE and new Assessment pattern

Initiating implementation Expansion of 1 year of

of 1 year of pre-primary pre-primary school
Early Childhood school and 3-month through primary
Education preparatory module for schools and
Class -1 students Anganwadis
( Phase 1) (Phase 2)
2021-22 2022-23 2023-24 2024-25 2025-26

Implementation of Class Class Class Class

new curriculum 9th 10th 11th 12th
and assessment

New Board Exam pattern for

Class 12th

New Board Exam pattern for

Class 10th
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Timelines for Implementation in NEP 2020

Policy is fully
Attaining universal foundational Universal provisioning of
Formulation National operational following
literacy and numeracy in all quality early childhood
Curricular Framework for this a comprehensive
primary schools for all learners development, care
School Education (NCFSE) review will be
by grade 3
undertaken

2021-22 2022-23 2023-24 2024-25 2025-26 2026-27 2027-28 2028-29 2029-30 2040

National A common guiding set of State/UT governments to Teacher education will

Curriculum National Professional optimize resources through gradually be moved into
Framework Standards for Teachers mechanisms to group or multidisciplinary colleges and
for Teacher (NPST) rationalize schools, such as, universities, with minimum
Education school complexes deg. qualification 4-year B.Ed.

Teachers prepared for a At least 50% of learners Only educationally sound, multidisciplinary, and
transformation in the exposed to vocational integrated teacher education programmes shall
assessment system education in the school and be in force and all TEIs will be converted into
higher education system multi-disciplinary institutes
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New Features of the Policy

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New Features (1/3)

Preparation for Schooling and Elementary Schooling Level
● ECCE for all by 2030: National Curriculum Framework for ECCE
1 ● Achieve 100% Gross Enrolment Ratio in school education by 2030
● Preparatory class/Balvatika for 5-6 year old children in Anganwadis/pre-schools
● School Preparation module for all class 1 entrants
● National Foundational Literacy and Numeracy Mission
● Setup of Bal Bhavans

School Infrastructure and Resources

2 ● Special Education Zones (SEZ)
● Utilize unused capacity of schools as Samajik Chetna Kendras
● School complex/clusters for resource sharing

Holistic Development of the Student

● No hard separation of curricular, extra and co-curricular, arts and science, sports and vocational
crafts. Curriculum to integrate Indian culture and ethos
3 ● Innovative pedagogies to be explored such as experiential teaching/learning methods
● Book promotion policy and digital libraries
● Holistic Report card – use AI for identifying specific aptitude of child
● Vocational education integration from primary grades and a ten days (no bag days) internship with
local trades/craftsperson for Grades 6-8
● Lok Vidya – local artists as master instructors in schools
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New Features (2/3)

Inclusivity
● Gender Inclusion Fund; KGBVs upto class 12
4 ● Special provisions for Gifted children
● Adult Education (AE) to focus upon technology based solutions; NCF for AE to be developed
● NIOS to expand to include vocational courses and courses for grades 3, 5 and 8
● Medium of instruction will be in the mother tongue/local language till Grade 5 (atleast)

Assessments
5 ● National Assessment Center for Performance Assessment, Review and Analysis of Knowledge for Holistic
development – PARAKH
● Exams in Grades 3, 5 and 8 , in addition to Board exams in Grades 10 and 12
● Board exams: Modular, low stakes, based on conceptual knowledge and its application

Curriculum and Pedagogical Framework

6 ● New curricular and pedagogical framework of 5+3+3+4
● Reduction in curriculum to core concepts
● Identification of life skills to be attained in each grade as a part of NCF
● Alternative model of schools to be encouraged to adopt NCF
● ICT integration in teaching and learning methodologies
● Tracking students as well as their learning levels; universalisation of secondary education
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New Features (3/3)

Teacher Recruitments/ Teacher Education
● Minimum qualification degree for teaching will be a 4-year integrated B.Ed. degree by 2030
● Teacher recruitment based on TET, NTA test and teaching demonstration; TET mandatory for teaching
● Minimum 50 hours of in-service training per teacher/year
● National Professional Standards for Teachers (NPST) by 2022
7 ● IT and data based predictive planning for requirement of students in TEIs; TEIs to move to
multidisciplinary colleges and universities by 2030
● Stringent action on non-performing TEIs
● Mandatory for every PhD student to do a module on teacher education

Role of Government Departments/Bodies/Institutions

● State Department to look after policy making; Directorate of Education to look after operations, SCERT to
look after academics and State School Standards Authority to set minimum common standards for
online self-disclosure by all public and private schools
8 ● Random sampling of students for continuous online feedback on self-disclosure by schools
● Engagement of social workers, alumni, retired teachers and volunteers with schools
● Strengthening the Central Advisory Board of Education (CABE) for developing, articulating, evaluating and
revising the vision of education on a continuous basis in collaboration with MHRD and corresponding
apex bodies of States
● Its desirable that Ministry of Human Resource Development MHRD) be re-designated as Ministry of
Education (MoE) to bring the focus back on education and learning
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Thank you.

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