The National Education Policy 2020 introduces several major reforms in both school and higher education in India. It shifts to a 5+3+3+4 structure for schooling with increased focus on foundational learning. In higher education, it aims to increase gross enrollment to 50% by 2035, establish a new regulatory system under HECI, and transform universities and colleges into more multidisciplinary and research-focused institutions.

1. National Education Policy 2020
An Overview
PPT Prepared By
KUNAL
IDD 2ND YEAR
CBSM DELHI

2. • National Education Policy 2020 is India’s Third
Education Policy after NEP 1968 and 1986.
• Ministry of Human Resource Development
formed a Committee in 2017 which was headed
by Dr. K. Kasturirangan for preparing the
National Education Policy. The committee
submitted its report on May 31, 2019. on July 29,
2020 Union cabinet approved it.
• Over 2 lakh suggestions were received infavour
and against the policy

3. School Education (Structure)
• 5+3+3+4 pattern will be followed as
discussed:
Foundational
Stage
3 Years (Pre-
School)
2 Years (Class
1st & 2nd)

4. 1. Foundational Stage (5 years)
 (A) Pre-School Period (3 Years)
 3 Years of Pre- Schooling
 Age group 4, 5 and 6 Years
 To be enrolled in Play Way Schools or in Anganwadis or
Balavatika
 No exam at this Stage
 No uniform Code
 (B) Next 2 years
 Class 1st and 2nd
 Age Group 7 and 8 Years
 No exam at this Stage
 No uniform Code

5. 2. Preparatory Stage (3 Years)
Start of Exams
Age groups 9, 10 and 11 YEARS
Class 3rd, 4th and 5th
Activity Based Teaching
Preferable Medium of Instruction (Mother
Tongue/ Regional Language/ National
Language)
However Schools can teach in English
Language as well

6. 3. Middle Stage (3 Years)
• Classes 6th, 7th and 8th
• Age groups 12, 13 and 14 Years
• Computer Knowledge (Coding)
• Vocational / Technical Education from class 6th
• One of the Indian languages to be taught at this
stage (Sanskrit, Mithali, Malayalam, Kananada)
(OPTIONAL)
• 10 days internship programmes in the
curriculum

7. 4. Secondary Stage (4 Years)
Classes 9th, 10th, 11th and 12th
Age groups 15, 16, 17 and 18 Years
Semester system examinations
No stream
Multiple subjects
Emphasis on critical thinking
One of the foreign languages to be taught
except Mandarin (Optional)

8. Higher Education
• Structure(Graduation)
• Degree Programme of 3 or 4 years duration
1. CERTIFICATE after completing 1 Year
2. DIPLOMAafter Completing 2 Years
3. BACHELOR’S degree after Completing 3 Years
4. Multidisciplinary Bachelor’s Degree after completing 4 Years. (4th year
will be Extensively for Research Purpose)
5. Multiple entry and exit points
6. ABC (Academic Bank of Credits) shall be established which would digitally
store the academic credits earned from various recognized HEIs so that
the degrees from an HEI can be awarded taking into account credits
earned.

9. Master’s Programme & Ph.D.
• Duration (1 or 2 Years)
 2 Years for those who have 3 years Bachelor’s Degree
 1 Year for those with 4 Years Multidisciplinary Bachelor’s
Degree
 Integrated 5 Years Bachelor’s/ Master’s Programme
 M.Phil discontinued
 Ph.D (4Years)
Undertaking a Ph.D. shall require either a Master’s Degree or
a 4 Year Multidisciplinary Bachelor’s Degree

10. Bachelor’s in Education
Duration (4 Years, 2 Years & 1 Year)
4 years B.Ed. (After 12th )
2 years B.Ed. ( 3 Year Graduation)
1 year B.Ed. (4 year Graduation or PG)
Admission in B.Ed. Through NTA
From 2030, minimum degree qualification

11. Quality Universities & Colleges
• Multidisciplinary Universities and Colleges, with at least one
in or near every district. (MOI Local/Indian Languages)
• Gross Enrollment Ratio to be increased to 50% by 2035 from
existing 26.3%(2018)
• Moving towards a more multidisciplinary undergraduate
education
• Institutional autonomy
• National Research Foundation (for funding research
projects)

12. Institutional Restructuring & Consolidation
3 types of HEI
1. Research Intensive Universities ( those universities who place
equal emphasis on teaching and research)
2. Teaching Intensive Universities (those who place greater
emphasis on teaching but still conduct significant research)
3. Autonomous Degree Granting Colleges (Primarily focused
on under graduate degrees)
Contd….

13.  Stage wise mechanism of granting graded autonomy to
colleges, through a transparent system of graded accreditation
 Over a period of time, it is envisaged that every college would
develop into either an Autonomous Degree granting College or
a Constituent College of a University. In the later case, it would
be fully part of the university. With appropriate accreditations,
Autonomous degree granting Colleges could evolve into
Research Intensive or Teaching Intensive Universities, if they
so aspire.
 All HEIs will first plan to become MULTIDISCIPLINARY by
2030
 Institutions will have the option to run Open Distance Learning
(ODL) and online programmes, provided they are accredited to
do so.
Contd…..

14. Phasing out the system of “AFFILIATED
COLLEGES” over a period of 15 years through
a system of graded autonomy.
All colleges currently affiliated to a university
shall attain the required benchmarks over time
to secure the prescribed accreditation
benchmarks and eventually become autonomous
degree granting colleges.
The present complex nomenclature of HEIs in
the country such as “DEEMED TO BE
UNIVERSITY”, “AFFILIATING
UNIVERSITY”, “AFFILIATING TECHNICAL
UNIVERSITY”, “UNITARY UNIVERSITY”
shall be replaced simply by “UNIVERSITY” on
fulfilling the criteria as per norms

15. Towards a More Holistic and Multidisciplinary
Education
• Model Public Universities for holistic and
multidisciplinary education at par with IITs,
IIMs etc., called MERU (Multidisciplinary
Education and Research Universities) will be set
up
• HEIs will focus on research and innovation.
Given the scenario of epidemics and pandemics,
it is critical that HEIs take the lead to undertake
research in areas of infectious diseases,
epidemiology, virology, diagnostics,
instrumentation, vaccinology etc.

16. Optimal Learning Environments and Support
for Students
 In order to promote creativity, institutions and faculty will have
the autonomy to innovate on matters of curriculum, pedagogy
and assessment
 Choice Based Credit System (CBCS) to be revised
 HEIs shall move to a criterion based grading system (Measuring
a student against a level of performance, not measuring one
against another student. This means looking at how a student is
performing today compared to how the student performed the
day before that)
 Each institution will integrate its academic plans ranging from
curricular improvement to quality of classroom transaction into
its larger Institutional Developmental Plan (IDP)

17. Internalization
• An International Students Office at each HEIs
hosting foreign students will be set up to coordinate
all matters relating to welcoming and supporting
students arriving from abroad.
• Top 100 universities in the world will be facilitated to
operate in India.
• High performing Indian Universities will be
encouraged to set up campuses in other countries
• Credits acquired in foreign universities will be
permitted, where appropriate as per the requirements
of each HEI, to be counted for the award of a degree

18. Motivated, Energized and Capable Faculty
• Every classroom shall have access to the latest educational technology
• Faculty will be appointed to individual institutions and generally not be
transferable across institutions
• Faculty will be given freedom to design their own curricular and
pedagogical approaches within the approved framework
• Faculty members doing excellent work in research, teaching or in any
other field(s) will be rewarded, promoted, recognitions and Movement
into institutional leadership. Mean while, faculty not delivering on basic
norms will be held accountable
• Current recruitment process will be continued, a “tenure-track” i.e
Suitable probation period shall be put in place to further ensure
excellence
• Fast track promotion system (Research and Contribution)
• Excellent faculty with high academic and service credentials as well as
demonstrated leadership and management skills will be identified early
and trained through a ladder of leadership positions.

19. Transforming the Regulatory System of Higher
Education
• HECI (Higher Education Commission of India)
• 1. NHERC (National Higher Education Regulatory
Council) it will function as the common, single point
regulator for the higher education sector including
teacher education excluding medical and legal
education
• Financial probity, good governance and the full
online and offline public self disclosure of all
finances, audits, procedures, infrastructure,
faculty/staff, courses and educational outcomes will
be regulated by NHERC
Contd………

20. • 2. National Accreditation Council (NAC)
• Accreditation of institutions will be based on basic norms, public
self disclosure, good governance, and outcomes, and it will be
carried out by an independent ecosystem of accrediting institutions
supervised and overseen by NAC.
• All HEIs will aim, through their IDPs (Institutional Development
Plans), to attain the highest level of accreditation over the next 15
years, and thereby eventually aim to function as self-governing
degree granting institutes/clusters
• 3. HEGC (Higher Education Grants Council) which will carry out
funding and financing of higher education. HEGC will be
entrusted with the disbursement of Scholarships and
developmental funds
• 4. GEC (General Education Council) will frame expected learning
outcomes for higher education. A National Higher Education
Qualification Framework (NHEQF) will be formulated by the
GEC and it shall be in syn with the National Skills Qualifications
Framework (NSQF) to ease the integration of vocational
education into higher education. The GEC will be mandated to
identify specific skills that students must acquire during their
academic programmes.