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NEP at a glance for a CBSE SCHOOL .pptx
- 2. Agenda ● Vision andKey Principles ● Universal Access and EarlyChildhood Education ● Howchildrenwill Learn–Curricular andPedagogic structures ● Curriculum -Learning Outcomes -Competencies ● Schools -Complex -Accreditation ● T eachers -Education and Development ● NEP -NewFeatures ● Key Focus Areas -Equity -Gender -Special Needs ● Goals and ImplementationPlan
- 3. Vision of theNational Education Policy 2020 1 Develops a deep sense of respect towards the fundamental rights, duties and Constitutional values, bonding with one’s country , and a conscious awareness of one’s role and responsibilitiesina changingworld 2 3 An education systemthatcontributes toanequitable and vibrant knowledge for society,by providing high- quality education to all Instilsskills,values,and dispositions that support responsible commitmentto human rights, sustainable development and living,and global well-being, thereby reflecting a truly global citizen
- 4. Key Principles ofNEP - Emphasize Conceptual Understanding Ratherthanrotelearning and learning-for-exams - Unique Capabilities Recognizing, identifying them in each student. - Critical thinking and Creativity T o encourage logical decision- making and innovation - Continuous Review Based on sustained research and regular assessment by educationalexperts. - Respect for Diversity & Local Context In all curriculum, pedagogy and policy. - Equity & Inclusion As thecorner stone of educational decisions. - Community Participation Encouragement and facilitation for philanthropic, private and community participation. - Use of Technology In teaching and learning, removing language barriers,for Divyang students and in educational planning and management.
- 5. Universal Access toEarly Childhood Care & Education (ECCE) Foundational Learning Curriculum Forage groupof3-8 dividedintwoparts: (i)From age 3-6inECCEand (ii)age 6 to 8inclass I andII inprimaryschool Universal Access Forchildrenof3-6years:access to free,safe,highquality ECCEat Anganwadis/Pre-school/Balvatika Multifaceted Flexible, multi-level, play- based, activity-based and inquiry- based learning Preparatory Class Prior totheage of5 everychildwill move to a “PreparatoryClass” or “Balvatika”(thatis,beforeClass1) Implementation to be jointly carried out by Education Ministry, Ministries of Women and Child Development (WCD), Health and Family Welfare (HFW) and Tribal Affairs
- 6. To ensure access andopportunity to all children Multiple Pathways Multiple pathwaysto learning; involving both formaland non-formal education modes Bring Back Drop-outs T o bringdropout children back toschool Build Schools Promoting both governments and non-governmental philanthropic organizations to build schools Alternative Centers Alternative and innovative education centers Learning Outcomes Focus will beon achieving desired learning outcomes at alllevels Peer Tutoring Suitable forallcategories business and personal presentation Ensuring Universal Access to Education at all levels
- 7. Expected Outcomes ● Universalisation ofAccess – from ECCE toSecondary ●Ensure equity and inclusion ●Bringback 2 crores out-of-school children ●AttainSDG goals of retainingall childrenin schools untilcompletion of secondary education ●Improve Qualityand achievement of learning outcomes – Foundational Literacy & Numeracy (FLN) ●Focus on 21st century skills in teaching,learning and assessment ●Resource sharing- School complexes ●Effective Governance -separation of powers and common norms ●Overcoming the language barrierin learning ●Common standards for publicandprivateschool education
- 8. How children willlearn ?
- 9. New pedagogical andcurricular structure of school education (5+3+3+4): 3years in Anganwadi/pre-school and 12 years in school • Secondary Stage(4) multi disciplinary study, greater critical thinking, flexibility and student choice of subjects • Middle Stage (3) experiential learning in the sciences, mathematics, arts, socialsciences,and humanities • Preparatory Stage (3) play,discovery, and activity-based and interactive classroom learning • Foundational stage (5)multi level, play/ activity-based learning Middl e 10Years (Ages 6-16) 2 Years (Age 16-18) 2 3 years (Class 1 & 2) (Ages 6-8) .................................... years (Anganwadi/ pre- school/ Balvatika) (Ages 3-6) 3 Years (Class 3 to 5) (Age 8-11) 3 Years (Class 6 to 8) (Age 11-14) 4 Years (Class 9 to 12) (Age 14-18) Existing Academic Structure New Academic Structure Foundatio nal Preparato ry Seconda ry Transforming Curricular & PedagogicalStructure
- 10. ECCE Framework Research and Best Practices NCPFECEwillbealignedwith the latest research on ECCE, and national and international best practices Multi-faceted Framework Comprising of alphabets, languages, numbers, counting,colours,shapes, indoor and outdoor play , puzzlesandlogicalthinking, problem-solving,drawing, paintingandothervisual art, craft,drama and puppetry , music andmovement School Preparation Module A 3-month play-based ‘school preparation module’ for all Grade1 studentstobe developedbyNCERT NCPFECE National Curricular and Pedagogical Framework for Early Childhood Education (NCPFECE) willbe draftedby NCERT
- 11. Early Childhood Education:Learning in the Formative Years Etiquette, Behaviour and Emotional Development Play-based & Discovery- Based learning Self-Identity T eamwork & Collaboration Colours, Shapes, Alphabets & Numbers Relationship with Nature Logical Thinking & ProblemSolving Developing curiosity Arts, crafts and Music Ethics
- 12. Attainment of FoundationalLiteracy And Numeracy by Grade3 in Mission mode FLN by Grade 3 Early Learning Focus on early reading, writing& mathematics 3-month Play basedSchool 3-month play-based school preparation module’for all Grade 1students National Repository NationalRepository-HighQuality Teaching and Learning Resources onDIKSHA Libraries School libraries,including digitallibrariestobeleveraged Book Promotion National Book Promotion Policy will beformulated and public and school libraries willbe expanded National Mission National Mission on Foundational Literacy andNumeracy Foundational Skills Universalacquisition of foundationallearning skills
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- 14. Experiential Learning Fun, creative,collaborative, and exploratory activities in classroom for experiential learning and deeper student learning Reduction in Curriculum Core Essentials Curriculum in all subjects to be reduced to its core essentials Critical Thinking Focuson criticalthinking, inquiry ,discovery , discussion and analysis- based teaching and learning methods for holistic education Interactive Classes Interactive teachingwith reduceddependency on text booklearning; Questions fromstudents willbe promoted ● Curriculum and pedagogy to be transformed by 2022 to promote skill based and minimize rote based learning Revision of NCF for school education and NCF for teacher education by 2021
- 15. Focus on LOs,Competencies and subject - integration Modules on preparingand implementing pedagogicalplansbasedoncompetency and outcome-based education for school leaders NO hard separation between: • curricular/co-curricular/extra-curricular; • academic/vocational; • science/humanities • sports/art/academics Through arts integrated, sports integrated, ICT integratedand story tellingbased pedagogy among others as standard pedagogy Emphasisondigitalliteracy , coding and computational thinking, ethical and moralreasoning Development of scientific temperand inculcationofknowledgeandpracticeof humanandconstitutionalvaluessuchas patriotism,sacrifice,non-violence,truth, honesty ,peaceetc. Competency basededucation Integration of subjects Development of scientific temper NO SILOS among subjects/ learning Emphasis on Digital literacy Promotion of multi-lingual teaching Promoting states to enterinto bilateralagreementswithnear by statestohire language teachers
- 16. Health check ups Annualhealthcheckupforall students Reduceweight of school bags Reducedweight of school bags and textbooksthroughsuitablechanges in curriculumand pedagogy Mandatory skills : Health and Wellness Mandatoryskills tobe imbibed by all students health, nutrition,physical education,fitness, wellness,sports.In addition-Basic trainingin preventive healthcare,mentalhealth,first aid, personal and public hygiene will be included in the curriculum Focus on children with disability Differentiated interventions and suitable infrastructure developmentat schools tomake access easierforchildren withdisability Inclusive and caring culture at school Therole and expectations of principaland teachers willexplicitly include developing a caring and inclusive cultureatschool Hiring counsellors in school complexes Stategovernments will be encouragedto hire adequatenumberofcounsellors andteachers(tobe shared across schoolcomplex) Mental and physical health andwellness being: Mandatory for students to acquire skills in: health and nutrition; physical education, fitness, wellness, and sports
- 17. Experiential Learning ● Focus onexperiential, inquiry and discovery based teaching learning methods Equal Weightage ● No hardseparationbetweencurricular , co-curricularand extra curricular area. ● Freedom of choosing a varietyof subject combinationto be provided Bagless Days ● Bagless daystobescheduledin academic calendar Innovative Pedagogy: Transforming teaching learning process Integrated Pedagogy ● Arts, sports, and story-telling and ICT-integrated pedagogy Promotion of peer tutoring ● Promoting peertutoringas voluntaryand joyful activity under thesupervision ofteachers Use and integration of technology ● Integrationoftechnology enabled pedagogy in classes 6-12
- 18. All text booksto contain only essential core material while capturing any desired nuances and supplementary materialas perlocalcontexts and needs Affordable, high-qualityand energised textbooks to be provided along withfree digital version on DIKSHA Platform States to prepare their own curricula and text books based on NCERT curriculum and textbooks, incorporating State flavour and material asneeded Concerted efforts, through suitable changes in curriculum and pedagogy to significantly reduce the weight of school bags and text books Textbook with local content and flavour
- 19. India’s future andIndia’s leadership role in upcomingfields Increased emphasis on mathematics and computational thinking throughout the school years Inculcatemathematicalthinking and problem solvingthrough a varietyofinnovative methods, includingtheregularuse of puzzlesandgames Activities involvingcodingwill be introduced in MiddleStage Teachingofcontemporary subjectsatmiddle and secondary stages: ArtificialIntelligence, Design Thinking,Holistic Health, Organic Living, Environmental Education,Global Citizenship Education (GCED) Mathematical thinking and problem solving Computational thinking Including contemporary subjects in schools Computational thinking
- 20. Knowledge of India Willbeincorporatedin an accurate and scientific manner wherever relevant. Indian Knowledge Systems, including tribal knowledge and indigenous and traditional ways of learning, will becovered. Specificcoursesin tribal ethno-medicinal practices, forest management, traditional (organic) crop cultivation, natural farming, etc. willalso bemade available. C curriculum toinclude knowledgefrom ancientIndiato modernIndia as wellas futureaspirations. Videodocumentariesoninspirationalluminaries of India, in science and beyond. Studentswill begiven a logical frameworkformaking ethicaldecisionsat a youngage. In lateryears,expandedalong themesof cheating, violence,plagiarism, littering& tolerance, equality,empathy . TraditionalIndianvaluesandallbasic humanand Constitutionalvalueswill bedevelopedinall students. Extract fromtheIndianConstitution willalso be considered essential reading forall students. Basic training in health,mental health,good nutrition, personaland public hygiene,disaster responseandfirst- aid will also beincluded. Scientific explanations of the detrimental and damagingeffectsofalcohol,tobacco,and other drugs willbepart of curriculum.
- 21. Examinations in grades1 to8 Census assessments at key stage inclasses 3,5 and 8 to trackachievement Assessment of core concepts and knowledge, higher-order skills and itsapplication inreal-life situations.Movingaway from rotelearning. Key stage assessments Achievement of critical LOs Testingto focus onachievementof essential learning outcomes Moving away from rote learning Results of school examinations Theresultsofschool examinationswillbeused only fordevelopmental purposes and for continuous monitoring and improvement of the schooling system
- 22. Reforming examinations ingrades 9 to 12 including Board exams Board exams will be made ‘easier’, as they will test primarily core capacities/competencies Viable models to be explored: annual/semester/modular Exams; two parts exams - objective type and descriptivetype. Guidelines will be prepared by NCERT , in consultation with SCERT s, Boards of Assessment (BoAs), and P ARAKH BeginningwithMathematics, allsubjects could be offeredat two levels Teachers to be prepared for a transformation in the assessment system by the 2022-23 academic session Each School Board shall ensure equivalence of academic standards in learner’s attainments Standards,norms and guidelines for School Boardsthrough P ARAKH National Center
- 23. Transforming the cultureof assessment Assessment to focus on core concepts, higher order and foundational skills Continuous tracking of learning outcomes of each child Boardexamstobe more flexible,with assessment of essentialskills The National Testing Agency (NTA) will work to offera high-quality common aptitudetest,to eliminatetheneedfor takingcoaching for these exams AI - based software to helptrack theprogressof theStudents to enable themto make optimal career choices. Self Assessment and Peer Assessment National Assessment Centre will help in bringing greater synergy in board exams conductedbyvarious Boards of Assessments
- 24. Holistic Progress Card States/UT‘Sto redesign Progress Cards in schools tomake themholistic,360-degree, multi dimensional report Progress card willinclude self-assessment, peerassessment, and teacher assessment Cards to reflectthe progress and uniqueness of learner in the cognitive, affective,socio-emotional,and psychomotor domains Progress in project-based and inquiry- basedlearning,quizzes, role plays, group work,portfolios, etc.,to be included in report cards The holistic progress cardwill actively involve parentsintheirchildren’ s education and development. AI-basedsoftwaretobedevelopedtohelp trackgrowththrough school yearsand to help students make optimal career choices.
- 25. Multilingualism and thePower of Language Learning ● Medium of instruction uptilgrade5,and preferablytill Grade 8 and beyond,will be home language/ mother-tongue/ local language ● ‘The Languages of India’a fun project/ activity ontobetaken byevery student ● Three languages tobetaughtwillbe decidedbystate/UT ● All classical languages will bewidely availablein schools asoptions
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- 27. School Complexes/Clusters Pairing Schools T winning/pairing of onegovernment schoolwithone privateschool across the country Sharing Resources Enablesharing of human& infrastructural resources Efficiency Efficient expeditionand resourcing for schools through building school complexes Planning Development of short-termand long-term plans (SDPs) Governance Effective governance of schools Integration Better integration of educationacross all levels through connectedschools and shared teachers and resources Bal Bhavan Strengthening/setting-up of Bal Bhavan forchildrenof all age group to atpar take in art-related,career-related, and play-related activities Samajik Chetna Kendras Un-utilizedcapacity ofschools tobeusedas SamajikChetna Kendra to promote social, intellectual, and voluntary activities
- 28. Standard-setting and Accreditation 3 4 1 ✔SettingupStateSchool Standards Authority (SSSA) ✔Self-disclosure of all the basic regulatory information of all schools at SSSA and Schoolwebsite ✔To ensure all schools follow 2 certain minimal professional and quality standards ✔Development ofSchool Quality Assessment and Accreditation Framework (SQAAF) by SCERT & NCERT ✔Periodic ‘health check-up’ofthe over all system througha sample-based National AchievementSurvey (NAS) ✔Public and privateschools (exceptthe CentralGovernmentschools) willbe assessed and accredited on common minimum criteria ✔Private/philanthropic schools to be encouragedandenabledtoplay a beneficial role.
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- 30. Teacher Education Minimum degree qualificationfor teaching thatincludes student- teaching at local schools,by2030 For applicants with an existing Bachelor’s Degrees in other specialized subjects For those who have completedthe equivalent of 4-year multidisciplinary Bachelor’s Degrees or have obtained a Master’s degree in aspecialty Teachereducationwill gradually be moved by2030 intomulti disciplinarycolleges and universities Multi disciplinary higher education institutions offering the 4-yearin-class integrated B.Ed. programmetoalso provide blended and/or ODL mode ofteaching to students in remote areas. 4 year Integrated B.Ed 1 year B.Ed 2 year B.Ed
- 31. Teacher Education Minimum degree qualificationfor teaching that includes student- teaching at local schools, by2030 For applicants with an existing Bachelor’s Degrees in other specialized subjects For those who have completedthe equivalent of 4-year multi disciplinary Bachelor’s Degrees or have obtained aMaster’s degree in aspecialty All B.Ed.programmes will include training intime-tested techniques inpedagogy,multi-levelteaching and evaluation,teaching childrenwith disabilities,teaching childrenwith special interests or talents, use of educational technology,and learner-centered and collaborative learning 4 year Integrated B.Ed 1 year B.Ed 2 year B.Ed
- 32. Teacher Education 4 year Integrated B.Ed 1year B.Ed Minimum degree qualification for teaching thatincludes student- teaching at localschools, by2030 For applicants withan existing Bachelor’s Degrees in other specializedsubjects For those who have completedtheequivalent of 4-year multi disciplinary Bachelor’s Degrees or have obtained a Master’s degree in aspecialty Shorter local teacher education programmes to be available at BITEs,DIETs orat school complexes for eminent local persons who can be hiredtoteach atschoolsas ‘master instructors’, for promoting local professions,knowledge,and skills, e.g., local art,music,agriculture,business, sports, carpentry and other vocational crafts 2 year B.Ed
- 33. Only educationally- sound,multidisciplinary, and integratedteacher education programmes to be made available NTA testing for admission toB.Ed. NationalHigher Education RegulatoryCouncil (NHERC), to functionas single point regulator for higher education sector including teacher education Improving Teacher Education All teacher education programmes to be conductedwithin composite multi disciplinary institutions. Newand comprehensive National CurriculumFramework for Teacher Education (by2021) Merit based scholarships for4year B.Ed. Integrated Setting-up of National Mission for Mentoring with a large pool of outstanding senior/retired faculty Stringent action against substandard stand-alone TeacherEducation Institutions (TEIs). Teacher Eligibility Tests (TETs) at all stages will bestrengthened
- 34. Teacher recruitment anddeployment Transparent transfer system Online computerizedsystem for teacher transfersto ensure transparency Strengthening TETs T eacher Eligibility T ests(TET s) forallteachers across Foundational,Preparatory ,Middle and Secondary stage in bothpublic and private schools Test score and demonstration - partof recruitment Subjectscore fromTETorNT Atests and classroom demonstration to betaken intoaccount for recruitmentof subject teachers Restructuring of NCTE NCTE to berestructured as a Professional Standard Setting Body (PSSB)underGeneralEducationCouncil (GEC) Tech based planning for teacher recruitment T echnology-basedplanning and forecasting of teacher-requirementto assess expected subject-wise teachervacancies over nexttwo decades Certificate Courses Developing specialization for subject or generalist teachers,teaching children with disabilities /Divyang children,during pre- service teacherpreparationwithsynergy betweenNCT andRCI 01 02 03 04 05 06
- 35. Empowering Teachers ImprovingService Environmentthrough better infrastructureatschool A technology-based comprehensive teacher- requirement planningforecastingexercisetobe conducted by eachState. National ProfessionalStandards for Teachers (NPST) by 2022 Career growth tobeavailablefor teachers with in a single school stage i.e., Foundational, Preparatory , Middle, or Secondary Teachers to have more autonomy in choosingaspects of pedagogy in classroom teaching Teacher Professional Development ● Merit based tenure track system ● Min.50 hoursofContinuousProfessional Development(CPD) Academic leadership positionstobemade availablefor teachers.
- 36. Atleast50hoursof CPD for teachersbasedontheirown interestandprofessional areas CPD opportunities will,in particular , systematically cover thelatest pedagogies School Leadership Necessaryfacilitiesfortheinitial professional preparationofthese educators and their Continuous Professional Development(CPD) Ample opportunityto get upskilledon latest pedagogy relatedto foundational literacy and numeracy, formative and adaptive assessment of learning outcomes,individualised and competency- based learning and related pedagogies
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- 38. Focus on Socio-EconomicallyDisadvantaged Groups (SEDGs) SEDGs can bebroadly categorized based on: Gender Identities (particularlyfemale andtransgender individuals), ● ● Socio-cultural Identities (such asScheduled Castes, Scheduled T ribes, OBCs, and minorities) ● Geographical Identities (such as students from villages,small towns, and aspirational districts) ● Disabilities including learning disabilities Socio-economic conditions (such as migrant communities,low income households, children in vulnerable situations, victims or childrenof victims of trafficking,orphans including child beggars in urban areas, and theurban poor). Separate strategies will be formulated for focused attention for reducing each of the category-wise gaps in school education.
- 39. Ensuring Equity EQUITY Additional Schools Setting-upof additional JNVs and KVS in aspirational districts/SEZs Fee Waivers Fee waivers and scholarships willbe offeredtomeritoriousstudentsfromall SEDGs on a largerscale Interventions The critical problems and recommendations regarding ECCE, foundational literacyand numeracy, access, enrolmentand attendance will be targeted in a concerted way for Socio=Economically disadvant aged groups - SEDGs. Special Mechanisms Specialmechanismsforchildren belonging to tribalgroups to receive quality education Learning Outcomes Focus on attainmentof learningoutcomesofchildren belonging toSC/ST/OBC Counsellors Recruitmentofcounsellors in schools SEZs Large populations from SEDGs to bedeclaredSpecial EducationZones(SEZs)
- 40. Gender Policies targeted forGirls Thrust on designing policies and schemes targeted towards female students in the SEDGs Gender Sensitivity ‘Gender Sensitivity’tobeanintegral partofcurriculum Safety and Rights Carefulattentiontosafetyand rightsofallchildrenparticularlygirls toretaintheminschool KGBVs Strengthening and extension of KGBVs up to grade 12 Bridging Gender Gap Focus on bridging the Gender Gap and provide equal opportunities to all. Gender Inclusion Fund Gender-InclusionFundforfemaleand transgenderstudents
- 41. Supporting Children withSpecial Needs (CWSN) Enabling Mechanisms Enabling mechanisms for CWSN or Divyangtoreceivequalityeducation Regular Schooling Children with special needs will be integrated in the regular schooling process from elementary to higher education levels Assistive Devices and Orientation to Parents T echnology enabledassistive devices/toolforCWSN and orientationof thetools/devices forparents/caregivers Alternative Schools Alternativeforms of schools willbe encouraged to preservethealternative pedagogicalstyles Modules NIOS will develop high-quality modules toteachIndianSign Language Certificate Courses Certificate courses for pre-service and in-service teachers to become special educators 01 02 03 04 05 06
- 42. Integrating Vocational Educationat All Levels LokVidya ‘LokVidya’,knowledge developed in India,willbemadeaccessible to students Practice Based Curriculum Apractice-based curriculum for Grades 6-8 to beappropriately designed Skills Framework National Skills Qualifications Framework will be detailed further for each discipline vocation/profession Vocational Crafts All studentsofgrades 6-8will intern with local vocationalexpertssuch as carpenters,gardeners,potters,artists, etc.to developavocationalcraft Skill GapAnalysis Focus areasbasedonskills gap analysis and mappingof local opportunities Open Distance Learning Mode Coursesto beofferedthroughOpen andDistance Learning(ODL)mode. 01 02 03 04 05 06 Exposure to vocational education By2025,atl east50% of learners shall Have exposure to vocational education
- 43. Setting up ofPARAKH Assessments PARAKH Setting-up of National Center for Performance Assessment, Review and Analysis of Knowledge for Holistic development(P ARAKH) Shifttowardscompetencybasedassessments 21st Century Skills Promotingcriticaland creativethinkingaligned to the21stcenturyin classrooms Objectives of PARAKH ● Settingnorms,standards and guidelines forassessment andevaluation ● Guiding the State Achievement Survey (SAS) ● Conducting the National Achievement Survey(NAS) ● Monitoring achievement ofLearning Outcomes inthecountry
- 44. Support For GiftedStudents / Students With SpecialTalents Olympiads and competitions in various subjectstobeconducted across the country NCERT and NCTE will develop guidelines for the education of gifted children Extensive use of technology to encourage talented/gifted children Encourage gifted/ talented students Pursuerealm beyondthe general school curriculum Project-based clubs to be encouraged and supported and supported at all levels in schools Efforts for interventions in rural areas and in regional languages to ensure wide spread participation B.Ed. Programmes to allow specialisationin education of gifted children
- 45. Online and DigitalEducation DigitalPlatforms Digital platforms and ongoing ICT- based educational initiatives to be optimizedandexpanded Pilot Studies A series of pilotstudies to be conducted Expansion of Platforms Expansion of existinge-learning platforms -DIKSHA, SW A Y AM, etc. Content Creation Content creation, digital repository , and dissemination. Technology Integration In T eaching, Learning & Assessment Blended Learning Emphasis on effective models of Blended learning Inclusion and Access Enhance Educational Access to Disadvantaged Groups including Divyang students
- 46. Adult Education andLifelong Learning The Adult Education Curriculum To Include Following Five Types Of Programme: A. Foundational Literacy And Numeracy B. CriticalLifeSkills C. VocationalSkillsDevelopment D. Basic Education E. ContinuingEducation Innovative Initiatives Innovative initiatives for adultswiththe help of community participation and technology integration Integration with HEIs Integrationof Adult Education Centres(AECs) withHEIs andother publicinstitutions Technology Based Options Technology-based highquality options for adultlearning such asapps,online courses/modules, satellite-based TV channels Online Books Online books, ICT-equipped libraries, Adult Education Centres, etc. to be developedthrough governmentand Philanthropic initiatives
- 47. Goals & Timelines forthe implementation
- 48. Timeline for Implementationof ECE and new Assessment pattern Early Childhood Education Implementation of new curriculum and assessment 2021-22 2022-23 2023-24 2024-25 2025-26 Initiating implementation of 1 yearof pre-primary school and 3-month preparatorymodulefor Class -1 students ( Phase 1) Expansionof1 yearof pre-primaryschool through primary schools and Anganwadis (Phase 2) Class 9th Class 10th Class 11th Class 12th NewBoardExampatternfor Class 12th New BoardExampatternfor Class 10th
- 49. Timelinesfor Implementation in NEP2020 2021-22 2022-23 2023-24 2024-25 2025-26 2026-27 2027-28 2028-29 2029-30 2040 Formulation National CurricularFramework for School Education(NCFSE) National Curriculum Framework for Teacher Education Acommonguidingsetof National Professional Standards forT eachers (NPST) Attaininguniversal foundational literacyand numeracyin all primaryschool for all learners bygrade3 Universalprovisioning of qualityearly childhood development& care T eachers prepared fora transformationin the assessment system State/UTgovernments to optimize resources through mechanisms to group or rationalize schools, suchas, school complexes At least 50% of learners exposed to vocational educationin theschool and higher educationsystem T eacher educationwill gradually bemoved into multidisciplinary colleges and universities,withminimum deg.qualification4-yearB.Ed. Onlyeducationallysound,multidisciplinary ,and integrated teacher education programmes shall be in forceand allTEIs willbeconvertedinto multi- disciplinary institutes Policy is fully operational following this a comprehensive review willbe undertaken
- 50. New Features ofthe Policy
- 51. New Features (1/3) 1 Preparationfor Schooling and Elementary Schooling Level ● ECCEforallby2030: National Curriculum Framework for ECCE ● Achieve100% Gross EnrolmentRatioinschool educationby2030 ● Preparatoryclass/ Balvatika for5-6 yearold children in Anganwadis/ pre- schools ● School Preparation module for all class1entrants ● National Foundational Literacy and Numeracy Mission ● Setup of Bal Bhavans School Infrastructure and Resources ● Special Education Zones (SEZ) ● Utilize unusedcapacity ofschools as Samajik Chetna Kendras ● Schoolcomplex/clustersfor resource sharing 2 3 Holistic Development of the Student ● No hardseparationof curricular , extraandco-curricular ,arts andscience,sports andvocational crafts. Curriculumto integrate Indian culture and ethos ● Innovative pedagogies to be explored suchas experiential teaching/learning methods Book promotion policy and digital libraries ● Holistic Report card – use AI for identifying specificaptitude ofchild ● Vocational education integration fromprimary grades anda tendays(no bag days) internshipwith local trades/craftspersonfor Grades 6-8 ● Lok Vidya – local artists as master instructors in schools
- 52. New Features (2/3) 4 Inclusivity ●Gender Inclusion Fund; KGBVs uptoclass12 ● Specialprovisionsfor Gifted children ● Adult Education (AE) tofocus upon technology basedsolutions;NCFfor AEtobe developed ● NIOSto expand to include vocational coursesandcoursesfor grades3,5and8 ● Medium of instruction will be inthemothertongue/ local language tillGrade5 (atleast) Assessments ● NationalAssessment Centerfor Performance Assessment, Reviewand Analysis of Knowledge for Holistic development– PARAKH ● Exams inGrades3,5 and8 ,inadditiontoBoardexamsinGrades10 and12 ● Boardexams: Modular , lowstakes, basedonconceptual knowledgeand itsapplication 5 6 Curriculum and Pedagogical Framework ● New curricular and pedagogical framework of 5+3+3+4 ● Reduction incurriculumtocore concepts ● Identification of life skills tobe attained in each grade as a partofNCF ● Alternative model of schools tobe encouraged toadoptNCF ● ICT integration inteachingand learning methodologies ● Tracking students as well as theirlearning levels;universalisationofsecondaryeducation
- 53. New Features (3/3) 7 TeacherRecruitments/ Teacher Education ● Minimumqualification degreefor teaching will be a 4-year integratedB.Ed.Degree by2030 ● Teacher recruitment basedon TET , NTA testandteachingdemonstration;TET mandatory forteaching ● Minimum50 hoursof in-servicetrainingperteacher/year ● NationalProfessionalStandards forTeachers(NPST) by 2022 ● IT anddatabasedpredictive planning for requirementofstudents inTEIs; TEIs to moveto multidisciplinarycollegesanduniversitiesby2030 ● Stringentaction on non-performing TEIs ● Mandatoryfor every PhD studenttodoa moduleonteacher education 8 Role of Government Departments /Bodies /Institutions ● State Department to look after policy making; Directorate of Education to look after operations, SCERT to look after academics and State School Standards Authority to set minimum common standards for online self-disclosure by all public and private schools ● Random samplingofstudents for continuous onlinefeedback onself-disclosure byschools ● Engagementofsocial workers,alumni, retired teachers and volunteerswithschools ● Strengthening the Central Advisory Board of Education (CABE) for developing, articulating, evaluating and revising the vision of education on a continuous basis in collaboration with MHRD and corresponding apex bodies of States ● Its desirable that Ministry of Human Resource Development MHRD) be re-designatedas Ministry of Education (MoE) to bringthefocusbackon education and learning
- 54.