International Conference on Teacher Education in the 21st Century: Vision and Action, organized by Regional Institute of Education, National Council of Educational Research and Training (NCERT), Bhopal, MP, India on March 8 -10, 2021

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A STUDY ON THE NEED FOR PARADIGM SHIFT IN
TEACHER EDUCATION IN PREPARING TEACHERS FOR
NEP 2020 READY
THEME: Teacher Education: Global to Local
SUB-THEME: Policy perspectives in Teacher Education
Dr. C.V. Suresh Babu1
, S.Gayathri 2
1
Professor, Sathyasai B.Ed. College, Avadi, Chennai, TN, India
Mobile : +91 98402 37456
dr.c.v.suresh.babu@gmail.com
2
M.Ed. Student, Sathyasai B.Ed. College, Avadi, Chennai, TN, India
Mobile : +91 9884638933
gayathrihrishi@gmail.com
International Conference on
Teacher Education in the 21st
Century: Vision and Action
March 8-10, 2021

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A STUDY ON THE NEED FOR PARADIGM SHIFT IN
TEACHER EDUCATION IN PREPARING TEACHERS FOR
NEP 2020 READY
ABSTRACT
This paper discusses the New Education Policy NEP 2020, with respect to its impact school
education. The new policy aims for universalisation of education from preschool to secondary
level. The objective of this education system is to benefit children so that no child loses any
opportunity to learn and excel. This study is based on published secondary data from
government agencies and various news articles. The primary objective of this study is intended
to investigate the objectives, implementation, areas of failures and necessity of new education
policy in India and also the issues will be faced in this transition period. This study concludes
with suggestions and recommendations for successful and effective implementation of NEP
2020.
KEYWORDS: Integrated learning, NEP, Pedagogy, Technology,

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A STUDY ON THE NEED FOR PARADIGM SHIFT IN
TEACHER EDUCATION IN PREPARING TEACHERS FOR
NEP 2020 READY
INTRODUCTION
New education policy aims at making "India a global knowledge super power" and seeks to
bring a paradigm shift in the entire education system. And also this policy pointing the need
for the country to once again become a global teacher in the field of education. The new policy
is aimed at upgrading the educational framework and also aims at universalisation of education
in India with the 100pc gross enrolment ratio by the year 2030 for school education. The three
language formula initiated in 1968 and it continued in new education policy 2020 and the
regional or mother tongue is a broad guideline to decide its implementation. According to NEP
2020 restructuring of school curriculum and pedagogy will take place in a 5+3+3+4 design
corresponding to the age ranges of 5-8, 8-11, 11-14, and 14-18 years. Some of the stages are
foundational stage, preparatory stage, middle stage and secondary stage. Education is
fundamental to development and growth. The purpose of education is to develop good human
being capable of rational thought and action. The focus is to improve the quality of education
standards in our country and also aims to reorient the education system towards the needs of
21st century. It aims at not only cognitive development, but also building character and creating
holistic and well-rounded individuals equipped with the key 21st century skills. The NPE 1986
created a pool of education and trained human resources who contributed to the value chain
but NEP 2020 dreams of creating human resources who will create value propositions. New
education policy recommends many policies for socio economically background groups so that
many can cover under this schemes like bicycle for girls and laptop for students mainly
introduced for socio economically classes. Early childhood education is a branch of education
theory that relates to the teaching of children from birth up to the age of eight. Change is
possible if all the measures introduced in NEP 2020 is implemented in a structured way. The
transformation in education will modify certain things for modern generation
RATIONALE BACKGROUND
The authors are interested to:
 know how NEP is to benefit the children.
 know how NEP is going to perform universally in education.
 to investigate the areas of failures and necessity of education policy in India.

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 to analyse the suggestions and recommendations of nep 2020
Primary Objective:
 To study on the Need for Paradigm shift in Teacher Education in preparing Teachers for
NEP 2020 READY
Secondary Objective:
 To examine the initiatives taken from NEP2020
 To compare this policy between previous and present NEP
 To find out the problems based on coming NEP 2020
 To study the suggestions and recommendations of NEP.
LITERATURE REVIEW
It was reported in literature that the Ministers and political leaders welcome the transformative
restructuring in the education sector and say that the NEP will bring new opportunities for
students. (Chaturvedi 2020), For example, recent research suggests that, The NEP 2020 aims
at making “India a global knowledge super power” (Nandini, 2020), A new approach is
therefore needed for, The policy is meant to transform the education system by 2040. Some
proposals will be implemented immediately, starting with the change in the name of the
Ministry of Human Resource Development into the Ministry of Education. (Jeyaraj ,2020),
Several methods are reported in the literature to address this issue that The language policy in
NEP is a broad guideline and no language has been imposed on anyone. Education is on the
concurrent list, and finally its up to the states to decide (Gohain,2020), As the authors note
earlier , more work is necessary to that ,According to the government the revised structure will
"bring hitherto uncovered age group of three to six years, recognised globally as crucial stage
for development of mental faculties, under school curriculum". (Srinivasan,2020), It was
reported in literature that ,The New Education Policy, proposes to restructure school
curriculum in a new 5+3+3+4 design corresponding to the age ranges of 3-8 years, 8-11 years,
11-14 years, and 14-18 years, respectively. (Kulkarni, 2020). This paper with the short review
of literature that the Widening the scope of learning the students of grades 6 to 8 between ages
11-14 will be introduced to more abstract concepts in subjects like the sciences, mathematics,
arts, social sciences, and humanities(kumar,2020). Several theories have been proposed to
focusing on The purpose of the education system is to develop good human beings capable of
rational thought and action, possessing compassion and empathy, courage and resilience,
scientific temper and creative imagination, with sound ethical moorings and values. It aims at
producing engaged, productive, and contributing citizens for building an equitable, inclusive,

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and plural society as envisaged by our Constitution. (National education policy, 2020).
Previous studies have shown that the NPE 1986 created a pool of education and trained human
resources who contributed to the value chain but NEP 2020 dreams of creating human
resources who will create value propositions. (IIM Rohtak, 2020). This has also been explored
in prior studies by The NEP recommends strengthening existing schemes and policies which
are targeted for such socio-economically disadvantaged groups (for instance, schemes for free
bicycles for girls or scholarships) to tackle dropouts.(Anurag vaishnav,2020). Some authors
have also suggested that, for children up to the age of 8, a National Curricular and Pedagogical
Framework for Early Childhood Care and Education will be designed and developed by
NCERT (UPSC PATHSHALA, 2020). There has been numerous studies to investigate that,
the new policy aims to take this learning outside of the four walls of a classroom and encourage
students to imbibe from the real-world. This is where the concept of 'learning how to learn'
comes in, another prominent feature of NEP.(Rajesh Panda,2020)
RESEARCH DESIGN
Hypothesis
Simple Hypothesis:
 NEP 2020 aims to transform India’s education system at an universal level.
1) What is the expected transformation in Indian education system?
2) Will NEP 2020 policy will clear the clarity of future plan?
Complex Hypothesis:
 NEP of 2020 and NPE of 1986 mainly highlighted the features of essence and role of
education, National education system and education for equality.
1) Comparison between NEP 2020 and NPE 1986.
2) What are the features of NPE 1986?
3) What is the main aim of NPE 2020?
Null hypothesis:
1) There is no significance difference between demographic factor and awareness of NEP b.
There is no significance perception of nep 2020 c. There is no significance association
between performance of NEP 2020 and transition period of 2030.What are the
demographic challenges facing education planning today?
2) How demographic factors are related with NPE 2020?
Alternative hypothesis:
 There is a significance perception of NEP 2020?

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 Significance association between performance of NEP 2020 with the transition period of
2030
1) Is 2020 will become a game changer for the future of education system in India?
2) Whether the gross enrolment ratio will increase in 2030?
3) Will NEP going to benefit for the new generation for dominating the global education?
Empirical hypothesis:
 The pedagogical structure in proposed NEP 2020 has been break down of existing 10+2
structure and introduction of 5+3+3+2 structure of school education
1) How effective the current structure is?
2) How the new curriculum structure to be benefit for the children?
Directional hypothesis:
 The relationship of NEP 2020 and NPE 1986 aims at universalisation of education and
remove the disparity between various social groups.
1) What is the relationship between NEP2020 and NPE 1986?
2) Hoe to control the disparity among groups?
Research Variables:
1) NEP 2020, the government focuses on educating the youth by dividing the four development
stages, in which stage would be more effective for the student?
Independent:
 Ages of the student
 Different ages were tested by the scientist
Dependent:
 Different stages should be observed and measured through investigation
Controlled variable:
 Four stages and curriculum of NEP 2020.
2) In NEP 2020 how will school evaluate students learning?
Independent:
 Ages of the students
 Different ages were tested by the scientists
Dependent:
 Different learning methods should be observed and measured through investigation
Controlled variable:
 Learnings and students evaluation.

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3) School education in NEP 2020 gives more knowledge.
Independent:
 School education
Dependent:
 More knowledge
Intervening variable:
 Cause and effect of curriculum structure.
Moderator variable:
 A strong relationship has been observed between the quality of teaching methodology and
the performance of students. In this relationship interest and proficiency is moderating
variable.
Research samplings:
a. Probability Sampling
Simple random sampling:
The selection of items entirely depends on luck or probability and this is also some time
known as method of chance.
 This study can select through the random of 20 students from class of 50 students .Each
students has equal chance of getting selected.
Systematic Sampling
It is a probability sampling method whereas researchers select members of the population
at a regular interval.
 To investigate our study we can raise questions to parents about NEP 2020 plan to stand
by the school gate and survey every 10th
visitor who leaves, every day for a week.
Multi stage cluster sampling:
It is a common sampling design in which the unit unit of randomization differs from the
unit of observation.
 In our study multi stage sampling will be very effective. For analysing the performance
of NEP 2020 all over the country, we can divide the entire country population into cities
and select cities with the highest population and also filter the lower percentage of
literacy.
b. Non probability sampling:
Convenience sampling:

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It is a non probability sampling taken from a group of people easy to contact. There are no
criteria required of this sample.
 In this study sampling Is going to collect through – distribute some questionnaire in one
particular school with the random selection of crowded students.
 Another way for collecting the samples to create an online survey, send a link to the
particular group students.
Purposive sampling:
This is the non probability sampling based on the intention or the purpose of the study.
 In our study we want to know about the NEP 2020 in school education will be effective or
not (with yes or no questions)
Quota sampling:
It is a non probability sampling in which researchers create a sample involving individuals
represent a population.
 In this study we will study the perception of NEP 2020 through different age groups like
3-8 , 8-11 , 11-14, 14- 18.
Design of Scaling:
Nominal Scale: Nominal scale is used in research surveys and questionaries where only
variable labels hold significance.
Ordinal Scale: What are the best part you feel good in NEP 2020
implementation.(RANK WITH ORDER)
Interval Scale: NEP 2020 going to be a best policy in the world
Ratio scale
How many of your school teachers know about the policy of NEP 2020?
DATA COLLECTION TOLOLS:
Data collection is defined as a procedure of collecting measuring and analysing accurate
insights for research using standard validated techniques. In this study, some of the tools used
here are questionnaires, interview schedule, focus group discussion to the
 Students and teachers
 Public and parents and
 The management of school
To the students and teachers:
In this study, for students and teachers, questionnaire is the best objective tool that consists of
a set of questions.

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To the management:
In our study management of school includes principle, directors, correspondents we can use
interview schedule method which we can do face to face conversation with the sole purpose of
collecting information to satisfy a research purpose
To the parents and public:
In this study, for parents and public the focus group discussion method is the best choice for
collecting data. This research involves asking open ended questions to a group of individuals
usually ranging from 6 – 10 people to provide feed back.
FINDINGS
School Education
In school education, the following are the key features:
• By the year 2030, universalisation of education will be implemented from age 3 to class
10
• Key assessments will be conducted at classes 3, 5, and 8
• Students can choose subjects, especially in secondary school, which would include arts
and crafts, vocational skills, and physical education
• By the year 2025, the National Mission on Foundational Literacy and Numeracy will
ensure that basic skills are imbibed by the class 3 level
• From class 6, coding and vocational skills training will be integrated into the curriculum
• Indian knowledge, values, and culture, including indigenous and tribal knowledge, will be
integrated into the curriculum
• There will be a new accreditation framework for schools
• There will be an independent authority for the regulation of both private and public schools
How to successfully implement the NEP
1. To implement NEP successfully at all levels the government will need to create
stakeholder incentives so that the implementation is smooth and uniform.
2. Formulate instruments in the form of legal, policy, regulatory and institutional
mechanisms
3. Build reliable information repositories
4. Develop adaptability across HEIs, regulatory bodies and government agencies
5. Develop credibility through transparent actions and participation of all stakeholders;
6. Develop sound principles of management

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7. Schools will actually need to redefine the teaching and learning process for a proper
implementation of NEP 2020 to actually witness a trajectory of transformation for a
phenomenal outcome.
Comparison between NEP 2020 Vs NPE 1986
New education policy 2020 National policy on education 1986
Ministry of education Ministry of HRD
5+3+3+4 format 10+2 format
Break up of age 3-8,8-11,11-14,14-18 Break up of age 6-16,16-18
Exam – class 3,5,8,10,12 Exam – each year up to class 12
Advantages of New Education Policy 2020
 The Government aims to make schooling available to everyone with the help of NEP
2020.
 Approximately two crore school students will be able to come back to educational
institutes through this new approach.
 According to the national education policy 2020, 5+3+3+4 structure will replace the
existing 10+2 structure. This structure is focused on student’s formative years of learning.
This 5+3+3+4 structure corresponds to ages from 3 to 8, 8 to 11, 11 to 14 and 14 to 18.
12 years of schooling, 3 years if Anganwadi and pre-schooling are included in this
structure.
 For children up to the age of 8, a National Curricular and Pedagogical Framework for
Early Childhood Care and Education will be designed and developed by NCERT.
Problems based on NEP 2020
 In the National Education Policy 2020, language is a negative factor as there is a
problematic teacher to student ratio in India, thus introducing mother languages for each
subject in academic institutes is a problem. Sometimes, finding a competent teacher
becomes a problem and now another challenge comes with the introduction of the NEP
2020 that is bringing study material in mother languages.
 According to the national education policy 2020, students willing to complete their
graduation have to study for four years while one can easily complete his/ her diploma
degree in two years. This might encourage the pupil to leave the course midway.
 According to the national education policy 2020, students of the private schools will be
introduced with English at a much earlier age than the students of the Government

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schools. The academic syllabus will be taught in the respective regional languages of the
Government school students. This is one of the major new education policy drawbacks
as this will increase the number of students uncomfortable in communicating in English
thus widening the gap between sections of the societies.
How the New Education Policy will be implemented?
 The new education policy in 2020 came after 30 years and is all set to change the existing
academic system of India with the purpose of making it at par with the international
standard of academic.
 The Government of India aims to set up the NEP by the year 2040. Till the targeted year,
the key point of the plan is to be implemented one by one.
 The proposed reform by NEP 2020 will come into effect by the collaboration of the
Central and the State Government.
Policy recommendations
 First implementation of the sprit and intent of the policy will be the most critical matter.
 Second, 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.
 Third, prioritization will be important in ensuring optimal sequencing of policy points,
and that the most critical and urgent sections are taken up first, thereby enabling a strong
base.
 Fourth, comprehensiveness in implementation will be a 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.
 Fifth, since education is a concurrent subject, it will need careful planning, joint
monitoring and collaborative implementation between the centre and the states.
 Sixth, timely infusion of requisite resources – human, infrastructural and financial -at
the centre and the state levels will be crucial for the satisfactory execution of the policy.
 Finally, careful analysis and review of the linkages between multiple parallel
implementation steps will be necessary in order to ensure effective dovetailing of all
initiatives.
SUGGESTIONS
NEP 2020 recommends many transformational ideas for school education. The New Education
Policy emphasized to ensure universal access to high-quality ECCE across the country in a

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phased manner. Special attention and priority will be given to districts and locations that are
particularly socio-economically disadvantaged
The National Education Policy (NEP) 2020 was released on July 30, 2020. It will replace the
National Policy on Education, 1986. Key recommendations of the NEP include:
(i) redesigning the structure of school curriculum to incorporate early childhood care
and education,
(ii) curtailing dropouts for ensuring universal access to education,
(iii) increasing gross enrolment in higher education to 50 percent by 2035, and
(iv) Improving research in higher education institutes by setting up a Research
Foundation. We examine the current status of education in the country in view of
some of these recommendations made by the NEP in this post.
Some of the suggestions are:
(i) Reformulate the RTE based on outcomes
(ii) Improve public schools for quality and social integration
(iii) Increase budgetary allocation on education
(iv) Universalize secondary education
(v) Replicate successful government school systems
SCOPE FOR FURTHER RESEARCH
This study we identified following scope for research areas:
 Future studies to investigate technologies to be invented in NEP2020.
 Future research to examine the quality of teaching techniques.
 Future research should be devoted the development of teaching aids and for the
students thinking capacity.
 In future research more research is needed to apply and test the educational structure
and policy.
 Therefore, future research should be conducted in more realistic settings to
betterment of student’s community.
CONCLUSION
At the end NEP 2020 is wonderful policy which clearly indicates the development of student’s
future education system. The transition period of NEP 2030 will be best among the world's
education, this may reflect in the future student generation and also the teaching methodologies
of teachers overall I conclude that NEP 2020 will be the best one for the development of
education system in India.

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ACKNOWLEDGMENT
We thank all our Faculty members, and Educators of various schools in Chennai and our
students and other anonymous reviewers for their valuable comments on our draft paper.
DISCLOSURE STATEMENT
No potential conflict of interest was reported by the authors.
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Jayan, T. V. (5 July 2020). "National Research Foundation to boost research, innovation".
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Jebaraj, Priscilla (2 August 2020). "The Hindu Explains | What has the National Education
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Kulkarni, Sagar (29 July 2020). "New policy offers 5-3-3-4 model of school education".
Deccan Herald. Retrieved 9 August 2020.
Kumar, Shuchita (31 July 2020). "New education policy: The shift from 10+2 to 5+3+3+4
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