The National Education Policy 2020 (NEP 2020), which was approved by the Union Cabinet of India on 29 July 2020, outlines the vision of India's new education system

1. PRESENTATION BY : SHIVANI NARWAL

2. WHAT IS EDUCATION ?
Education is the process of bringing desirable changes into
the behavior of human beings.
It can also be defined as “Process of acquiring or imparting
knowledge or habits through instruction or study”.
The behavioral changes must be directed towards desirable
end.
They should be acceptable socially, culturally and result in
change in knowledge, skill attitude and understanding.

4. SUSTAINABLE DEVELOPMENT
GOAL (SDG4)
IT AIMS TO “ENSURE
INCLUSIVE AND
EQUITABLE QUALITY
EDUCATION AND
PROMOTE LIFE LONG
LEARNING
OPPORTUNITIES FOR
ALL”

6. HISTORY OF EDUCATION POLICIES
In 1968 Based on the report and recommendations of the Kothari Commission (1964–
1966), the government of Prime Minister Indira Gandhi announced the first National
Policy on Education in 1968, which called for a "radical restructuring" and proposed equal
educational opportunities in order to achieve national integration and greater cultural and
economic development.
In 1986, the government led by Rajiv Gandhi introduced a new National Policy on
Education.The new policy called for "special emphasis on the removal of
disparities and to equalise educational opportunity.
In 2019, the Ministry of Human Resource Development released a Draft New Education
Policy 2019, which was followed by a number of public consultations. The Draft NEP
discusses reducing curriculum content to enhance essential learning, critical thinking and
more holistic experiential, discussion-based and analysis-based learning.
The 1986 National Policy on Education was modified in 1992 by the P. V. Narasimha
Rao government. In 2005, Former Prime Minister Manmohan Singh adopted a new policy
based on the "Common Minimum Programme" of his United Progressive Alliance (UPA)
government. Programme of Action (PoA) 1992, under the National Policy on Education
(NPE)

10. NATIONAL EDUCATION POLICY 2020 (NEP 2020)
APPROVED BY :
UNION CABINET OF INDIA ON
29TH JULY, 2020
IT OUTLINES THE VISION OF INDIA’S
NEW EDUCATION
SYSTEM
THE NEW POLICY REPLACES THE
PREVIOUS
NATIONAL POLICY ON
EDUCATION, 1986
THE POLICY AIMS TO TRANSFORM
INDIA’S EDUCATION
SYSTEM BY 2040

11. NATIONAL EDUCTION POLICY 2020 (NEP 2020)
Recently, the Union Cabinet has approved the new National Education
Policy (NEP), 2020 with an aim to introduce several changes in the
Indian education system - from the school to college level.
• The NEP 2020 aims at making “India a global knowledge
superpower”.
• The Cabinet has also approved the renaming of the Ministry of
Human Resource Development to the Ministry of Education.
• The NEP cleared by the Cabinet is only the third major revamp of the
framework of education in India since independence.

12.  This
National Education Policy
envisions an education
system rooted in Indian
ethos that contributes
directly to transforming
India, that is Bharat,
sustainably into an
equitable and vibrant
knowledge society, by
providing high-quality
education to all, and
thereby making India a
global knowledge
superpower.
 The Policy envisages that
the curriculum and
pedagogy of our
institutions must develop
among the students a
deep sense of respect
towards the Fundamental
Duties and Constitutional
values, bonding with one’s
country, and a conscious
awareness of one’s roles
and responsibilities in a
changing world.
THE VISION OF POLICY

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

14. PRINCIPLES OF POLICY
Recognizing,
identifying,
and fostering
the unique
capabilities of
each student
Flexibility, so that
learners have the
ability to choose
their learning
trajectories and
programme
No hard separations
between arts and
sciences, between
curricular and extra-
curricular activities,
between vocational
and academic
streams
To achieving
Foundational
Literacy and
Numeracy

15. Contd. Emphasis on conceptual
understanding
Creativity and Critical thinking
Synergy in curriculum across
all levels of education
Ethics and human &
Constitutional values
Promoting multilingualism
and the power of language
Full equity and inclusion
Life skills such as communication,
cooperation, teamwork, and
resilience
Focus on regular formative
assessment for learning
Outstanding research
Continuous review of progress
Teachers and faculty as the heart
of the learning process
Extensive use of technology in
teaching and learning
Respect for diversity and respect for
the local context
Substantial investment in a strong,
vibrant public education system
A rootedness and pride in India,

16. PART I
SCHOOL EDUCATION

17. PART I. SCHOOL EDUCATION
Universalization of education from preschool to secondary level with 100% Gross
Enrolment Ratio (GER) in school education by 2030. To bring 2 crore out of school
children back into the mainstream through an open schooling system.
The current 10+2 system to be replaced by a new 5+3+3+4 curricular structure
corresponding to ages 3-8, 8-11, 11-14, and 14-18 years respectively.
 It will bring the uncovered age group of 3-6 years under school curriculum, which
has been recognized globally as the crucial stage for development of mental faculties
of a child.
 It will also have 12 years of schooling with three years of Anganwadi/ pre
schooling.
 School governance is set to change, with a new accreditation

21. Achieving foundational literacy and
numeracy
 The Committee observed that a
large proportion of the students
currently enrolled in
elementary school (over five
crore) have not attained
foundational literacy and
numeracy (the ability to read
and understand basic text, and
carry out basic addition and
subtraction).
 It recommends that every
student should attain
foundational literacy and
numeracy by grade three
 To achieve this goal, a National
Mission on Foundational
Literacy and Numeracy will be
setup under the MHRD. All state
governments must prepare
implementation plans to
achieve these goals by 2025.
 A national repository of high-
quality resources on
foundational literacy and
numeracy will be made
available on government’s e-
learning platform (DIKSHA)

22. Ensuring universal coverage and inclusivity
 It noted the declining gross
enrolment ratio (GER) as
students move to higher grades
indicating large dropouts from
the schooling system. GER
denotes enrolment as a percent
of the population of
corresponding age group.
Further, it noted that the decline
in GER is higher for certain socio-
economically disadvantaged
groups, based on: (i) gender
identities (female, transgender
persons), (ii) socio-cultural
identities (scheduled castes,
scheduled tribes), (iii) geographical
identities (students from small
villages and small towns), (iv)
socio-economic identities (migrant
communities and low income
households), and (v) disabilities.
 It recommends that
schemes/policies targeted for such
groups should be strengthened.

23. Reforms in curriculum content.
 Curriculum load in each subject should be reduced to
its essential core content to allow for critical thinking,
discussion and analysis based learning.
 Students should be given more flexibility and choice
in subjects of study, particularly in secondary school.
 A new and comprehensive national curricular
framework for school education will be undertaken
by NCERT in accordance with these principles.
 This framework can be revisited every five to ten
years

24.  Medium of instruction
 The medium of instruction should
be in the local language/mother
tongue of the child at least till
grade five, and preferably till
grade eight (in both public and
private schools).
 The current three language
formula will continue to be
implemented. However, there
should be more flexibility in the
formula, and no language should
be imposed on any state.
 The three-language formula states
that state governments should
adopt and implement study of: (i)
Hindi, English and a modern
Indian language (preferably a
southern language) in the Hindi-
speaking states, and (ii) Hindi,
English and the regional language
in the non-Hindi speaking states.
 Teacher training and
management
 The existing B.Ed. programme
for teacher training will be
replaced by a four-year
integrated B.Ed. Programme
that combines high-quality
content, pedagogy, and practical
training. Further, teachers will
be required to complete a
minimum of 50 hours of
continuous professional
development training every
year.
 A national curriculum
framework for teacher
education will be formulated by
the National Council for Teacher
Education, in consultation with
NCERT

29. Emphasis on Foundational Literacy and Numeracy, no rigid
separation between academic streams, extracurricular, vocational
streams in schools.
 Vocational Education to start from Class 6 with Internships.
Teaching up to at least Grade 5 to be in mother tongue/regional
language. No language will be imposed on any student.
 Assessment reforms with 360 degree Holistic Progress Card,
tracking Student Progress for achieving Learning Outcomes.
 A new and comprehensive National Curriculum Framework for
Teacher Education (NCFTE) 2021, will be formulated by the National
Council for Teacher Education (NCTE) in consultation with National
Council of Educational Research and Training (NCERT).
 By 2030, the minimum degree qualification for teaching will be a
4-year integrated B.Ed. degree

35. PART II
HIGHER EDUCATION

36. PART II. HIGHER EDUCATION
QUALITY UNIVERSITIES AND
COLLEGES: A NEW AND
FORWARD-LOOKING VISION FOR
INDIA’S HIGHER EDUCATION
SYSTEM

37. MAJOR PROBLEMS CURRENTY FACED BY THE HIGHER EDUCATION SYSTEM
IN INDIA
•A severely
fragmented higher
educational ecosystem
•An ineffective
regulatory system;
•Limited teacher and
institutional
autonomy
• Suboptimal
governance and
leadership of HEIs
•Lesser emphasis on
research at most
universities and
colleges, and lack of
competitive peer
reviewed research
funding across
disciplines
•Inadequate
mechanisms for
merit-based career
management and
progression of faculty
and institutional
leaders
•A rigid separation of
disciplines, with early
specialization and
streaming of students
into narrow areas of
study
•Large affiliating
universities resulting
in low standards of
undergraduate
education

38. The policy’s vision includes the following key
changes to the current system:
 Moving towards a higher educational system consisting of large,
multidisciplinary universities and colleges, with at least one in or
near every district, and with more HEIs across India that offer
medium of instruction or programmes in local/Indian languages.
 Moving towards a more multidisciplinary undergraduate education
 Moving towards faculty and institutional autonomy
 Revamping curriculum, pedagogy, assessment, and student support
for enhanced student experiences
 Reaffirming the integrity of faculty and institutional leadership
positions through merit appointments and career progression based
on teaching, research, and service

39. •Establishment of a National Research Foundation to
fund outstanding peer-reviewed research and to actively
seed research in universities and colleges
•Governance of HEIs by high qualified independent
boards having academic and administrative autonomy
• “Light but tight” regulation by a single regulator for
higher education
• Increased access, equity, and inclusion through a
range of measures, including greater opportunities for
outstanding public education; scholarships by
private/philanthropic universities for disadvantaged
and underprivileged students; online education, and
Open Distance Learning (ODL); and all infrastructure
and learning materials accessible and available to
learners with disabilities

40. Institutional Restructuring and Consolidation
 The main thrust of this policy
regarding higher education is to
end the fragmentation of higher
education by transforming
higher education institutions
into large multidisciplinary
universities, colleges, and HEI
clusters/Knowledge Hubs, each
of which will aim to have 3,000
or more students.
 Moving to large
multidisciplinary universities
and HEI clusters is thus the
highest recommendation of this
policy regarding the structure of
higher education.
 A stage-wise mechanism for
granting graded autonomy to
colleges, through a transparent
system of graded accreditation,
will be established.
 In addition to teaching and
research, HEIs will have other
crucial responsibilities, which
they will discharge through
appropriate resourcing,
incentives, and structures.
 By 2040, all higher education
institutions (HEIs) shall aim to
become multidisciplinary
institutions and shall aim to have
larger student enrolments

42. Optimal Learning Environments and
Support for Students
Each institution
will integrate its
academic plans
ranging from
curricular
improvement to
quality of classroom
transaction - into its
larger Institutional
Development Plan
(IDP).
In order to
promote
creativity,
institutions and
faculty will have
the autonomy to
innovate on
matters of
curriculum,
pedagogy.
ODL will be
renewed through
concerted,
evidence-based
efforts towards
expansion while
ensuring
adherence to
clearly articulated
standards of
quality.

43. Internationalization- Student Activity and Participation
 The various initiatives mentioned above will also help in having larger numbers
of international students studying in India, and provide greater mobility to students
in India who may wish to visit, study at, transfer credits to, or carry out research at
institutions abroad, and vice versa.
 India will be promoted as a global study destination providing premium
education at affordable costs thereby helping to restore its role as a Vishwa Guru.
Students will be given plenty of opportunities for participation in sports,
culture/arts clubs, eco-clubs, activity clubs, community service projects, etc. In every
education institution, there shall be counselling systems for handling stress and
emotional adjustments.
Furthermore, a systematized arrangement shall be created to provide the requisite
support to students from rural backgrounds, including increasing hostel facilities as
needed.

45. EQUITY AND INCLUSION IN HIGHER EDUCATION
STEPS TO BE TAKEN BY GOVT.
 Earmark suitable Government funds
for the education of SEDGs
 Set clear targets for higher GER for
SEDGs
 Enhance gender balance in admissions
to HEIs
 Enhance access by establishing more
high-quality HEIs in aspirational
districts and Special Education Zones
containing larger numbers of SEDGs
 Develop and support high-quality HEIs
that teach in local/Indian languages or
bilingually
 Provide more financial assistance and
scholarships to SEDGs in both public
and private HEIs
 Conduct outreach programmes on
higher education opportunities and
scholarships among SEDGs
STEPS TO BE TAKEN BY ALL HEIs
 Mitigate opportunity costs and fees
for pursuing higher education
 Provide more financial assistance and
scholarships to socio-economically
disadvantaged students
 Conduct outreach on higher
education opportunities and
scholarships
 Make admissions processes more
inclusive
 Make curriculum more inclusive
Increase employability potential of
higher education programmes
 Develop more degree courses taught
in Indian languages and bilingually

48. TEACHER EDUCATION
Regulatory System shall be empowered to take stringent action against substandard and
dysfunctional teacher education institutions (TEIs)
By 2030, only educationally sound, multidisciplinary, and integrated teacher education
programmes shall be in force
The 4-year integrated B.Ed. offered by such multidisciplinary HEIs will, by 2030, become the
minimal degree qualification for school teachers.
HEIs offering teacher education programmes will ensure the availability of a range of
experts in education and related disciplines as well as specialized subjects.
All fresh Ph.D. entrants, irrespective of discipline, will be required to take credit-based
courses in teaching/education/pedagogy/writing related to their chosen Ph.D subject during
their doctoral training period.
In-service continuous professional development for college and university teachers will
continue through the existing institutional arrangements and ongoing initiatives;
A National Mission for Mentoring shall be established, with a large pool of outstanding
senior/retired faculty – including those with the ability to teach in Indian languages – who
would be willing to provide short and long-term mentoring/professional support to
university/college teachers.

51. REIMAGINING VOCATIONAL EDUCATION
 This policy aims to overcome the social status hierarchy associated with
vocational education and requires integration of vocational education
programmes into mainstream education in all education institutions in
phased manner.
 By 2025, at least 50% of learners through the school and higher education
system shall have exposure to vocational education, for which a clear action
plan with targets and timelines will be developed.
 Individual institutions that are early adopters must innovate to find models
and practices that work and then share these with other institutions through
mechanisms set up by NCIVE, so as to help extend the reach of vocational
education.
 The National Skills Qualifications Framework will be detailed further for each
discipline vocation and profession.

52. Catalysing Quality Academic Research in All Fields through a new
National Research Foundation
 This Policy envisions a comprehensive
approach to transforming the quality and
quantity of research in India.
 This includes career counselling in schools
towards identifying student interests and
talents, promoting research in universities,
the multidisciplinary nature of all HEIs and
the emphasis on holistic education, the
inclusion of research and internships in the
undergraduate curriculum, faculty career
management systems that give due
weightage to research.
 This policy envisions the establishment of a
National Research Foundation (NRF). The
overarching goal of the NRF will be to
enable a culture of research to permeate
through our universities.

54. TRANSFORMING THE REGULATORY SYSTEM OF HIGHER
EDUCATION
Regulatory system of higher education will ensure that the
e distinct functions of regulation, accreditation, funding, and academic standard
setting will be performed by distinct, independent, and empowered bodies.
 These four structures will be set up as four independent verticals within one
umbrella institution, the Higher Education Commission of India (HECI).
 The first vertical of HECI will be the National Higher Education Regulatory
Council (NHERC). It will function as the common, single point regulator for the
higher education sector including teacher education and excluding medical and
legal education.
 The second vertical of HECI will, therefore, be a ‘meta-accrediting body’, called
the National Accreditation Council (NAC).
 The third vertical of HECI will be the Higher Education Grants Council (HEGC),
which will carry out funding and financing of higher education based on
transparent criteria, including the IDPs prepared by the institutions and the
progress made on their implementation.
 The fourth vertical of HECI will be the General Education Council (GEC), which
will frame expected learning outcomes for higher education programmes, also
referred to as ‘graduate attributes’.

55. CONTD.
 The professional councils, such as the Indian Council for Agricultural
Research (ICAR), Veterinary Council of India (VCI), National Council for
Teacher Education (NCTE), Council of Architecture (CoA), National
Council for Vocational Education and Training (NCVET) etc., will act as
Professional Standard Setting Bodies (PSSBs). They will play a key role
in the higher education system and will be invited to be members of the
GEC.
 The functioning of all the independent verticals for Regulation
(NHERC), Accreditation (NAC), Funding (HEGC), and Academic
Standard Setting (GEC) and the overarching autonomous umbrella
body (HECI) itself will be based on transparent public disclosure, and
use technology extensively to reduce human interface to ensure
efficiency and transparency in their work.
 Public Philanthropic Partnership models for HEIs may also be piloted
with the aim to further expand access to high-quality higher education.

56. CURBING COMMERCIALIZATION OF EDUCATION
 Private HEIs will be
encouraged to offer
freeships and
scholarships in
significant numbers to
their students. All fees
and charges set by
private HEIs will be
transparently and fully
disclosed, and there shall
be no arbitrary increases
in these fees/charges
during the period of
enrolment of any student.
 There will be common
national guidelines for all
legislative Acts that will
form private HEIs.
Multiple mechanisms with
checks and balances will
combat and stop the
commercialization of
higher education.
 All education institutions
will be held to similar
standards of audit and
disclosure as a ‘not for
profit’ entity.
 Private HEIs having a
philanthropic and public-
spirited intent will be
encouraged through a
progressive regime of
fees determination

57. EFFECTIVE GOVERNANCE AND LEADERSHIP FOR HEIs
 Board of Governors (BoG) shall be established consisting of a group of
highly qualified, competent, and dedicated individuals having proven
capabilities and a strong sense of commitment to the institution.
 The BoG of an institution will be empowered to govern the institution free of
any external interference, make all appointments including that of head of
the institution, and take all decisions regarding governance.
 The BoG shall be responsible and accountable to the stakeholders through
transparent self disclosures of all relevant records. It will be responsible for
meeting all regulatory guidelines mandated by HECI through the National
Higher Education Regulatory Council (NHERC).
 Each institution will make a strategic Institutional Development Plan on the
basis of which institutions will develop initiatives, assess their own
progress, and reach the goals set therein, which could then become the basis
for further public funding

58. 1. Gross Enrolment Ratio in higher education to be raised to 50% by
2035. Also, 3.5 crore seats to be added in higher education.
2. The current Gross Enrolment Ratio (GER) in higher education is 26.3%.
Holistic Undergraduate education with a flexible curriculum can be of 3 or 4 years
with multiple exit options and appropriate certification within this period.
3. M.Phil courses will be discontinued and all the courses at undergraduate,
postgraduate and PhD level will now be interdisciplinary.
4. Academic Bank of Credits to be established to facilitate
Transfer of Credits.
5. Multidisciplinary Education and Research Universities
(MERUs), at par with IITs, IIMs, to be set up as models of best
multidisciplinary education of global standards in the country.

59. Higher Education Commission of India (HECI) will be
set up as a single umbrella body for the entire higher
education, excluding medical and legal
education. Public and private higher education
institutions will be governed by the same set of
norms for regulation, accreditation and academic
standards. Also, HECI will be having four independent
verticals namely,
National Higher Education Regulatory Council (NHERC)
for regulation,
General Education Council (GEC) for standard setting,
Higher Education Grants Council (HEGC) for funding,
National Accreditation Council (NAC) for accreditation.
Affiliation of colleges is to be phased out in 15
years and a stage-wise mechanism to be established for
granting graded autonomy to colleges.

60. What are the major recommendations of the NEP in higher
education?
Replacing the UGC and AICTE with higher education commission of
India.
Opening up Indian higher Education to foreign players.
Reintroduction of four year multidisciplinary Bachelor’s programme,
with exit options..
Flexibility to institutions to offer different designs for Master’s
programmes.
Discontinuation of the M.Phil programme.
Setting up of Nation Research Foundation

62. PART III
OTHER KEY AREAS OF FOCUS

64. TECHNOLOGY USE AND
INTEGRATION

65. An autonomous body, the National Educational Technology Forum
(NETF), will be created to provide a platform for the free exchange of
ideas on the use of technology to enhance learning, assessment, planning,
administration, and so on, both for school and higher education
AIM OF NETF
The aim of the NETF will be to
facilitate decision making on the
induction, deployment, and
use of technology, by
providing to the leadership of
education institutions, State
and Central governments, and
other stakeholders, the latest
knowledge and research as well
as the opportunity to consult
and share best practices.
FUNCTIONS OF NETF
 Provide independent evidence-
based advice to Central and State
Government agencies on
technology-based intervention
 Build intellectual and
institutional capacities in
educational technology
 Envision strategic thrust areas in
this domain; and
 Articulate new directions for
research and innovation.

67.  National Research
Foundation will initiate or
expand research efforts in
the technology. In the
context of AI, NRF may
consider a three-pronged
approach: (a) advancing
core AI research, (b)
developing and deploying
application-based research,
and (c) advancing
international research
efforts to address global
challenges in areas such as
healthcare, agriculture, and
climate change using AI.
Universities will aim to
offer Ph.D. and Masters
programmes in core areas
such as Machine Learning as
well as multidisciplinary
fields “AI + X” and
professional areas like
health care, agriculture, and
law
A rich variety of
educational software,
for all the above
purposes, will be
developed and made
available for students
and teachers at all
levels. All such software
will be available in all
major Indian languages
and will be accessible to
a wide range of users
including students in
remote areas and
Divyang students.
Teaching-learning e-
content will continue to
be developed by all
States in all regional
languages, as well as by
the NCERT, CIET, CBSE,
NIOS, and other
bodies/institutions, and
will be uploaded onto
the DIKSHA platform.
The thrust of
technological
interventions will be for
the purposes of
improving teaching
learning and evaluation
processes, supporting
teacher preparation and
professional
development, enhancing
educational access, and
streamlining
educational planning,
management, and
administration
including processes
related to admissions,
attendance,
assessments, etc.

69. For rapid adoption, HEIs may blend these online courses with
traditional teaching in undergraduate and vocational programmes. HEIs
may also offer targeted training in lower expertise tasks for supporting
the AI value chain such as data annotation, image classification, and
speech transcription. Efforts to teach languages to school students will
be dovetailed with efforts to enhance Natural Language Processing for
India’s diverse languages.
In school, the study of current affairs and ethical issues will include
a discussion on disruptive technologies such as those identified by
NETF/MHRD. Appropriate instructional and discussion materials will also
be prepared for continuing education.
HEIs will play an active role not only in conducting research on
disruptive technologies but also in creating initial versions of instructional
materials and courses including online courses in cutting-edge domains
and assessing their impact on specific areas such as professional edu

71. Thrust of technological interventions
Teaching- learning
and evaluation
processes
Supporting teacher
preparation &
professional
development
Enhancing
educational
access
Removing
language
barriers
Streamlining
educational
management and
administration
Access to
Divyang
students

73. Development
Aspect
Rich variety of educational software
in all major Indian languages and will
also be accessible to Divyang
students
Teaching-learning e-content and
uploaded onto the DIKSHA
platform
Teacher’s Professional
Development in DIKSHA
platform
DIKSHA/SWAYAM, will
be better integrated
across school and
higher education
Promote and expand DIKSHA
as well as other education
technology initiatives Suitable equipment for suitably
integrate e-contents into
teaching-learning practices

74. ONLINE AND DIGITAL EDUCATION
 New circumstances and realities require new initiatives. The recent
rise in epidemics and pandemics necessitates that we are ready with
alternative modes of quality education whenever and wherever
traditional and in-person modes of education are not possible.
 In this regard, the National Education Policy 2020 recognizes the
importance of leveraging the advantages of technology while
acknowledging its potential risks and dangers.
 It calls for carefully designed and appropriately scaled pilot studies
to determine how the benefits of online/digital education can be
reaped while addressing or mitigating the downsides.
 In the meantime, the existing digital platforms and ongoing ICT-based
educational initiatives must be optimized and expanded to meet the
current and future challenges in providing quality education for all.

75. Digital competencies
of teachers to meet
further need
Limitation in
delivering certain
types of courses/
subjects in online/
digital space
Online
assessment on
scale
Becoming screen
based education
Unavailability of
open and public
digital resources
infrastructure
Bridging
Digital divide
Online and
Digital Education:
Challenges

76. NEP 2020 recognises the importance of
Using technology for online and digital education adequately to address concerns
of equity
Optimising and expanding the existing digital platforms and ongoing ICT-based
educational initiatives to meet the current needs and future challenges
Carefully designed and appropriately scaled pilot studies to determine the benefits
of digital/ online education
Leveraging the advantages of technology while acknowledging the potential risks
and dangers

81. Pilot studies for online education
• Conducted by appropriate agency such as NETF, CIFT,
NIOS, IGNOU, IITs, NITs etc.
To conduct a series of pilot studies, in parallel, to evaluate
the benefits of integrating education with online education
while mitigating the downsides and also to study related
areas, such as, student device addiction, most preferred
formats of e-content, etc.

83. Addressing the digital divide
Given the fact that there still persists a substantial section
of the population whose digital access is highly limited, the
existing mass media, such as television, radio, and community
radio will be extensively used for telecast and broadcasts.
 Such educational programmes will be made available 24/7
in different languages to cater to the varying needs of the
student population.
A special focus on content in all Indian languages will be
emphasized and required; digital content will need to reach
the teachers and students in their medium of instruction as
far as possible.

84. Online teaching platform and tools
&
Virtual Labs
• Appropriate existing e-platforms such as DIKSHA, SWAYAM, will be
extended to provide teachers with a structured, user friendly and rich sets
of assistive tool for monitoring progress of learners.
• Existing e-learning platform such as DIKSHA, SWAYAM and
SWAYAMPRABHA will also be leveraged for creating virtual lab so that all
students have equal access to quality practical and hands-on experiments
based learning experiences.

85. Training and incentives for teachers
Teachers will undergo rigorous training in
learner-centric pedagogy and on how to
become high-quality online content creators
themselves using online teaching platforms
and tools.
There will be emphasis on the teacher’s role
in facilitating active student engagement with
the content and with each other.

86. Blended models of learning:
While promoting digital learning and
education, the importance of face-to-face in-
person learning is fully recognized.
Accordingly, different effective models of
blended learning will be identified for
appropriate replication for different subjects.

87. Online assessment and examinations
Appropriate bodies, such as the proposed
National Assessment Centre or PARAKH, School
Boards, NTA, and other identified bodies will
design and implement assessment frameworks
encompassing design of competencies, portfolio,
rubrics, standardized assessments, and
assessment analytics.
Studies will be undertaken to pilot new ways of
assessment using education technologies focusing
on 21st century skills.

90. NATIONAL INNOVATION AND START-UP POLICY
 NISP 2019 was launched by Hon'ble Minister of Human
Resource Development on 11 September 2019.
 The policy intends to guide HEIs to promote students’ and
faculty driven innovations & startups.
 It will be instrumental in leveraging the potential of student’s
problem solving & entrepreneurial mind-set and promoting a
strong intra and inter-institutional partnerships.

91. AREAS OF NISP 2019
A. HEIs Strategies &
Governance for
Promoting Innovation
& Entrepreneurship
A1. Creating Innovation
Pipeline and Pathways
for Entrepreneurs
B1 & B2.
Incentivizing
Faculty & Students
for
Entrepreneurship
A3. Collaboration Co-
creation and Business
Relationship and
Knowledge Exchange
B. Norms for Faculty &
Students Driven
Innovations and Startups
A2. Building
Organizational
Capacity, Human
Resources and
Incentives
B3. Norms for Faculty
Startup

92. C. Incubation & Pre-
Incubation support
D. IP Ownership Rights
for Technologies
Developed at HEI
E. Pedagogy & Learning
Interventions for
Supporting Innovations
& Startups
F. Entrepreneurial
Performance Impact
Assessment

94. Strategies & Governance for promoting Entrepreneurship
• Major Dimension of HEIs Strategy and Should formulate
University/HEI level Document in accordance with the NISP and
State Startup Polly.
• Achieved through Mission Statements rather than Stringent
Control System
• Entrepreneurial Agenda Should be the responsibility of a Senior
Person at the level of Dean/Director/Equivalent Position with less
hierarchy and autonomy.
• Intra and Inter institutional Relation to promote E&I agenda and
Institute can provide services and facilities to outsider
entrepreneurs too.

95. • Resource Mobilization Plan Should be in Place
1. Own Resource: 1% fund of the total annual budget
2. Raising fund from Diverse Sources ( State and Central
Agencies)
3. Incubation Fund support under CSR, Section 135 of the
Company Act 2013
4. Sponsorship, Donation from Alumni Network
• All HEIs should join the Institution’s Innovation Council (IIC)
network and participate, participate in Smart India Hackathon
(SIH) and participate in Atal Ranking of Institutions
Innovation Achievement (ARIIA

96. Creating Innovation Pipeline and Pathways for
Entrepreneurs
• HEI to ensure maximum student should participate and go through pre-
incubation process of Problem identification, Solution development, Proof of
Concept validation and prototype development, business model and proposal
development.
• HEI should link and collaborate their Incubation unit with external agencies
and ecosystem enablers and provide network support to incubate startups.
• Connecting student entrepreneurs with incubate startups for internship,
experience sharing and encouraging participation of students in innovation and
business plan competitions and organize such competitions/hackathons on
campus.

97. Building Organizational Capacity, Human Resources and
Incentives
• Institute should recruit staff that have a strong innovation and
entrepreneurial/industrial experience, behavior and attitude, this will held
in fostering the I&E agenda and culture in HEI.
• Faculty and departments of the institute have to work in coherence and
cross departmental linkage and maximum utilizations internal resources
and knowledge.
• Faculty and staff should be encouraged to do courses/trainings/certificates
on innovations, entrepreneurship and IPR.
• To retain talent, institute shod develop academic and non-academic
incentives and reward mechanism for all staff, faculty and stakeholders.

98. Collaboration, Co-creation and Business Relationship
and Knowledge Exchange
• Institute should develop a policy or guideline document for forming and
managing the relationships with external stakeholders including private
industries.
• Knowledge exchange through collaboration and partnership should be made
as part of institutional policy.
• Mechanisms should be devised by the institute to ensure maximum
exploitation of entrepreneurial opportunities with industrial and commercial
collaborations.
• Knowledge development should be done by the institute trough development
of innovation knowledge platforms using ICT capabilities. Repository of
ideas, PoCs, Innovations and Startups can be managed through the platform.

99. Incubation & Pre-Incubation support Facility
Creation and Access
• Creation of Pre-Incubation and Incubation (SPV – Section 8 of Company Act
or Society Act)
• Pre-incubation and Incubation Support: Attach with nearest Incubation Unit
if not exist in campus
• Promotion and intensification of Technology Commercialization efforts. Allow
Licensing of IPR from Institute to Startup incubated at Incubation Unit.
• Facility should be accessible to 24x7 to student, staff and faculty of all
discipline and department across the institute.
• Provision and streamline relevant services and mentoring support through
pre-incubation/incubation units in-return for fees, equity sharing (or) zero
payment basis.

100. IP Ownership Rights for Technologies Developed at HEI
• If fund and (or) resource of HEI used substantially, then IPR should be made
jointly by Institute and inventor and license together and revenue sharing
among the parties.
• If any one of inventor want to start a startup based on the technology developed
as above, then it can be licensed to inventor with royalty would be no more
than 4% of sales price, preferably 1-2%, unless it is pure software product.
• If it is in form of shares, then it will again between 1-4%. In case software share
divide is based on mutually decided between the institute/incubation unit and
incubate company.
• On any dispute on IPR ownership and revenue sharing and licensing, then a five
member committee setup at HEI will look into the matter and recommend

101. Entrepreneurial Performance Impact
Assessment
• Performance Analysis of services and facilitates on regular
basis
• Development of key performance indicators
• Focus on Input, process, output, outcome and impact level

103. India has 50,000 recognised startups; 45% have
women entrepreneurs
Entrepreneurs now have options to avail benefits across a range of
laws, regulations, fiscal and infrastructural support, leading to a
surge in startup ecosystem growth.
One woman from each of the 98 families of Chayanpurva is
now engaged in making wax diyas.
With the launch of
the Startup India
initiative,
recognised
startups have now
spread across 623
districts within at
least 10,000
started getting
added to the
recognised list in
the last six
months.

105. IIT Delhi to Collaborate With NLU, Explore
Interdisciplinary Courses, Research
The Indian Institute of
Technology Delhi and the National
Law University (NLU Delhi) held a
virtual joint faculty workshop on May
25 to explore research and academic
partnerships in the field of
technology and law. Designed as a
platform for meaningful exchange of
ideas between faculty members from
both institutions, the workshop also
helped focus on research projects
between IIT Delhi and NLU Delhi.
NLU Delhi Faculty members
spoke on the idea of a ‘Joint
Startup Incubation Centre’,
the criminal justice
system and the Interface of
Law, Policy and
Technology. This was
followed by presentations
from faculty at IIT Delhi
assessing the role of
intellectual property rights
in Science Diplomacy and
India’s official statistics and
the underlying legal
framework.

106. PART IV
MAKING IT HAPPEN

111.  The Policy commits to
significantly raising educational
investment, as there is no better
investment towards a society ’s
future than the high-quality
education of our young people.
 Unfortunately, public
expenditure on education in
India has not come close to the
recommended level of 6% of
GDP, as envisaged by the 1968
Policy, reiterated in the Policy of
1986, and which was further
reaffirmed in the 1992 review of
the Policy.
 The current public (Government
- Centre and States) expenditure
on education in India has been
around 4.43% of GDP (Analysis
of Budgeted Expenditure 2017-
18) and only around 10% of the
total Government spending
towards education (Economic
Survey 2017-18).
 In order to attain the goal of
education the Centre and the
States will work together to
increase the public investment
in Education sector to reach 6%
of GDP at the earliest.

112. In addition to one-time expenditures, primarily related to
infrastructure and resources, this Policy identifies the following key
long-term thrust areas for financing to cultivate an education
system:
(a) universal provisioning of quality early childhood care education;
(b) ensuring foundational literacy and numeracy
(c) providing adequate and appropriate resourcing of school
complexes/clusters
(d) providing food and nutrition (breakfast and midday meals)
(e) investing in teacher education and continuing professional
development of teachers
(f) revamping colleges and universities to foster excellence;
(g) cultivating research
(h) extensive use of technology and online education.

113. Financial support will be provided to various
critical elements and components of education:-
1. Ensuring universal access
2. learning resources
3. nutritional support
4. Matters of student safety and well-being
5. Adequate numbers of teachers and staff
6. Teacher development
7. Support for all key initiatives towards equitable high-quality
education for underprivileged and socioeconomically
disadvantaged groups.

114.  The Policy also calls for the
rejuvenation, active promotion,
and support for private
philanthropic activity in the
education sector. In particular,
over and above the public
budgetary support which would
have been otherwise provided
to them, any public institution
can take initiatives towards
raising private philanthropic
funds to enhance educational
experiences
 The matter of
commercialization of education
has been dealt with by the
Policy through multiple relevant
fronts, including: the ‘light but
tight’ regulatory approach that
mandates full public self-
disclosure of finances,
procedures, course and
programme offerings, and
educational outcomes.
 The substantial investment in
public education; and
mechanisms for good
governance of all institutions,
public and private. Similarly,
opportunities for higher cost
recovery without affecting the
needy or deserving sections will
also be explored.

115. IMPLEMENTATION WILL BE GUIDED BY THE
FOLLOWING PRINCIPLES :
1. Implementation of the spirit and
intent of the Policy will be the most
critical matter.
2. It is important to implement the policy
initiatives in a phased manner, as each
policy point has several steps, each of
which requires the previous step to be
implemented successfully.
3. since education is a concurrent subject,
it will need careful planning, joint
monitoring, and collaborative
implementation between the Centre
and States
4. Prioritization will be important in
ensuring optimal sequencing of policy
points, and that the most critical and
urgent actions are taken up first,
thereby enabling a strong base.
5. comprehensiveness in
implementation will be key; as this
Policy is interconnected and holistic,
only a full-fledged implementation,
and not a piecemeal one, will ensure
that the desired objectives are
achieved
6. Timely infusion of requisite resources -
human, infrastructural, and financial -
at the Central and State levels will be
crucial for the satisfactory execution
of the Policy.

116. Subject-wise implementation committees of experts in cooperation
and consultation with other relevant Ministries will be set up at both
the Central and State levels to develop detailed implementation
plans for each aspect of this Policy in accordance with the above
principles to achieve the goals of the Policy in a clear and phased
manner.
Yearly joint reviews of the progress of implementation of the policy,
in accordance with the targets set for each action, will be conducted
by designated teams constituted by MHRD and the States, and
reviews will be shared with CABE.
In the decade of 2030-40, the entire policy will be in an operational
mode, following which another comprehensive review will be
undertaken.

118. CONCLUSION
While the Policy is a novel and progressive document,
acknowledging the invaluable role of technology in
facilitating learning and teaching, it is essential to develop a
coherent plan of action for fostering technological
proficiencies to aid successful engagement with technology
(and its future advancements), while providing effective
safeguards for data protection and data privacy.
In this regard, ed-tech companies are uniquely positioned to
assist with the execution of various goals envisioned under
the Policy.
The ed-tech companies can collaborate with educational
institutions as well as develop customised online
platforms/courses to increase reach among Indian students

119. The Policy also presents a significant opportunity for cooperation
between the various industry stakeholders and regulatory
authorities/educational institutions. In this regard, the Internet and
Mobile Association of India has recommended a partnership
between the ed-tech industry and the NETF, which will help
streamline research and enable the NETF to adopt industry led best
practices.
Overall, the success of the Policy will be contingent on the means
and mode of its implementation, as well as the ability to effectively
integrate the objectives of the Policy, within existing initiatives and
engaging the relevant stakeholders in the effective delivery of the
Policy. The Policy is mindful that education in the future will involve
greater dematerialisation and digitalisation of content. For a
hitherto conservative educational system of India, this mindfulness
is itself a remarkable feat.