The National Education Policy (NEP) 2020 replaces the previous 1986 policy and aims to overhaul India's education system by increasing state expenditure on education to 6% of GDP by 2030. It emphasizes early childhood education, foundational literacy and numeracy, and curtailing dropout rates while proposing a new 5+3+3+4 curricular structure that integrates holistic and experiential learning. The policy also focuses on equitable access, teacher training, and accommodating diverse learning needs, aiming for a more inclusive and effective educational environment for all students.

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Prepared by : S.R. Swathi
NEP 2020

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NEP 2020
• The new policy replaces the previous National Policy on Education, 1986.
• NEP 2020 – a recommendation of Kasturirangan committee (former ISRO
chief)
• Target 2030
• It aims to increase state expenditure on education from around 3% to 6% of
the GDP (Gross domestic product) as soon as possible.
• SDG 4/17 - Ensure inclusive and equitable quality education and promote
lifelong learning opportunities for all. (India adopted in 2015)

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NEP 2020
Part I : SCHOOL EDUCATION

4. 1. Early Childhood Care and Education: The Foundation of Learning (Target 2023)
• 85% of a child’s cumulative brain development occurs prior to the age of 6
• The overall aim of ECCE will be to attain optimal outcomes in the domains of: physical and motor
development, cognitive development, socio-emotional-ethical development, cultural/artistic development, and
the development of communication and early language, literacy, and numeracy.
• A National Curricular and Pedagogical Framework for Early Childhood Care and Education (NCPFECCE) for
children up to the age of 8 will be developed by NCERT in two parts, namely, a sub-framework for 0-3 year-
olds, and a sub-framework for 3-8 year-olds.
• Special attention - socio-economically disadvantaged locations.
• activity-filled tours to Anganwadi children
• “Preparatory Class” or “Balavatika” (before Class 1). play-based learning – mid day meal program shall
also be extended to the Preparatory Classes in primary schools
• Health check-ups and growth monitoring that are available in the Anganwadi system shall also be made
available to Preparatory Class students of Anganwadi as well as of primary schools. 4

5. • Training for Anganwadi teachers/workers – framework was developed by NCERT. Teachers with +2 qualification – 6
month certificate program. Teachers with lower educational qualifications – 1 yr diploma program through
digital/distance mode. it is mentored by the Cluster Resource Centres of the School Education Department which
shall hold at least one monthly contact class for continuous assessment.
• Necessary facilities will also be created for the initial professional preparation of these educators and their Continuous
Professional Development (CPD).
• ECCE will also be introduced in Ashramshalas in tribal-dominated areas
• The planning and implementation of ECCE curriculum will be carried out jointly by the Ministries of HRD, Women
and Child Development (WCD), Health and Family Welfare (HFW), and Tribal Affairs.
2. Foundational Literacy and Numeracy: An Urgent & Necessary Prerequisite to Learning (Target 2025)
• The ability to read and write, and perform basic operations with numbers throughout the preparatory and middle school
curriculum – is a necessary foundation by Grade 3
• National Mission on Foundational Literacy and Numeracy will be set up by the Ministry of Human Resource
Development (MHRD)
• teacher vacancies will be filled at the earliest (Special preference given to teachers who speak the local language
fluently) 5

6. • A pupil-teacher ratio (PTR) of under 30:1 will be ensured at the level of each school; areas having large numbers of
socio-economically disadvantaged students will aim for a PTR of under 25:1
• continuous formative/adaptive assessment to track and thereby individualize and ensure each student's learning
• A national repository of high-quality resources on foundational literacy and numeracy will be made available on the
Digital Infrastructure for Knowledge Sharing (DIKSHA)
• Digitalized public and school libraries - A National Book Promotion Policy will be formulated, and extensive
initiatives will be undertaken to ensure the availability, accessibility, quality, and readership of books across geographies,
languages, levels, and genres.
• All school children shall undergo regular health check-ups especially for 100% immunization in schools and health
cards will be issued to monitor the same. (Including mental health)
3. Curtailing Dropout Rates and Ensuring Universal Access to Education at All Levels (Target 2030)
• initiatives such as the Sarva Shiksha Abhiyan (now the Samagra Shiksha) and the Right to Education Act
• The GER for Grades 6-8 was 90.9%, while for Grades 9-10 and 11-12 it was only 79.3% and 56.5%, respectively
• National Sample Survey Organisation or the NSSO in 2017-18, the number of out of school children in the age group
of 6 to 17 years is 3.22 crore 6

7. • 2 overall initiatives –
1. provide effective and sufficient infrastructure
2. Counsellors or well-trained social workers
• Open and Distance Learning (ODL) Programmes offered by the National Institute of Open
Schooling (NIOS) and State Open Schools will be expanded and strengthened for meeting the
learning needs of young people in India who are not able to attend a physical school.
• involve community and alumni in volunteer efforts for enhancing learning by providing at
schools: one-on-one tutoring; the teaching of literacy and holding of extra-help sessions; teaching
support and guidance for educators; career guidance and mentoring to students; etc.
• Databases of literate volunteers, retired scientists/government/semi government employees,
alumni, and educators will be created for this purpose.
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8. 4. Curriculum and Pedagogy in Schools: Learning Should be Holistic, Integrated,
Enjoyable, and Engaging
• Restructuring school curriculum and pedagogy in a new 5+3+3+4 design
• The Foundational Stage will consist of five years of flexible, multilevel, play/activity-based learning
• The Preparatory Stage – activity based learning, begin to incorporate some light text books, reading,
writing, speaking, physical education, art, languages, science, and mathematics
• The Middle Stage - 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,
• The Secondary Stage will comprise of four years of multidisciplinary study - greater critical thinking -
greater attention to life aspirations - greater flexibility and student choice of subjects.
• In particular students would continue to have the option of exiting after Grade 10 and re-entering in the
next phase to pursue vocational or any other courses available in Grades 11-12, including at a more
specialized school, if so desired. 8

9. • Holistic development of learners
The aim of education will not only be cognitive development, but also building character and
creating holistic and well-rounded individuals equipped with the key 21st century skills
• Curriculum frameworks and transaction mechanisms will be developed by NCERT
• Reduce curriculum content to enhance essential learning and critical thinking - to its core
essentials
• Teaching and learning will be conducted in a more interactive manner. classroom sessions will
regularly contain more fun, creative, collaborative, and exploratory activities for students for deeper
and more experiential learning.
• Experiential learning – in all stages
• Art-integration is a cross-curricular pedagogical approach - strengthen the linkages between
education and culture.
• Sports-integration is another cross-curricular pedagogical approach - help students adopt fitness -
Fit india movement
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10. • Empower students through flexibility in course choices - particularly in secondary school
• No hard separation among ‘curricular’, ‘extracurricular ’, or ‘co-curricular’, among ‘arts’,
‘humanities’, and ‘sciences’, or between ‘vocational’ or ‘academic’ streams. Subjects such as physical
education, the arts and crafts, and vocational skills, in addition to science, humanities, and mathematics,
• may consider moving towards a semester or any other system
Multilingualism and the power of language
• the medium of instruction until at least Grade 5, but preferably till Grade 8 and beyond, will be the home
language/mother tongue/local language/regional language. This will be followed by both public and private
schools
• High-quality textbooks, including in science, will be made available in home languages/mother tongue. in
particularly, all languages mentioned in the Eighth Schedule of the Constitution of India
• Teachers will be encouraged to use a bilingual approach
• States, especially States from different regions of India, may enter into bilateral agreements to hire
teachers in large numbers from each other, to satisfy the three-language formula in their respective States,
and also to encourage the study of Indian languages across the country (2 Indian languages must, 1 other)
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11. • every student in the country will participate in a fun project/activity on ‘The Languages of India’, sometime
in Grades 6-8, such as, under the ‘Ek Bharat Shrestha Bharat’ initiative - would not involve any form of
assessment. In this project/activity, students will learn about the remarkable unity of most of the major Indian
languages
• Sanskrit will thus be offered at all levels of school and higher education as an important, enriching option
for students, including as an option in the three-language formula.
• In addition to Sanskrit, other classical languages and literatures of India, including Tamil, Telugu, Kannada,
Malayalam, Odia, Pali, Persian, and Prakrit, possibly as online modules. English, foreign languages, such
as Korean, Japanese, Thai, French, German, Spanish, Portuguese, and Russian, will also be offered at the
secondary level
• Indian Sign Language (ISL) - Local sign languages will be respected and taught as well, where possible and
relevant.
Curricular Integration of Essential Subjects, Skills, and Capacities
• introduction of contemporary subjects such as Artificial Intelligence, Design Thinking, Holistic Health,
Organic Living, Environmental Education, Global Citizenship Education (GCED), etc. Activities
involving coding will be introduced in Middle Stage. 11

12. • Grades 6-8 - hands-on experience of important vocational crafts, such as carpentry, electric work, metal work, gardening,
pottery making, etc., as decided by States and local communities and as mapped by local skilling needs.
• A practice-based curriculum for Grades 6-8 will be appropriately designed by NCERT while framing the (National
Curriculum Framework for School Education) NCFSE 2020-21.
• internship opportunities to learn vocational subjects - throughout Grades 6-12, including holiday periods
• “doing what's right” - for making ethical decisions
• Basic training in health (including mental health), personal and public hygiene, disaster response and first-aid will also be
included in the curriculum, as well as scientific explanations of the detrimental and damaging effects of alcohol, tobacco,
and other drugs.
• National Curriculum Framework for School Education (NCFSE) – undertaken by the NCERT
• Quality textbooks in lower cost – developed by NCERT with SCERTs
• Access to downloadable and printable versions of all textbooks to significantly reduce the weight of school bags and
textbooks.
• The aim of assessment in the culture of our schooling system - more regular and formative,
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13. • The progress card will be a holistic, 360-degree, multidimensional report which help them make optimal career
choices.
• all students will be allowed to take Board Exams on up to two occasions during any given school year, one main
examination and one for improvement, if desired.
• Board exams in certain subjects could be redesigned to have two parts – objective type and descriptive type.
• all students will take school examinations in Grades 3, 5, and 8 which will be conducted by the appropriate
authority
• The Grade 3 examination, in particular, would test basic literacy, numeracy, and other foundational skills. used only
for developmental purposes of the school education
• It is proposed to set up a National Assessment Centre, PARAKH (Performance Assessment, Review, and Analysis
of Knowledge for Holistic Development), as a standard-setting body under MHRD – for setting norms, standards,
and guidelines for student assessment and evaluation for all recognized school boards of India - guiding the State
Achievement Survey (SAS) and undertaking the National Achievement Survey (NAS)
• university entrance exams will be similar. – conducted by NTA - common aptitude test, as well as specialized
common subject exams at least twice a year.
• It will be left up to individual universities and colleges to use NTA assessments for their admissions. 13

14. Support for Gifted Students/Students with Special Talents
1. To handle the gifted students - The NCERT and NCTE (National council for teacher education) will
develop guidelines for the education of gifted children. B.Ed. programmes may also allow a specialization
in the education of gifted children.
5. Teachers
• Compulsory - 4 yr B.Ed programme, ability to speak local languages, TET, a classroom demonstration
interview
• TET, a classroom demonstration interview – compulsory for private school teachers.
• Transfers will occur in very special circumstances
• experts as ‘master instructors’ in various subjects - to benefit students to promote local knowledge and
professions.
Service Environment and Culture
• Decent and pleasant service conditions at schools. - including working toilets, clean drinking water,
electricity, library, internet... etc
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15. • Teachers for teaching only – no non-teaching activities – mid-day meals, election duty.
• Teachers will be given more autonomy in choosing aspects of pedagogy
• Continuous Professional Development (CPD) - for self-improvement - workshops as well as online teacher
development modules. - at least 50 hours of CPD opportunities every year
Career Management and Progression (CMP)
• Teachers doing outstanding work must be recognized and promoted - merit-based structure of tenure,
promotion, and salary structure will be developed - based on peer reviews, attendance, commitment, hours of
CPD, and other forms of service to the school and the community or based on NPST - within a single school
stage - no career progression-related incentive to move from being teachers in early stages to later stages.
• A common guiding set of National Professional Standards for Teachers (NPST) will be developed by
2022, by the National Council for Teacher Education in its restructured new form as a Professional Standard
Setting Body (PSSB) under the General Education Council (GEC),
• Promotions and salary increases will not occur based on the length of tenure or seniority, but only on the
basis of such appraisal. (like Performance apprisal)
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16. Approach to Teacher Education
• All B.Ed. programmes will include training in most recent techniques in pedagogy, multi-level teaching and evaluation,
teaching children with disabilities, learner-centered and collaborative learning. - the practice of the Fundamental Duties
(Article 51A) of the Indian Constitution
• Special shorter local teacher education programmes, Shorter post-B.Ed. certification courses – also available
• By 2021, a new and comprehensive National Curriculum Framework for Teacher Education, NCFTE 2021, will be
formulated by the NCTE (National Council for Teacher Education) in consultation with NCERT - will be made
available in all regional languages
• Teacher Education Institutions (TEIs) running in the country, including shutting them down, if required. – to maintain the
integral teacher education framework.
6. Equitable and Inclusive Education: Learning for All
• Especially for, Socio-Economically Disadvantaged Groups
• According to U-DISE (Unified District Information System for Education) 2016-17 data, SC, STs,, differently abled,
female – school dropout in larger quantity.
• scholarships to incentivize parents to send their children to school, providing bicycles for transport, etc – strengthening
this aspect that is already available. 16

17. • larger proportions of SEDGs (socio-economically disadvantaged group), Aspirational Districts which require
special interventions for promoting their educational development should be declared as Special Education Zones
(SEZs)
• ‘Gender-Inclusion Fund’ to build the nation ’s capacity to provide equitable quality education for all girls as well
as transgender students.
• Free boarding facilities will be built - matching the standard of Jawahar Navodaya Vidyalayas - Kasturba Gandhi
Balika Vidyalayas will be strengthened and expanded to increase the participation in quality schools (up to Grade
12) - Additional Jawahar Navodaya Vidyalayas and Kendriya Vidyalayas will be built around the country,
• The Rights of Persons with Disabilities (RPWD) Act 2016 - to be followed.
7. Efficient Resourcing and Effective Governance through School Complexes/Clusters
While the establishment of primary schools in every habitation across the country-driven by the Sarva Shiksha
Abhiyan (SSA), now subsumed under the Samagra Shiksha Scheme - it has also led to the development of numerous
very small schools
establishment of a grouping structure called the school complex (Within 5-10 kms) - This suggestion was first made
by the Education Commission (1964–66) but was left unimplemented. - The governance of schools will also improve
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18. • List of important alumni may be displayed and honoured
• un-utilized capacity of school infrastructure could be used to promote social, intellectual, and volunteer
activities for the community and to promote social cohesion during non-teaching / schooling hours and may
be used as a “Samajik Chetna Kendra”.
8. Standard-setting and Accreditation for School Education
• The Department of School Education – an apex state level body for overall monitoring and policy making.
• Directorate of School Education - educational operations and service provision for the public schooling
system of the whole State
• State School Standards Authority (SSSA) - An effective quality self-regulation or accreditation system will
be instituted for all stages of education
• The framework for these parameters will be created by the SCERT in consultation with various
stakeholders, especially teachers and schools.
• The SCERT will develop a School Quality Assessment and Accreditation Framework (SQAAF) through wide
consultations with all stakeholders
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Part II. HIGHER EDUCATION
• To increase the Gross Enrolment Ratio (GER) in higher education including vocational education from
26.3% (2018) to 50% by 2035
9. Quality Universities and Colleges: A New and Forward-looking Vision for India’s Higher Education System
KEY changes
1. 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
2. more multidisciplinary undergraduate education
3. faculty and institutional autonomy
4. revamping curriculum, pedagogy, assessment
5. reaffirming the integrity of faculty and institutional leadership positions through merit-appointments and career
progression based on teaching, research, and service;
6. establishment of a National Research Foundation
7. governance of HEIs by high qualified independent boards having academic and administrative autonomy;
8. ‘light but tight’ regulatory framework to ensure integrity, transparency, and resource efficiency of the
educational system through audit and public disclosure while encouraging innovation and out-of-the-box ideas
through autonomy, good governance, and empowerment;

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10. Institutional Restructuring and Consolidation
• The highest recommendation of NEP 2020 - Transforming higher education institutions into large
multidisciplinary universities, colleges, and HEI clusters/Knowledge Hubs – aim 3000 and above students.
(target 2040)
• India urgently needs to bring back this great Indian tradition - Takshashila, Nalanda, Vallabhi, and
Vikramshila
• a transparent system of graded accreditation, will be established.
• Open Distance Learning (ODL) and online programmes – will be offered by HEIs for lifelong learning
(SDG4)
• Single-stream HEIs will be phased out over time.
• gradually phasing out the system of ‘affiliated colleges’ over a period of fifteen years through a system of
graded autonomy
• ‘deemed to be university’, ‘affiliating university’, ‘affiliating technical university', ‘unitary university’
shall be replaced simply by 'university' on fulfilling the criteria as per norms.

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11. Towards a More Holistic and Multidisciplinary Education
• Banabhatta’s Kadambari described a good education as knowledge of the 64 arts – which is now most required for
21st century. (professional, vocational, soft skill all include in 64 arts)
• Even engineering institutions, such as IITs, will move towards more holistic and multidisciplinary education with
more arts and humanities.
• HEIs shall include credit-based courses and projects in the areas of community engagement and service,
environmental education, and value-based education. Global Citizenship Education and Internships will be
provided.
• multiple entry and exit points – UG 3 to 4 yrs
• 1 yr - certificate
• 2 yr – diploma
• 3 yr – Bachelor degree
• 4 yr – Degree with research – optional
• Academic Bank of Credit (ABC) – digital storage the academic credits earned from various recognized HEIs
• Master degree
a) having 3 yr bachelor degree – 2 yr Master degree – 2nd yr fully for research
b) having 4 yr bachelor degree – 1 yr master degree
c) Integrated 5 yr Bachelor/Master degree

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• Ph.D. shall require either a Master’s degree or a 4-year Bachelor’s degree with Research.
• The M.Phil. programme shall be discontinued.
• Model public universities for holistic and multidisciplinary education, at par with IITs, IIMs, etc., called
MERUs (Multidisciplinary Education and Research Universities) will be set up.
12. Optimal Learning Environments and Support for Students
• Effective learning requires appropriate curriculum, engaging pedagogy, continuous formative assessment,
and adequate student support.
• curriculum, pedagogy, all assessment systems - will be designed by institutions and motivated faculty.
• Choice Based Credit System (CBCS) will be revised
• Faculty will have the capacity and training to be able to approach students not just as teachers, but also as
mentors and guides.
• There will also be professional academic and career counselling available to all students, as well as
counsellors to ensure physical, psychological and emotional well-being.

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Internationalization
• India to abroad, abroad to India – carry forward the studies.
• International Students Office – coordinating students from abroad
• Indian universities will be encouraged to set up campuses in other countries (it should be in world’s top 100
universities). A legislative framework facilitating such entry will be put in place.
• Financial support for students - SC, ST, OBC, and other SEDGs - National Scholarship Portal will be expanded.
13. Motivated, Energized, and Capable Faculty
• Current recruitment process will be continued, a ‘tenure-track’ i.e., suitable probation (ed;dlj;ijf; fz;fhzpg;G) period
shall be put in place to further ensure excellence.
14. Equity and Inclusion in Higher Education
• Special importance to SDGs
Steps to be taken by Governments
Steps to be taken by HEIs – to be mentioned in Institutional development plans (IDPs)

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15. Teacher Education
• According to the Justice J. S. Verma Commission (2012) constituted by the Supreme Court, a majority of stand-alone TEIs -
over 10,000 in number are not even attempting serious teacher education but are essentially selling degrees for a price -
stringent action against them - giving one year for remedy of the breaches.
• All teacher education programmes must be conducted within composite multidisciplinary institutions.
• All stand-alone TEIs will be required to convert to multidisciplinary institutions by 2030, since they will have to offer the
4-year integrated teacher preparation programme.
• The HEI will offer –
• 4-year integrated B.Ed.
• 2-year B.Ed., for students who have already received a Bachelor’s degree in a specialized subject.
• 1-year B.Ed. may also be offered for 4-year UG in a specialized subject
• and the aptitude tests will be conducted by NTA
• 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.
• The use of technology platforms such as SWAYAM/DIKSHA for online training of teachers will be encouraged
• A National Mission for Mentoring shall be established

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16. Reimagining Vocational Education
• integration of vocational education programmes into mainstream education in all education institutions
(basics are already incorporated in school education) and in Online mode.
• By 2025, at least 50% of learners through the school and higher education system shall have exposure to
vocational education
• HEIs will also be allowed to conduct short-term certificate courses in various skills including soft skills.
• MHRD will constitute a National Committee for the Integration of Vocational Education (NCIVE)
• Indian standards will be aligned with the International Standard Classification of Occupations maintained by
the International Labour Organization
17. Catalysing Quality Academic Research in All Fields through a new National Research Foundation - to
transforming the quality and quantity of research in India.
• The NRF will be governed by a rotating Board of Governors
• The primary activities of the NRF – Funding, mentoring institutions in view of research, liaison
(communicator) between govt, industry, institutions, recognise outstanding research and progress

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18. Transforming the Regulatory System of Higher Education
• Higher Education Commission of India (HECI) – umbrella institution for regulation, accreditation, funding, and
academic standard bodies
1. National Higher Education Regulatory Council (NHERC) - single point regulator (Except medical and legal
education)
2. ‘meta-accrediting body’ - National Accreditation Council (NAC) – for accreditation.
3. Higher Education Grants Council (HEGC) – for funding
4. General Education Council (GEC) – academic standards
• National Higher Education Qualification Framework (NHEQF) will be formulated by the GEC and it shall
be in sync with the National Skills Qualifications Framework (NSQF) to ease the integration of vocational
education into higher education
• Members of GEC - 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)

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Curbing Commercialization of Education
• The accreditation system developed by NAC will provide a complementary check on this system
19. Effective Governance and Leadership for Higher Education Institutions – target 2035
• Through a suitable system of graded accreditation and graded autonomy, and in a phased manner over a period of 15 years, all
HEIs in India will aim to become independent self-governing institutions. – with the help of borad of governers (BoG)
• Eminent Expert Committee (EEC) constituted by the BoG will select a leader for HEI
• The IDP shall be prepared with the joint participation of Board members, institutional leaders, faculty, students, and staff.
Part III. OTHER KEY AREAS OF FOCUS
20. Professional Education
• Professional education thus becomes an integral part of the overall higher education system in an integrated manner by 2030
• Agricultural education with allied disciplines will be revived. Agricultural Technology Parks to promote technology
incubation.
• Legal education, Technical education – should be improved.
• Healthcare education – allopathic students should know the basics about AYUSH and vise versa.

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• Preparing professional courses for Artificial Intelligence (AI), 3-D machining, big data analysis, and machine
learning, etc..
21. Adult Education and Lifelong Learning
• Adult education curriculum framework will be developed by a new constituent body of the NCERT.
• It includes 5 types
• (a) foundational literacy and numeracy
• (b) critical life skills (including financial, digital literacy, commercial skills, health care and awareness, child care
and education and family welfare)
• (c) vocational skills development
• (d) basic education (including preparatory, middle, and secondary stage equivalency)
• (e) continuing education
• Use of school complex after school hours with ICT equipments whenever possible.
• For these purposes, Adult Education Centres (AECs) could also be included within other public institutions such as
HEIs, vocational training centres, etc.
• educators/instructors will be trained by the National, State, and district level resource support institutions to organize and
lead learning activities at Adult Education Centres
• Adult learning through online mode, satellite based TV channels, online books, etc.,

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22. Promotion of Indian Languages, Arts, and Culture
• Indian Institute of Translation and Interpretation (IITI) will be established to promote all Indian
languages
• Scholarships for people of all ages to study Indian Languages, Arts, and Culture with local masters
and/or within the higher education system will be established
• Proficiency in Indian languages will be included as part of qualification parameters for employment
opportunities.
23. Technology Use and Integration
• 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.
24. Online and Digital Education: Ensuring Equitable Use of Technology

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Part IV. MAKING IT HAPPEN
25. Strengthening the Central Advisory Board of Education
Ministry of Human Resource Development (MHRD) be re-designated as the Ministry of Education
(MoE).
26. Financing: Affordable and Quality Education for All - ‘Just in Time’
27. Implementation
In the decade of 2030-40, the entire policy will be in an operational mode