The document discusses expectations from CBSE schools regarding implementing the National Education Policy 2020. It outlines that schools need to prepare students for rapid change and unknown future jobs/technologies. Schools should focus on developing students' understanding of different perspectives, respect for others, and responsibility towards sustainability.
The key points discussed are:
- Schools should focus on planning, access and retention, following frameworks, and providing resources.
- Teachers need training in various pedagogies, subjects, identifying student potential, and engaging parents. All teachers must be qualified.
- Student learning should be assessed not to judge but help students, and track their progress.
Restructuring the School Curriculum and Pedagogical Transaction in NEP 2020Dr.Amol Ubale
This National Education Policy 2020 is the first education policy of the 21st century and aims to address the many growing developmental imperatives of our country. This Policy proposes the revision and revamping of all aspects of the education structure, including its regulation and governance, to create a new system that is aligned with the aspirational goals of 21st century education, including SDG4, while building upon India’s traditions and value systems.
The Union Cabinet chaired by the Prime Minister Shri Narendra Modi approved the National Education
Policy 2020 today, making way for large scale, transformational reforms in both school and higher education
sectors.
Restructuring the School Curriculum and Pedagogical Transaction in NEP 2020Dr.Amol Ubale
This National Education Policy 2020 is the first education policy of the 21st century and aims to address the many growing developmental imperatives of our country. This Policy proposes the revision and revamping of all aspects of the education structure, including its regulation and governance, to create a new system that is aligned with the aspirational goals of 21st century education, including SDG4, while building upon India’s traditions and value systems.
The Union Cabinet chaired by the Prime Minister Shri Narendra Modi approved the National Education
Policy 2020 today, making way for large scale, transformational reforms in both school and higher education
sectors.
An introduction to Competency-based education and the new student demographic. Discover today's modern student and the education system designed to fit them. http://bit.ly/1hU8ntv
Highlights of New Education Policy (NEP) 2020UfraShahidkhan
These are the Highlights of New Education Policy 2020. This presentation is useful for teachers and students to understand the NEP 2020. It consists of recommendations for school education and higher education and many more things.
The education policy in India has changed after 34 years.
This presentation contains major changes made in the National Education policy of 2020 and what will be its future impact.
Do share your reviews about the New Eduction policies.
Ecce literacy and numeracy- national educational policy-2020Rajeev Ranjan
ECCE-Foundational Literacy and Numeracy: An Urgent & Necessary Prerequisite to Learning- NEP 2020--Universal provisioning of quality early childhood development, care, and education -ECCE ideally consists of flexible, multi-faceted, multi-level, play-based, activity-based, and inquiry-based learning, comprising of alphabets, languages, numbers, counting, colours, shapes, indoor and outdoor play, puzzles and logical thinking, problem-solving, drawing, painting and other visual art, craft, drama and puppetry, music and movement. It also includes a focus on developing social capacities, sensitivity, good behaviour, courtesy, ethics, personal and public cleanliness, teamwork, and cooperation.
www.rajeevelt.com
The content presented in the slides is mainly emphasizing on developing holistic perspective about the process of curriculum development in a broader manner.
Blended Learning in the Math Classroom: Leveraging Professional Development t...DreamBox Learning
Common misconceptions around what adaptive technology can do for teachers in their classrooms
How to best leverage professional development while blending your classrooms/schools
Steps to selecting the best digital curricula that will support your goals
Vocational Education helps to acquire life long learning skill
and these skill helpful for enhancing the qualities in working area.Vocational education provides different opportunities to learn from real and daily life contexts that places in their personal,social ,economical and other background.It is a path of success where young students can show their efficiency by showing their learned skill.They can get more opportunities through true learning skill which achieving in vocational education study. NEP 2020 re -imaging on vocational education for make education process strong with open more job areas for young student.Make them self dependent for survive and earn the money on the basis of vocational skill.
A webinar on 'Planning and Management of Inclusive Classrooms' organised by Department of Education,
Manonmaniam Sundaranar University,
Tirunelveli.
Invited Resource Person
Ms B. Viji
Former untenured Assistant Professor
Department of Education
MS University
An introduction to Competency-based education and the new student demographic. Discover today's modern student and the education system designed to fit them. http://bit.ly/1hU8ntv
Highlights of New Education Policy (NEP) 2020UfraShahidkhan
These are the Highlights of New Education Policy 2020. This presentation is useful for teachers and students to understand the NEP 2020. It consists of recommendations for school education and higher education and many more things.
The education policy in India has changed after 34 years.
This presentation contains major changes made in the National Education policy of 2020 and what will be its future impact.
Do share your reviews about the New Eduction policies.
Ecce literacy and numeracy- national educational policy-2020Rajeev Ranjan
ECCE-Foundational Literacy and Numeracy: An Urgent & Necessary Prerequisite to Learning- NEP 2020--Universal provisioning of quality early childhood development, care, and education -ECCE ideally consists of flexible, multi-faceted, multi-level, play-based, activity-based, and inquiry-based learning, comprising of alphabets, languages, numbers, counting, colours, shapes, indoor and outdoor play, puzzles and logical thinking, problem-solving, drawing, painting and other visual art, craft, drama and puppetry, music and movement. It also includes a focus on developing social capacities, sensitivity, good behaviour, courtesy, ethics, personal and public cleanliness, teamwork, and cooperation.
www.rajeevelt.com
The content presented in the slides is mainly emphasizing on developing holistic perspective about the process of curriculum development in a broader manner.
Blended Learning in the Math Classroom: Leveraging Professional Development t...DreamBox Learning
Common misconceptions around what adaptive technology can do for teachers in their classrooms
How to best leverage professional development while blending your classrooms/schools
Steps to selecting the best digital curricula that will support your goals
Vocational Education helps to acquire life long learning skill
and these skill helpful for enhancing the qualities in working area.Vocational education provides different opportunities to learn from real and daily life contexts that places in their personal,social ,economical and other background.It is a path of success where young students can show their efficiency by showing their learned skill.They can get more opportunities through true learning skill which achieving in vocational education study. NEP 2020 re -imaging on vocational education for make education process strong with open more job areas for young student.Make them self dependent for survive and earn the money on the basis of vocational skill.
A webinar on 'Planning and Management of Inclusive Classrooms' organised by Department of Education,
Manonmaniam Sundaranar University,
Tirunelveli.
Invited Resource Person
Ms B. Viji
Former untenured Assistant Professor
Department of Education
MS University
New Education Policy was launched on Wednesday, July 29. Earlier, in the afternoon the Union cabinet approved the policy that aims to overhaul the country’s education system. Union Ministers for Information and Broadcasting (I&B)Prakash Javadekar and Human Resource Development (HRD) and Ramesh Pokhriyal Nishank, made the announcement on the NEP- 2020. Earlier on May 1, Prime Minister Narendra Modi had reviewed the NEP- 2020, for which draft was prepared by a panel of experts led by former Indian Space Research Organisation (ISRO) chief K Kasturirangan. The NEP 2020 aims at making “India a global knowledge superpower”.The new academic session will begin in September-October – the delay is due to the unprecedented coronavirus disease (Covid-19) outbreak – and the government aims to introduce the policy before the new session kicks in
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2. Schools now need to prepare students for more rapid change
than ever before, to learn for jobs that have not yet been
created, to tackle societal challenges that we can’t yet imagine,
and to use technologies that have not yet been invented. And
they need to prepare students for an interconnected world in
which students understand and appreciate different
perspectives and world views, interact successfully and
respectfully with others, and take responsible action toward
sustainability and collective well-being.
3. Contents
Schools
• Planning
• Enable Access/Retention
• Follow Frameworks/Guidelines
• Provide Resources
Teachers
• Build Capacities At all levels
• Teachers must be qualified
• Forget the chalk and board pedagogy
• Achieve Standards
• Adopt cross cutting themes
• Engage with parents for a positive learning environment
Student learning
• Assessment is not for judging students, its an opportunity
• Track to have their back
Non-negotiable
6. Plan, Plan, Plan!
Plan for activities based on NEP 2020
Plan for activities based on
NEP 2020
• School Development
Plan including ECE
• Plan for CWSN and
Gifted children
• Plan for inclusion of
SEDGs
Upgrade Pedagogy
• Incorporate latest
pedagogy methods as
per the needs of
5+3+3+4 structure of
curriculum
• Plan lessons grounded
in real-life situations
• Plan to promote
multilingualism
• Implement plan for
attaining universal FLN
Track student learning
• Plan to track learning of
each child
• Create holistic report
card that captures
uniqueness of a child
• Approach the
assessment as per new
exam pattern (focus on
competencies)
Schools
8. Enable Access and Retention
COVID 19 Impact: Learning loss and
perhaps loss of interest in schooling must
be mitigated
• Track each child and ensure there are no drop outs
• Ensure educational access and retention of SEDGs
• Help each child to continue education through RTE
Entitlements
• Involve all stakeholders in the child’s learning process and
journey (parents, local administration etc)
• Enhance and enrich student learning through innovative
pedagogy
• Create safe and conducive environment for learning and
teaching
• Access to alternate forms of schooling
• Maintain inclusive and clean infrastructure – Disabled
friendly access, drinking water facilities, working and clean
toilets, sanitary napkin vending machines, facilities for
teachers such as staff rooms etc.
Schools
9. Follow framework and guidelines
• Monitoring/Tracking of Health status of
Children through periodic health check–up
• Engaging peer groups and other local
• National guidelines on assessment standards
to be achieved
• Identification and nurturing of Gifted Children
at the Elementary and Secondary stages
• Safety and security guidelines
• Facilitating Twinning between public and
private schools in the state/UT.
• Implementing of vocationalisation from grade
6
• Guidelines, resources, support material for
teachers on multilingualism, to harness the
power of language
• National Curricular Framework and
Curricular literacy
• For fun courses on vocational crafts through
NCFSE for all learners to take during grades
6-8
• Development of Holistic Progress Card
• Implementation of the FLN Mission
• To assist the states/UTs for holding the
census exams in grades 3,5 and 8
• School Quality Assurance and Accreditation
Framework (SQAAF) by SCERT
Framework Guidelines
Schools
10. Provide resources Schools
• High quality and diversified Student and Teacher Resources/Learning Materials,
including e-learning resources (DIKSHA)
• Proper and well-equipped Labs
• Well-trained Sports teachers. Playgrounds and sports equipment
• Art and craft, vocational resources
• Counsellors
• Special Educators
• Learning materials for the differently abled- Braille books, audio books etc.
• ICT labs and language labs
• Library – online and offline
• Book banks for SEDGs
• Access to Digilocker for HPC
12. Build Capacities at all levels Teachers
• Build capacities of School management, Heads, teachers, staff, parents,
community/volunteers
• Minimum 50 hours CPD per year for heads and teachers
• Mentoring of teachers/schools by HEIs
• NISHTHA to be compulsorily completed by all teachers
• Training regular teachers to teaching some appropriate vocational subjects and
training of vocational teachers
14. Teachers to be specially trained in Teachers
• Identifying/recognising and nurturing unique potential of every child
• Curriculum and pedagogy of ECCE/FLN
• Use of technology platforms such as SWAYAM/DIKSHA
• Basic health indicators to look out for and monitor in children.
• Teaching Indian Languages
• Shift in teaching learning from rote to inquiry based, critical thinking , cognitive learning and
applied methods
• Teaching-learning in classes 1 to 5 through a bilingual approach that focuses on the mother tongue
• To undertake “assessment as learning” and “assessment for learning” at elementary level
• Implementing Holistic Progress Card
• For promoting talent amongst students.
• Inputs on safety, health and environment in schools, particularly in relation to the COVID-19
pandemic
15. Teachers must be qualified Teachers
• Aim of NEP: Ensure that all students at all levels of school education are taught by passionate,
motivated, highly qualified, professionally trained, and well-equipped teachers.
• Qualifications in accordance with NCTE regulations
• The TETs will be extended to cover teachers across all stages - Foundational, Preparatory, Middle
and Secondary.
• Teachers in private schools must have qualified similarly through TET, a demonstration/interview,
and knowledge of local language(s).
• Balvatika to have an ECCE qualified teacher
• 4-years integrated B.Ed to be preferred by 2030.
• Career progression and incentivisation
• Vocational education teacher training
16. Forget the chalk and board pedagogy Teachers
• Framework for giving more autonomy to teachers
in choosing aspects of pedagogy they find most
effective for the students in their classrooms
• Competency-based multi-disciplinary education
• Experiential learning and Activity-based learning
• Toy-based pedagogy
• Art-integration
• Sport-integration
• Story-telling pedagogy
• ICT integration
5
3
3
4
+
+
+
flexible, multilevel, play/activity-based learning
building on the play, discovery, and activity-based
pedagogy
multidisciplinary study that builds on the subject study,
but with greater depth/critical thinking/flexibility/choice
of subjects, that also leads to developing life aspirations
introduction of subject teachers for learning and
discussion of the more abstract concepts in each
subject; Experiential learning within each subject,
and explorations of relations among different
subjects
18. Achieve standards Teachers
• Ensuring equivalence of academic standards among learners across all school based on
standards and guidelines developed by PARAKH
• PARAKH will prepare national guidelines on assessment standards to be achieved
• National Professional Standards for Teachers (NPST) will be developed by 2022, by
NCTE
• The standards would cover expectations of the role of the teacher at different levels of
expertise/stage, and the competencies required for that stage.
• States/UTs will set up an independent, State-wide, body called the State School
Standards Authority (SSSA).
• The SSSA will establish a minimal set of standards based on basic parameters (namely,
safety, security, basic infrastructure, number of teachers across subjects and grades,
financial probity, and sound processes of governance).
• The transparent disclosure of all financial, academic, and operational matters will be
expected by schools through SSSA.
20. Adopt cross cutting themes Teachers
• No silos
• Flexibility
• Connecting to the child in mother-tongue, Multilingualism
• Competency-based with a multidisciplinary approach
• Computational and Mathematical Thinking and Scientific temper
• Vocational and skill education
• Knowledge of India
• Value education
• Gender
• Inclusion
• ICT
• Innovation
• Convergence/rationalisation/twinning
• Local culture and context
• Citizenship and instilling of national pride
• Connect children to the issues of national importance
22. Engage with parents and community for a positive learning environment
Teachers
• Home visits; Inform parents about expected learning outcomes, portfolios, home assignments, etc.
• Sensitize parents of children with physical and learning disabilities, first generation learners
• Arrange workshops on parenting, and particularly on exam related anxieties and other stress
• Engage with parents to deal with substance abuse , sexual orientations and other adolescence issues
• Constantly send information about the activities in the school, and child’s progress
• Send portfolios back to parents for review and feedback.
• Inform parents about what kind of assistance the child needs at home for learning.
• Newsletters, e-mails, blogs, memos etc. can be a regular feature.
• Parents as volunteers for FLN/field visits, sports/art exhibitions, annual function, school magazine, etc.
• Exposure lecture by parent specialists - a counsellor, doctor, sportsperson, filmmaker, etc.
• Have a parent representative for your class, who can help you with the PTMs.
• You may have specific events only for parents.
• Involve parents in the community outreach work undertaken by the school.
23. Engage with parents and community for a positive learning environment
Teachers
25. Assessment is not for judging students, its an opportunity
S. Learning
• Educational outcomes will be incorporated suitably in the assessment of schools
by SSSA
• For secondary education, CBSE will prepare assessment and evaluation procedures
for its affiliated schools/students, for implementation from 2022-23 session
onwards.
• NCERT/PARAKH will prepare framework and guidelines for Holistic Progress Card
• NCERT, CBSE to prepare question banks for competency-based items that test
higher-order skills
• Examinations to test achievement of basic learning outcomes, through assessment
of core concepts and knowledge along with relevant HOTS and application of
knowledge in real-life situations.
• Some other possibilities include:
• a system of annual/semester/modular Board Exams could be developed
• all subjects and corresponding assessments, beginning could be offered at two levels
• Tests to have two levels of Difficulty
• Moving to adaptive testing
26.
27. Track to have their back – Monitoring and Tracking student
learning S. Learning
• System for tracking student growth allows teachers to determine which students
are learning and which ones are not
• Tracking each child beginning with Foundational levels
• Tracking proficiency levels in achievement of LOs – each child to achieve mastery
over LO
• Aggregated/anonymised data
• Unifying/linking database – SSSA and OASIS
• Pre-assessments - a great way to find out what students already know and what
still needs to be taught before a unit or lesson
• Peer tutoring allows students to have more opportunities for assistance.
• Pre-teach concepts to students who may struggle with the material.
• Re-teach using post assessments - if say, greater than 20 % students receive less
than an 80% pass rate on an assignment, re-teach the lesson to entire class.
29. Track to have their back
• Child centric and Inclusive
• Inclusion
• Teacher quality
• Safety
• Diversified TLM
• Competency-based education and
flexibility
• Quality of classroom transactions,
Pedagogies
• Performance tracking
• Skill development
• Sports
• Arts and Craft
30.
31. So schooling today needs to be much more
about ways of thinking (involving creativity,
critical thinking, problem solving and
judgement), ways of working (including
communication and collaboration), tools for
working (including the capacity to recognise
and exploit the potential of new technologies)
and about the capacity to live in a multi-
faceted world as active and responsible
citizens