Agend

a
● 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
Vision of the National
Education Policy 2020

An education system that contributes to an

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

Develops a deep sense of respect towards the

2
fundamental 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
3
responsible commitment to human rights,
sustainable development and living, and global well-
being, thereby reflecting a truly global citizen
 Key Principles
of NEP
- Respect for Diversity &
- Emphasize
Local Context In all
Conceptual
curriculum, pedagogy, and policy.
Understanding
Rather than rote
- Equity & Inclusion
learning and learning-
As the cornerstone
for-exams
of all educational
decisions.
- Unique Capabilities
Recognizing, identifying
- Community Participation
them in each student.
Encouragement and facilitation
for philanthropic, private and
- Critical
community participation.
thinking and
Creativity
- Use of Technology
To encourage logical
In teaching and learning,
decision- making and
removing language barriers, for
innovation
Divyang students, and in
educational planning and
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 Flexible, multi-level, play-
Curriculum based, activity-based, and
For age group of 3-8 divided in inquiry- based learning
two parts:
(i) From age 3-6 in ECCE and (ii)
age 6 to
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

Ensuring Universal Access to
Education at all levels
Multiple Bring Back Drop-
Pathways outs
Multiple pathways
To bring drop out
to learning;
children back to
involving both school
formal and non-
formal education
modes
Build Schools
Alternative
Promoting both Centers Alternative
governments and non-
and innovative
governmental To ensure
education centers
philanthropic access and
organizations to build opportunity to
schools all children

Learning Peer Tutoring

Outcomes Focus Suitable for all
will be on achieving categories business
desired learning and personal
outcomes at all levels presentation
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
How children will
learn ?
Transforming Curricular &
Pedagogical Structure
Existing Academic New Academic New pedagogical and
Structure Structure curricular structure of
school education (5+3+3+4):
3 years in Anganwadi/pre-

Second
2 Years
(Age 16-18)
4 Years school and 12 years in

ary
(Class 9 to 12)
(Age 14-18)
school

• Secondary Stage(4)

Midd
3 Years multidisciplinary study, greater

le
(Class 6 to 8) critical thinking, flexibility and
(Age 11-14)
10 Years student choice of subjects

Prepara
(Ages 6-16)
3 Years

tory
(Class 3 to 5)
• Middle Stage (3)
(Age 8-11) experiential learning in the
sciences, mathematics, arts,
2 years social sciences, and humanities

Foundati
(Class 1 & 2) (Ages 6-
8)

onal
..................................
..
• Preparatory Stage (3) play,
3 years discovery, and activity-based
(Anganwadi/
pre-
and interactive classroom
ECCE
Framework
NCPFECE Multi-faceted
National Curricular and Framework
Pedagogical Framework
Comprising of
for Early Childhood
alphabets, languages,
Education (NCPFECE)
numbers, counting,
will be drafted by
colours, shapes, indoor
NCERT
and outdoor play,
puzzles and logical
thinking, problem-
solving, drawing,
painting and other
Research and visual art, craft, drama
Best and puppetry, music
Practices and movement
NCPFECE will be aligned
with the latest research School
on ECCE, and national
and international best
Preparation
Early Childhood Education: Learning in
the Formative Years
Developing Teamwork
curiosity &
Collaborati
on
Logical Play-based &
Thinking & Discovery- based
Problem learning
Solving

Arts, crafts and Ethic

Music s

Relationship with Self-

Nature Identity

Colours, Shapes, Etiquette, Behaviour

Alphabets & Numbers and Emotional
Development
 Attainment of Foundational Literacy And Numeracy by
Grade 3 in Mission mode
Early 3-month Play based School
Learning
Focus on early reading,
Book Promotion 3-month play-based school
writing & mathematics preparation module’ for all
National Book Promotion Grade 1 students
Policy will be formulated and
public and school libraries Na
will be expanded tio
National Mission na
l
National Mission on
Foundational Literacy and
Re
Numeracy po
sit
or
Foundational Skills y
Universal acquisition of
National Repository -High
foundational learning FLN
Quality Teaching and
skills by Learning Resources on
Grad DIKSHA
e3
Curriculu
m
Reduction in
Curriculum

Core Essentials Critical Thinking Interactive Experiential

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

Competency based Integration of Development of

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

NO SILOS among Emphasis on Digital Promotion of multi-

subjects/learning literacy lingual teaching
NO hard separation between:
• curricular/co-curricular/extra- Emphasis on digital literacy, Promoting states to enter
curricular; coding and computational into bilateral agreements
• academic/vocational; thinking, ethical and moral with nearby states to hire
• science/humanities; reasoning language teachers
• sports/art/academics
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 Hiring counsellors in school

ups complexes State governments will be
Annual health check up encouraged to hire adequate number of
for all students counsellors and teachers (to be shared
across school complex)
Reduce weight of
school bags Focus on children with
disability Differentiated
Reduced weight of school bags
interventions and suitable infrastructure
and textbooks through suitable
development at schools to make
changes in curriculum and access easier for children with
pedagogy
Mandatory skills : Health disability
and Wellness Inclusive and caring culture
at school
-Mandatory skills to be imbibed
The role and expectations of principal and
by all students - health, nutrition, teachers will explicitly include developing a
physical education, fitness, caring and inclusive culture at school
wellness, sports. In addition-
Basic training in preventive
health care, mental health, first
 Innovative Pedagogy: Transforming
teaching learning process

Experiential Equal Weightage

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

Integrated Bagless Days

Pedagogy ● Bagless days to be
● Arts, sports, and story- scheduled in academic
telling and ICT- calendar
integrated pedagogy
Promotion of peer Use and
tutoring integration of
● Promoting peer tutoring as technology
voluntary and joyful activity ● Integration of technology
under the supervision of enabled pedagogy in
teachers classes 6-12
Textbook with local content
and flavour

All textbooks to contain States to prepare

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

Affordable, high-quality Concerted efforts, through

and energised suitable changes in
textbooks to be curriculum and pedagogy
provided along with to significantly reduce
free digital the weight of school
version on DIKSHA bags and textbooks
Platform
India’s future and India’s leadership role
in upcoming fields

Computational Computational
thinking thinking
Increased emphasis on mathematics Activities involving coding will be
and computational thinking throughout introduced in Middle Stage
the school years

Mathematical thinking and

problem solving Including contemporary
subjects in schools
Inculcate mathematical thinking and Teaching of contemporary subjects at
problem solving through a variety of middle and secondary stages: Artificial
innovative methods, including the Intelligence, Design Thinking, Holistic
regular use of puzzles and games Health, Organic Living, Environmental
Education, Global Citizenship Education
(GCED)
Knowledge
of India
Video documentaries on inspirational luminaries Will be incorporated in an accurate and
of India, in science and beyond. scientific manner wherever
relevant.
Students will be given a logical framework Indian Knowledge Systems, including tribal
for making ethical decisions at a young knowledge and indigenous and
age. traditional ways of learning, will be
In later years, expanded along themes of
cheating, violence, plagiarism, littering, tolerance, covered.
Specific courses in tribal ethno-medicinal
equality, empathy. practices, forest management, traditional
Traditional Indian values and all basic (organic) crop cultivation, natural farming,
human and Constitutional values will be etc. will also be made available.
developed in all students.
Excerpts from the Indian Constitution will Curriculum to include knowledge from ancient
also be considered essential reading India to modern India as well as future
for all students. aspirations.
Basic training in health, mental health, good Scientific explanations of the detrimental and
nutrition, personal and public hygiene, disaster damaging effects of alcohol, tobacco, and
response and first- aid will also be included. other drugs will be part of curriculum.
Examinations in
grades 1 to 8
Moving away from
rote learning
Key stage
assessments Assessment of core concepts and
Census assessments at key stage in knowledge, higher-order skills and its
classes 3, 5 and 8 to track achievement application in real-life situations. Moving
away from rote learning.

Results of school
Achievement of critical
examinations
LOs
Testing to focus on achievement of The results of school examinations will
essential learning outcomes be used only for developmental
purposes and for continuous monitoring
and improvement of the schooling
system
Reforming examinations in grades 9 to 12
including board exams

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

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

Viable models to be explored:

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

Guidelines will be prepared by

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

Beginning with Mathematics, all subjects could be offered at two

levels
Transforming the culture of
assessment

Continuous tracking National Assessment

of learning outcomes of Centre will help in
each child bringing greater synergy
Board exams in board exams conducted
to be more by various Boards of
flexible, with Assessments
assessment of
essential skills Self Assessment
Assessment to and Peer
focus on core Assessment
concepts, higher
order and The National
foundational skills Testing Agency
(NTA) will work to
AI-based offer a high-quality
software to help common aptitude test,
track the progress of to eliminate the need
the Students to for taking coaching
enable them to make for these exams
optimal career
Holistic
Progress Card
States/UTs to redesign Progress Progress in project-based and
Cards in schools to make them inquiry- based learning, quizzes,
holistic, 360-degree, role plays, group work, portfolios,
multidimensional report etc., to be included in report cards

The holistic progress card will

Progress card will include self- actively
assessment, involve parents in their children’s
peer assessment, and teacher education
assessment and development.
Cards to reflect the progress and
uniqueness of learner in the cognitive,
affective, socio-emotional, and AI-based software to be developed
psychomotor domains to help track growth through school
years and to help students make
optimal career choices.
 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
Scho
ols
School
Complexes/Clusters Sharin
g Governa
Resour nce
ces Effective
Enable sharing governance
of human & of schools
infrastructural Integration
resources
Better integration
Effi ciency of education
across all levels
Efficient
through
expedition
connected
and
schools and
resourcing for
shared teachers
schools
and resources
through
Bal Bhavan Samajik Chetna Planning
building Pairing
Strengthening/setting- Kendras school
Development Schools
up of Bal Bhavan for Unutilized capacity of complexes
of short-term Twinning/pairing
children of all age schools to be used as and long- of one
group to partake in art- Samajik Chetna Kendra term plans government
related, career-related, to promote social, (SDPs) school with one
and play-related intellectual, and voluntary private school
Standard-setting and ✔Public and private schools (except
Accreditation 4 the Central Government schools) will
be assessed and accredited on
✔ To ensure all schools
2 follow certain minimal
common minimum criteria
✔Private/philanthropic schools to be
professional and
encouraged and enabled to play a
quality standards
beneficial role.

1
✔Development of School Quality
✔Setting up State School
Standards 3 Assessment and Accreditation
Framework (SQAAF) by SCERT &
Authority(SSSA) NCERT
✔Self-disclosure of all the ✔Periodic ‘health check-up’
basic regulatory of the overall system through a
information of all schools at sample-based National Achievement
SSSA and School website
Teacher
s
Teacher
Education
4 2 year
year B.Ed 1 year
Integra
B.E B.Ed
ted
d

Minimum degree For applicants with For those who have

qualification for an existing completed the
teaching that Bachelor’s equivalent of 4-year
includes student- multidisciplinary
teaching at local Degrees in other
specialized Bachelor’s Degrees
schools, by 2030
subjects or have obtained a
Master’s degree in a
Teacher education will gradually be moved by 2030 into multidisciplinaryspecialty
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
Teacher
Education
4 year 2 year
Integrated B.Ed 1 year
B.Ed B.Ed

Minimum degree For applicants with For those who have

qualification for an existing completed the
teaching that Bachelor’s equivalent of 4-year
includes student- multidisciplinary
teaching at local Degrees in other
specialized Bachelor’s Degrees
schools, by 2030
subjects or 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
Teacher
Education
4 year 2 year
Integrated B.Ed 1 year
B.Ed B.Ed

Minimum degree For applicants with For those who have

qualification for an existing completed the
teaching that Bachelor’s equivalent of 4-year
includes student- multidisciplinary
teaching at local Degrees in other
specialized Bachelor’s Degrees
schools, by 2030
subjects or have obtained a
Master’s degree in a
Shorter local teacher education programmes to be available at BITEs, DIETs, specialty
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
Improving Teacher
EducationAll teacher
education Stringent action
programmes to against substandard
be conducted stand-alone Teacher
within composite Education
multidisciplinary Institutions (TEIs).
institutions. National Higher Education
Regulatory Council (NHERC),
New and
NTA testing to function as single point
comprehensive
for admission regulator for higher
National Curriculum
to B.Ed. education sector including
Framework for
teacher education
Teacher Education
(by 2021)

Setting-up of
National Mission
Only educationally-
for Mentoring with
sound,
a large pool of
multidisciplinary, Teacher Eligibility
outstanding
and integrated Merit based Tests (TETs) at all
senior/retired
teacher education scholarships for 4 stages will be
faculty
programmes to be year B.Ed. strengthened
made available Integrated
 Teacher recruitment and
deployment
Strengthening TETs Transparent transfer system
Teacher Eligibility Tests (TETs) for all
0
Online computerized system for
teachers across Foundational,
1
teacher transfers to ensure
Preparatory, Middle and Secondary transparency
stage in both public and private
0
Test score and
schools 2 demonstration - part of
recruitment
Tech based planning for 0
teacher recruitment Subject score from TET or NTA
Technology-based planning and 3 tests and classroom
forecasting of teacher-requirement to demonstration to be taken into
assess expected subject-wise teacher
0 account for recruitment of subject
vacancies over next two decades
4 teachers
Restructuring of NCTE
0
Certificate Courses NCTE to be restructured as a
5
Developing specialization for subject or Professional Standard Setting
generalist teachers, teaching children with Body (PSSB) under General
0 Education Council (GEC)
disabilities / Divyang children, during pre-
service teacher preparation with synergy
6
between NCTE and RCI
 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
Improving Service Environment Professional Development (CPD)
through better
infrastructure at school
School
Leadership
Necessary facilities for the
initial professional CPD opportunities will, in
preparation of these particular, systematically
educators and their cover the latest pedagogies
Continuous Professional
Development (CPD)

At least 50 hours of Ample opportunity to get upskilled on latest

CPD for teachers pedagogy related to foundational literacy and
based on their own numeracy, formative and adaptive assessment of
interest and learning outcomes, individualised and competency-
professional areas based learning and related pedagogies
Key Focus
Areas
Focus on Socio-Economically
Disadvantaged Groups (SEDGs)
SEDGs can be broadly categorized
based on:
● Gender (particularly female and transgender
identities individuals),
● Socio-cultural (such as Scheduled Castes,
identities
Tribes, OBCs, and Scheduled
minorities),
● Geographical (such as students from villages,
identities
towns, and aspirationalsmall
districts),
● Disabilit (including learning disabilities),
ies and
● Socio-economic (such as migrant
conditions
income communities,
households, children lowsituations,
in vulnerable
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

 Ensuring
Equity
Interventions SEZs
The critical problems and Large populations from
recommendations regarding ECCE, SEDGs to be declared
foundational literacyand numeracy, Special Education Zones Fee Waivers
access, enrolment and attendance (SEZs) Fee waivers and scholarships will
will be targeted in a concerted
wayfor
be offered to meritorious
Socio=EconomicallyDisadvantaged students from all SEDGs on a
groups - SEDGs. larger scale
Special
Counsellors
Mechanisms
Special Recruitment of
mechanisms for children counsellors in schools
belonging to tribal groups
to receive quality education
Learning Additional Schools
Outcomes
Setting-up of additional
Focus on attainment of JNVs and KVS in
learning outcomes of aspirational
children belonging to EQUI districts/SEZs
SC/ST/OBC TY
Gender
Gender Inclusion Fund
Gender-Inclusion Fund for
female and transgender
students

Safety and Bridging Gender Gap

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

Policies targeted for

KGBVs Girls
Strengthening and Thrust on designing policies
extension of and schemes targeted
KGBVs up to grade towards female students in
12 the SEDGs
Gender Sensitivity
‘Gender Sensitivity’ to be an
integral
Supporting Children with Special
Needs (CWSN)
Enabling Mechanisms
0 Enabling mechanisms for
CWSN or Divyang to receive
Regular 1
quality education
Schooling
Children with special needs
will be integrated in the 0
regular schooling process 2 Assistive Devices and
from elementary to higher Orientation to Parents
education levels 0 Technology enabled assistive
devices/tool for CWSN and
3 orientation of the tools/devices for
Modules
parents/caregivers
NIOS will develop high-quality 0
modules to teach Indian Sign 4
Language
Alternative Schools
0
5 Alternative forms of schools will
Certificate Courses be encouraged to preserve the
alternative pedagogical styles
Certificate courses for pre-service 0
and in-service teachers to 6
become special educators
Integrating Vocational
Education at All Levels
LokVidya
Practice Based Curriculum 0
‘LokVidya’, knowledge
1
A practice-based curriculum for developed in India, will be
Grades 6-8 to be appropriately made accessible to students
designed 0
2
Skill Gap Analysis
Focus areas based on Skills Framework
0
skills gap analysis and 3 National Skills Qualifications
mapping of local Framework will be detailed further
opportunities for each discipline vocation /
0
profession
Open Distance Learning 4
Mode
Courses to be offered through 0 Vocational Crafts
Open and Distance Learning 5
(ODL) mode. All students of grades 6-8 will
Exposure to vocational intern with local vocational experts
0 such as carpenters, gardeners,
education
6 potters, artists, etc. to develop a
By 2025, at least 50% of vocational craft
learners shall
Setting up of
PARAKH
Assessm
ents
PARA
Shift towards competency based
KH
assessments
Setting-up of National Center for
Performance Assessment, Review and
Analysis of Knowledge for Holistic 21st Century
development (PARAKH) Skills
Promoting critical and creative thinking
aligned to the 21st century in
classrooms

Objectives of
PARAKH
● Setting norms, standards and for assessment and
guidelines evaluation
● Guiding the
State Achievement Survey
(SAS)
● Conducting the National Achievement Survey (NAS)
● Monitoring achievement of Learning Outcomes in
the country
Support For Gifted Students / Students
With Special Talents

Encourage
Efforts for interventions in rural
gifted/talented students
areas and in regional
Pursue realm beyond the general
school languages to ensure
widespread participation
curriculum
Project-based clubs
to be encouraged and Extensive use of
supported and supported technology to encourage
at all levels in schools talented/gifted children

Olympiads and NCERT and NCTE will

competitions in various develop guidelines
subjects to be conducted for the education of gifted
across the country children
B.Ed. Programmes to
allow specialisation in
education of gifted children
Online and Digital
Education
Inclusion and Digital
Access Platforms
Enhance Educational Access To
Digital platforms and ongoing
Disadvantaged Groups
ICT- based educational
including Divyang students
initiatives to be optimized and
expanded
Blended Pilot
Learning Studies
Emphasis on effective
models of blended learning A series of pilot studies to be
conducted

Content Expansion of
Creation
Content creation, digital Platforms
repository, and dissemination. Expansion of existing e-
learning platforms - DIKSHA,
Technology Integration In
SWAYAM, etc.
Teaching, Learning &
Assessment
Adult Education and
Lifelong Learning
Innovative
Initiatives
Innovative initiatives for adults
with the help of community The Adult Education
participation and Curriculum To Include
Integration
technology integration Following Five Types Of
with HEIs Programme:
Integration of Adult
Education Centres (AECs ) A. Foundational
with HEIs and other Literacy And
B. Critical
Numeracy Life
Technology public
Basedinstitutions
Options Skills
C. Vocational Skills
Technology-based high quality
Development
options for adult learning such
as apps, online D. Basic Education
courses/modules, satellite-
based TV E. Continuing Education
channels

Online Books
Online books, ICT-equipped
libraries, Adult Education
Centres, etc. to be developed
 Goals &
Timelines for
the
implementation
Timeline for Implementation of ECE and new
Assessment pattern
Initiating Expansion of 1
implementation of 1 year of pre-
Early year of pre-primary primary school
Childhoo school and 3-month through primary
d preparatory module schools and
for Class -1 students Anganwadis
Educatio ( Phase 1) (Phase 2)
n 2021- 2022- 2023- 2024- 2025-
22 23 24 25 26

Implementat Cla Cla Cla Cla

ion of new ss ss ss ss
curriculum 9t 10t 11t 12t
and h h h h
assessment New Board Exam
pattern for
Class 12th

New Board Exam

pattern for
Timelines for Implementation
in NEP 2020 Attaining universal
Policy is fully
Formulation National Universal operational
foundational literacy and provisioning of
Curricular Framework following this a
numeracy in all primary quality early
for School Education comprehensive
schools for all learners by childhood
(NCFSE) review will be
grade 3 development, care undertaken

2021- 2022- 2023- 2024- 2025- 2026- 2027- 2028- 2029- 204
22 23 24 25 26 27 28 29 30 0

National A common guiding State/UT governments Teacher education will

Curriculu set of National to optimize resources gradually be moved into
m Professional through mechanisms multidisciplinary colleges
Framewo Standards for to group or rationalize and universities, with
rk for Teachers (NPST) schools, such as, minimum deg.
Teacher school complexes qualification 4-year B.Ed.
Education
Teachers prepared At least 50% of Only educationally sound,
for a transformation learners exposed to multidisciplinary, and integrated teacher
in the assessment vocational education in education programmes shall be in force
system the school and higher and all TEIs will be converted into multi-
education system disciplinary institutes
New Features of
the Policy
New
Preparation for Schooling and Elementary
Features Schooling Level
(1/3) ● 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
2 Resources
● Special Education Zones (SEZ)
● Utilize unused capacity of schools as Samajik
Chetna Kendras
Holistic Development of
● School complex/clusters for resource sharing
the Student
● No hard separation of curricular, extra and co-curricular, arts and science,
sports and vocational crafts. Curriculum to integrate Indian culture and
3 ethos
● 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
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

● New curricular and pedagogical framework of 5+3+3+4
6
● 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
New
Features
Teacher Recruitments/ Teacher Education
(3/3) ● 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
7 ● Minimum
IT and data50 hourspredictive
based of in-service training
planning for per teacher/year
requirement of students in TEIs; TEIs to move to
● National Professional
multidisciplinary Standards
colleges for Teachers
and universities (NPST) by 2022
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
8 private schools
● 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-
Thank you.