National education policy 2020

A Hearty
Welcome to
all the Participants

Session Objectives
Together we aim at
• Knowing all the important points mentioned in the National Education Policy 2020
• Clarifying doubts which we may have regarding some points.
• Interacting freely and sharing authentic information which we have from other
sources.
• sharing the NEP information with other colleagues/ staff/ relevant people.
All information in this PPT has been taken from
• Document issued by MHRD meant for final circulation
• Infographics based on it.
• Media releases of Govt. Officials.

History – Education Policies

National Education Policy- 2020
• Drafted by the committee lead by Former ISRO Chairman
K. Kasturirangan
• Created after consultation with parents, students, education
specialists, academicians, central and state education bodies,
state ministries and around 1,25,000 gram samitis.
• First draft was released in 2019 for public opinion and it received
around 2,25,000 suggestions.

Principles of the Policy
flexibility life skills integrity and transparency
no hard separations conceptual understanding light but tight’ oversight and
regulatory system
multi-disciplinary creativity and critical thinking autonomy, good governance
formative assessment for
learning
equity and inclusion empowerment; outstanding
research
respect for diversity and respect
for the local context
teachers and faculty as the
heart of the learning process
continuous policy-making
substantial investment in a
strong, vibrant public education
system
ethics and human &
Constitutional values
education is a public service

The Vision of this Policy
• Highest youth population in the world over the next decade.
• Rapid changes in the knowledge landscape - with the rise of big data, machine learning, and
artificial intelligence.
• Quickly changing employment and global ecosystem, it is becoming increasingly important
that children not only learn but learn how to learn.
• The new education policy must help reinstate teachers, at all levels, as the most respected and
essential members of our society.
•The new education policy must help recruit the very best and brightest to enter the teaching
profession at all levels.
This National Education Policy aims at building a global best education system
rooted in Indian ethos, and aligned with the principles enunciated above,
thereby transforming India into a global knowledge superpower.

National education policy 2020

Early Childhood Care and Education
1. Early provisioning of quality ECCE for all children entering class I should be achieved by 2030
2. NCERT will prepare curricular and pedagogical framework in two parts – 0-3 Years, 3-8 Years.
3. ECCE Institutions:
(a) Stand-alone Anganwadis;
(b) Anganwadis co-located with primary schools;
(c) pre-primary schools/sections covering at least age 5 to 6 years co-located with existing primary
schools;
(d) stand-alone pre-schools ;
(e) Ashramshalas in Tribal dominated areas
Have to employ workers/teachers specially trained in the curriculum and
pedagogy of ECCE.
Teachers with 10+2 Qualifications will do 6 months Certificate programme
Lower qualifications – one year Diploma

Implementation to be jointly carried out by Ministries of HRD, Women and Child Development (WCD), Health and
Family Welfare (HFW), and Tribal Affairs

Foundational Literacy & Numeracy
1. Surveys indicate that 5 crore students in elementary school - have not attained
foundational literacy and numeracy.
2. Highest priority of the education system will be to achieve universal foundational
literacy and numeracy in primary school and beyond by 2025.
3. Teacher education and the early grade school curriculum will be redesigned to have a
renewed emphasis on foundational literacy and numeracy.
4. A national repository of high-quality resources on foundational literacy and numeracy
will be made available on the National Teacher’s Portal.
5. Technological interventions to serve as aids to teachers will be piloted and
implemented.
6. Public and school libraries expanded to build a culture of reading and communication.
7. Digital libraries will also be encouraged to be set up in all public and school libraries.

Curtailing Dropout Rates at All Levels
1. The GER for Grades 6-8 was 90.7%, while for Grades 9-10 and 11-12 it was only 79.3% and
51.3%, respectively.
2. As per the UNESCO Institute of Statistics (UIS) an estimated 6.2 crores children of school age
(between 6 and 18 years) were out of school in 2013.
3. Goal is to achieve 100% Gross Enrolment Ratio in pre-school through secondary school by
2035.
Solution-
• Strengthening and expanding the existing infrastructure.
• Remediation and re-entry of drop outs/ children who have fallen behind.
• NIOS to offer Open & Distance Learning programmes at all levels.
• SIOS to be developed in lines of NIOS for states.
• Allowing alternative models of education, such as gurukulas, pathshaalas, madarasas, and
home schooling, the requirements for schools will be made less restrictive.

Pedagogical Transition between various stages
Foundational Preparatory (3-5) Middle (6-8) Secondary (9-12)
Play/activity-
based learning as
mentioned in
curriculum and
pedagogy of
ECCE.
Focus on good
behaviour,
courtesy, ethics,
personal and
public
hygiene/cleanlin
ess, teamwork
and cooperation,
etc.
Formal but
interactive
classroom learning,
with the
introduction of
some (light)
textbooks, in order
to lay a solid
groundwork across
subjects, including
reading, writing,
speaking, physical
education, art,
languages, science,
and mathematics.
Introduction of
subject teachers for
learning/discussion
of the more
abstract concepts in
each subject that
students will be
ready for at this
stage, across the
sciences,
mathematics, arts,
social sciences, and
humanities.
Multidisciplinary study, building on the subject-
oriented pedagogical and curricular style of the
Middle Stage, but with greater depth, greater
critical thinking, greater attention to life
aspirations, and greater flexibility and student
choice. The High School Stage may also allow
exposure to more subjects and enable greater
flexibility, and more frequent assessment of
modules.

Recommended Pedagogy
• All four stages, may also consider moving towards a semester system.
• Or a system that allows the inclusion of shorter modules - or courses in order to allow an
exposure to more subjects and enable greater flexibility with more frequent formative
assessment for learning.
• States may look into innovative methods to achieve these aims of greater flexibility and
exposure to and enjoyment of a wider range of subjects, including across the arts,
sciences, humanities, languages, sports, and vocational subjects.
• Classroom transactions may shift in certain subjects, as appropriate towards competency-based
learning and education.
• The assessment tools (including assessment “as”, “of” and “for” learning) must also be aligned
with the learning outcomes, capabilities and dispositions as specified for each subject.
• Experiential learning must be adopted, including arts integrated and sports integrated
education, storytelling based pedagogy, among others, as standard pedagogy within
each subject, with explorations of relations among different subject.

Secondary School
1. Students will be given increased flexibility and choice of subjects - including
subjects in physical education, the arts, and vocational crafts
2. There will be no hard separation among ‘curricular’, ‘extra-curricular’, or ‘co-
curricular’ areas, among ‘arts’, ‘humanities’, and ‘sciences’, or between
‘vocational’ or ‘academic’ streams.
3. Subjects such as physical education, the arts, and vocational crafts, in addition
to science, humanities, and mathematics, will be seriously incorporated
throughout the school curriculum, with a consideration for what is interesting
and safe at each age.

Multilingualism
1. Young children learn and grasp non-trivial concepts more quickly in their home
language/mother tongue.
2. Wherever possible, the medium of instruction until at least Grade 5, but
preferably till Grade 8 and beyond, will be the home language/mother-
tongue/local language.
3. In cases where home-language textbook material is not available, the language
of the transaction between teachers and students will still remain the home
language wherever possible.
4. Teachers will be encouraged to use a bilingual approach, including bilingual
teaching-learning materials, with those students whose home language may
be different from the medium of instruction.

Multilingualism
1. Children pick up languages extremely quickly between the ages of 2 and 8
2. Multilingualism has great cognitive benefits to young students.
3. Children will be exposed to languages early on beginning with Mother tongue.
4. Skills to be developed for reading and writing in the other two languages in
Grade 3 and beyond.
5. Three language formula will continue to be implemented.
6. For students who have local language as medium of instruction will study
Maths & Science bilingually in Grade 6.
7. In this regard, all efforts will be made in preparing high-quality bilingual
textbooks and teaching-learning materials.
8. Sanskrit will be offered at all levels of school and higher education as an
important, enriching option for students. Provisions will be made to teach
it in an interesting style.

Multilingualism
1. Teaching of all other classical languages and literature of India, including Tamil, Telugu,
Kannada, Malayalam, Odia, Pali, Persian, and Prakrit, will also be widely available in schools as
options (possibly as online modules).
2. There will be a major effort from both the Central and State governments to invest in large
numbers of language teachers in all regional languages around the country, and in particular
all Schedule 8 languages.
3. States, especially states from different regions of India, may enter bilateral agreements to hire
teachers in large numbers from each other, to satisfy the three-language formula in their
respective states, and also to encourage the study of Indian languages across the country.
4. Foreign languages, such as Korean, Chinese, Japanese, Thai, French, German, Spanish, or
Russian will also be widely offered at the secondary level, for students to learn about the
cultures of the world and to increase their global knowledge and mobility according to their
own interests and aspirations.

Teaching of Languages
1. All language learning will aim to be experiential and enhanced through art,
such as music, poetry, and theatre, gamification and apps, story telling.
2. Language will be enhanced with the reading of and analysis of uplifting
literature from the Indian subcontinent, ancient to modern, and by authors
from all walks of life, as well as through other arts, such as by playing and
discussing music or film excerpts, or engaging in theatre in these languages.
3. Every student (Grade 6-8) will participate in a fun project ‘The Languages of
India’. (Not for assessment)
4. Indian Sign Language (ISL) will be standardised across the country and
National and State curriculum materials developed, for use by students with
hearing impairment. Local sign languages will be respected and taught as well,
where possible and relevant.

Apart from Languages
Skills to be focussed are:
• scientific temper and evidence-based thinking
• creativity and innovativeness
• sense of aesthetics and art
• oral and written communication
• health and nutrition
• physical education, wellness, fitness and sports
• collaboration and teamwork
• problem solving and logical reasoning
• vocational exposure and skills

• digital literacy, coding and computational thinking
• ethical and moral reasoning
• knowledge and practice of human and Constitutional values (22)
• gender sensitisation; fundamental duties, citizenship skills and values
• knowledge of India (including Indian knowledge systems)
• environmental awareness, water and resource conservation
• current affairs and knowledge of critical issues facing local communities, states, the
country, and the world
• mathematical thinking for upcoming fields and professions that will involve artificial
intelligence, machine learning and data science

• Introduction of contemporary subjects, such as Artificial Intelligence, Design Thinking,
Holistic Health, Organic Living, etc. at relevant stages will be undertaken to develop these
various important skills in students at all levels.
•Every student will take a fun year-long course, during Grades 6-8, that gives a survey
and hands-on experience of a sampling of important vocational crafts, such as carpentry,
electric work, metal work, gardening, pottery making, etc., as decided by States and local
communities and as mapped by local skilling needs.

NCF 2005 will be revisited and updated by the end of 2020

Transforming assessment for student development
• Guidelines will be prepared by NCERT, in consultation with major stakeholders, such as Boards of
Assessment (BoAs), National Assessment Centre for School Education (NACSE), etc..
• Teachers will be prepared, for a transformation in the assessment system by 2022-23 academic session,
to align with the NCF 2020.
• To track students’ progress throughout their school experience, and not just at the end of Grades 10 and
12, all students will take State School examinations in Grades 3, 5, and 8 in addition to Board
Examinations in Grades 10 and 12.
• The Grade 3 examination, in particular, would test basic literacy, numeracy, and other foundational skills.
• The results of the State School examinations will be used only for developmental purposes of the school
education system -including for public disclosure by schools of their overall student outcomes,
and for continuous monitoring and improvement of the schooling system.

National Assessment Centre for School Education (NACSE)
Standard-setting Body under the Ministry of Education (MoE)
Purpose -
• Setting norms, standards and guidelines for assessment and evaluation for all
recognised school boards of India.
• Guiding the State Achievement Survey (SAS) and undertaking the National
Achievement Survey (NAS).
• Monitoring achievement of learning outcomes in the country.
• Advise the school boards regarding new assessment patterns and latest researches,
collaborations between the school boards.

University Entrance Exams
National Testing Agency (NTA) will serve as a premier, expert, autonomous testing
organisation to conduct entrance examinations for undergraduate and graduate
admissions and fellowships in higher educational institutions.
1. High-quality common aptitude test
2. Specialised common subject exams in the sciences, humanities, languages, arts, and
vocational subjects, at least twice every year.
3. The exams shall test conceptual understanding and abilities to apply knowledge, and
shall aim to eliminate the need for taking coaching for these exams.
4. Students admission will be on the basis of subject scores, individual subject
portfolio.
5. The high quality, range, and flexibility of the NTA testing services will enable most
universities to use these common entrance exams.

Students with Special Talents
• Teacher education will include methods for the recognition and fostering of such
student talents and interests.
• The NCERT and NCFTE will develop guidelines for the education of gifted children.
• B.Ed. programmes may also allow a specialisation in the education of gifted children.
• Topic-centered and Project-based Clubs and Circles will be highly encouraged and
supported at the levels of schools, school complexes, districts, and beyond.
• High quality national residential summer programmes for secondary school students
in various subjects will also be funded.
• Olympiads and Competitions at all levels for all students. Results to be used by IITs and
NITs for undergraduate admissions.
• Online apps with quizzes, competitions, assessments, enrichment materials, and online
communities for shared interests will be developed.
• All classrooms will be developed into Smart class rooms in a phased manner.

Teachers
• The high respect for teachers and the high status of the teaching profession must be
revived and restored for the very best to be inspired to enter the profession.
• Truly excellent students should enter the teaching profession - especially from rural
areas - a large number of merit-based scholarships shall be instituted across the
country for study at outstanding 4-year integrated B.Ed. programmes.
• Excessive teacher transfers will be halted.
• Teacher Eligibility Tests (TETs) will be strengthened to better test material.
• The TETs will also be extended to cover teachers across all stages (Foundational,
Preparatory, Middle and Secondary) of school education.
• Suitable TET or NTA test scores in the corresponding subjects will also be taken into
account for recruitment, along with demonstration and interview. (local language
proficiency preferred).

Teachers
• Sharing of teachers across schools for some subjects with inadequate teacher supply.
• To hire local eminent persons or experts as ‘specialised instructors’ in various subjects,
such as in traditional local arts, vocational crafts, entrepreneurship, agriculture, or
any other subject where local expertise exists and would benefit students and
help preserve and promote local knowledge.
• The practice of hiring new `para-teachers' (teachers on short-term contracts) will
eventually be phased out.
• Teachers will not be engaged any longer in work that is not directly related to teaching
in particular, teachers will not be involved in electioneering, cooking of midday
meals, and other strenuous administrative tasks, so that they may fully
concentrate on their teaching-learning duties.
• Teachers will be given more autonomy in choosing finer aspects of pedagogy, so that
they may teach in the manner that they find most effective for the student.

Continuous Professional Development
• Flexibility to design their own development plan.
• Developmental opportunities, in the form of local, state, national, and international teaching, and
subject workshops, as well as online teacher development modules.
• Platforms (especially online platforms) will be developed so that teachers may share ideas and best
practices.
• 50 hours of CPD opportunities every year for their own professional development, driven by their own
needs and choice.
• CPD opportunities will cover the latest pedagogies regarding foundational literacy and numeracy,
formative and adaptive assessment of learning outcomes, competency-based learning and related
pedagogies, such as experiential learning, arts-integrated, sports-integrated, and storytelling-based
approaches, etc.
Same Model is for school Leaders – 50hrs. of CPD. (leadership and management, as well as content
and pedagogy for the teaching and pedagogy-leadership aspects of their jobs with a focus on
preparing and implementing pedagogical plans based on competency and outcome-based
education).

Career Management & Promotion
• Therefore, a robust merit-based tenure (i.e., confirmed employment following probation), promotion
and salary structure will be developed, with multiple levels within each teacher rank that
incentivises and recognises excellent and committed teachers through tenure, promotions, and
salary increases.
• Multiple parameters for proper assessment of performance will be developed for the same by the
State/UT Government based on peer reviews, attendance, commitment, hours of CPD, and other
forms of service to the school and the community, etc
• There will be parity in-service conditions across all stages of school education.
• Vertical mobility of teachers based on merit will also be paramount; outstanding teachers with
demonstrated leadership and management skills would be trained over time to take on academic
leadership positions in schools, school complexes, and as well as relevant government
departments and ministries.
•National Professional Standards for Teachers (NPST) will be developed by 2022, by the National Council
for Teacher Education in consultation with NCERT.
• To have requisite number of Special educators, certificate courses will be offered by Mutidisciplinary
Universities to subject teachers in pre-service or in-service programmes.

• Creation of a Rashtriya Shiksha Aayog (RSA), an apex advisory body for elementary to university education in
India duly replacing the Central Advisory Board of Education (CABE).
• The RSA will be chaired by the Minister of Education and shall consist of 30 members, 2/3rd of whom shall be
eminent educationists, researchers, and leading professionals from various fields .
• RSA will have a Permanent Secretariat of the Rashtriya Shiksha Aayog (PSRSA) that will be headed by an
Executive Director who shall be a person of eminence in education, with a deep understanding of
India’s education system, a record of stellar public contribution, and broad experience of
administration and leadership.
• Rajya Shiksha Aayog (RjSA) may be constituted in each State, chaired by the Education Minister.
• Ministry of Human Resource Development (MHRD) shall be re-designated as the Ministry of Education (MoE).
• A permanent Indian Education Service (IES) comprising a specialist cadre of the bureaucracy will be created.
• The positions of Registrars of all universities shall be reserved to be filled by the members of this service.
Implementation

• The current public (Government - Centre and States) expenditure on education in
India has hovered around 4.43% of GDP (Analysis of Budgeted Expenditure
2017-18); and only around 10% of the total Government spending goes
towards education (Economic Survey 2017-18). These numbers are far
smaller than most developed and developing countries.
• Public investment in education - by both the Central government and all State
Governments - to reach 6% of GDP at the earliest, and reach 20% of all
public expenditure over a 10-year period.
• Of the total budget in higher education, at least 2% will be earmarked for research
and innovation.
Financing: Affordable and Quality Education for All

Created By-
Rupam Sah
Educational Coach
Cambridge Accredited
Founder, Edu Lead International
CEO, Quality Education Asia
rupamsah@gmail.com
www.eduleadinternational.in

National education policy 2020

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