The document summarizes key aspects of India's National Education Policy 2020 related to higher education. It discusses the policy's goals of increasing gross enrollment ratio in higher education to 50% by 2035, introducing holistic multidisciplinary education, and offering multiple entry and exit options in degree programs. It also outlines provisions for research promotion through the National Research Foundation, expanding vocational education, rationalizing institutional structures, ensuring equity and inclusion, and establishing effective governance and regulation of higher education institutions.
This is the presentation I tried to use for my paper presentation during my semester 5 intra department fest. In this I have highlighted on NEW EDUCATION POLICY 2020.
National Education Policy 2020
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. This is the first education policy of the 21st century and replaces the thirty-four year old National Policy on Education (NPE), 1986. Built on the foundational pillars of Access, Equity, Quality, Affordability and Accountability, this policy is aligned to the 2030 Agenda for Sustainable Development and aims to transform India into a vibrant knowledge society and global knowledge superpower by making both school and college education more holistic, flexible, multidisciplinary, suited to 21st century needs and aimed at bringing out the unique capabilities of each student.
New Education Policy was launched on 29th July 2020 . 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.
This is the presentation I tried to use for my paper presentation during my semester 5 intra department fest. In this I have highlighted on NEW EDUCATION POLICY 2020.
National Education Policy 2020
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. This is the first education policy of the 21st century and replaces the thirty-four year old National Policy on Education (NPE), 1986. Built on the foundational pillars of Access, Equity, Quality, Affordability and Accountability, this policy is aligned to the 2030 Agenda for Sustainable Development and aims to transform India into a vibrant knowledge society and global knowledge superpower by making both school and college education more holistic, flexible, multidisciplinary, suited to 21st century needs and aimed at bringing out the unique capabilities of each student.
New Education Policy was launched on 29th July 2020 . 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.
National Education Policy 2020
-This is the first new education policy in 34 years
-A panel headed by former ISRO chief K. Kasturirangan submitted a draft in December 2018
-which was made public and opened for feedback after the Lok Sabha election in May 2019.
-New Education Policy was launched on Wednesday, July 29, 2020
-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.
-The NEP 2020 aims at making “India a global knowledge superpower”
New education policy is going to be a gamechanger.
This policy was due from long time, good initiative from government but lot depends upon implementation .
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.
National Education Policy (NEP) has been approved by the Cabinet has been presented by Union Ministers "Prakash Javadekar" and "Ramesh Pokhriyal Nishank" in the cabinet briefing.A (5+3+3+4) curricular and pedagogical structure had been proposed based on the cognitive-developmental stages of the children rather than their age. This further divides the K12 years into Foundational Stage (age 3-8 yrs): 3 years of pre-primary plus Grades 1-2, Preparatory Stage (8-11 years): Grades 3-5, Middle Stage (11-14 years): Grades 6-8 and Secondary Stage (14-18 years): Grades 9-12. The NEP also aims to create a new highest regulating body, the Rashtriya Shiksha Aayog or National Education Commission, that would be headed by the Prime Minister of India.
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 NEP aims:
at bringing in transformation reforms in the education system of schools and higher education.
Replacing the 34-year old education system is another major move in the direction of strengthening
India as a global power.
The NEP aims:
at bringing in transformation reforms in the education system of schools and higher education.
Replacing the 34-year old education system is another major move in the direction of strengthening India as a global power.
Education must build character, enable learners to be ethical, rational, compassionate and caring while at the same time prepare them for gaining employment.
National Education Policy 2020
-This is the first new education policy in 34 years
-A panel headed by former ISRO chief K. Kasturirangan submitted a draft in December 2018
-which was made public and opened for feedback after the Lok Sabha election in May 2019.
-New Education Policy was launched on Wednesday, July 29, 2020
-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.
-The NEP 2020 aims at making “India a global knowledge superpower”
New education policy is going to be a gamechanger.
This policy was due from long time, good initiative from government but lot depends upon implementation .
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.
National Education Policy (NEP) has been approved by the Cabinet has been presented by Union Ministers "Prakash Javadekar" and "Ramesh Pokhriyal Nishank" in the cabinet briefing.A (5+3+3+4) curricular and pedagogical structure had been proposed based on the cognitive-developmental stages of the children rather than their age. This further divides the K12 years into Foundational Stage (age 3-8 yrs): 3 years of pre-primary plus Grades 1-2, Preparatory Stage (8-11 years): Grades 3-5, Middle Stage (11-14 years): Grades 6-8 and Secondary Stage (14-18 years): Grades 9-12. The NEP also aims to create a new highest regulating body, the Rashtriya Shiksha Aayog or National Education Commission, that would be headed by the Prime Minister of India.
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 NEP aims:
at bringing in transformation reforms in the education system of schools and higher education.
Replacing the 34-year old education system is another major move in the direction of strengthening
India as a global power.
The NEP aims:
at bringing in transformation reforms in the education system of schools and higher education.
Replacing the 34-year old education system is another major move in the direction of strengthening India as a global power.
Education must build character, enable learners to be ethical, rational, compassionate and caring while at the same time prepare them for gaining employment.
New Educational Policy in India 2020 An Educational Reviewijtsrd
National Education Policy 2020, will be implemented by the Karnataka government from the current academic year 2021 22. Karnataka will be the first state to implement National Education Policy, according to State Higher Education Minister C N Ashwath Narayan. The aim of the new policy is the universalization of education from pre school to secondary level with 100 Gross Enrolment Ratio GER in school education by 2030. Through the open schooling system, the NEP 2020 will bring 2 crores out of school children back into the mainstream. Dr. Shivananda S Kempaller "New Educational Policy in India -2020: An Educational Review" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-6 | Issue-3 , April 2022, URL: https://www.ijtsrd.com/papers/ijtsrd49520.pdf Paper URL: https://www.ijtsrd.com/humanities-and-the-arts/sociology/49520/new-educational-policy-in-india-2020-an-educational-review/dr-shivananda-s-kempaller
The examination reveals that the policy document focuses on the development of introductory courses, professional courses, and vocational courses for the students. The objective of developing courses is to develop a student's attitude and aptitude. It also focuses on creating industry-ready and entrepreneurial orientation among the students. The NEP aims to increase the use of technology in education. There is a provision in the policy, technology or e-learning is the need of the hour (Kaurav, Rajput, & Baber, 2019). The policy also mentions that a National Education Technology Forum needs to be formed so that it could act as a podium where there can be the exchange of ideas on the use and development of technology. Previously, the education policies were offering exposure to the students which, in turn, would help the student to evolve. The current education policy focuses on a student exchange program that provides students with multiple exit points. It is visible from the examination in this study that the effort has been made to evolve the Indian education system and offer students international level pedagogy. Dr Bijaya Kumar Sahoo, Founder, SAI International Education
National Education Policy 2020 New Dimensions & Perspectives- Dr. Sasi Kanta ...SasiKantaDash3
National Education Policy 2020: New Dimensions & Perspectives by Dr. Sasi Kanta Dash highlight, the Significance of New Education Policy 2020. It focuses on the important aspects related to National Education Policy 2020 which will be useful for all cadres of the Public including Academicians, Students and General Public.
Continuing education & career opportunitiesKULDEEP VYAS
The process of learning that does not stop at any particular stage is known as continuing education. It includes all learning opportunities which would be taken up after full-time education has stopped. It is the continuation of the process of learning or studying which might have been stopped because of some economic personal ar professional compulsion of an individual.
National Education Policy - 2020, National Education Policy by Mr.Narendra Modi government, Modi Governement's National Education Policy, NEP, Modi's NEP
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
The Indian economy is classified into different sectors to simplify the analysis and understanding of economic activities. For Class 10, it's essential to grasp the sectors of the Indian economy, understand their characteristics, and recognize their importance. This guide will provide detailed notes on the Sectors of the Indian Economy Class 10, using specific long-tail keywords to enhance comprehension.
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Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
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Bills have a main role in point of sale procedure. It will help to track sales, handling payments and giving receipts to customers. Bill splitting also has an important role in POS. For example, If some friends come together for dinner and if they want to divide the bill then it is possible by POS bill splitting. This slide will show how to split bills in odoo 17 POS.
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We all have good and bad thoughts from time to time and situation to situation. We are bombarded daily with spiraling thoughts(both negative and positive) creating all-consuming feel , making us difficult to manage with associated suffering. Good thoughts are like our Mob Signal (Positive thought) amidst noise(negative thought) in the atmosphere. Negative thoughts like noise outweigh positive thoughts. These thoughts often create unwanted confusion, trouble, stress and frustration in our mind as well as chaos in our physical world. Negative thoughts are also known as “distorted thinking”.
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Nep-2020.pptx
1. Salient Features of National Education
Policy 2020
(Higher Education)
Dr Manisha Dave
2. A good educational Institution is one
where every student feels welcomed and cared for,
Where a safe and stimulating learning environment exists,
Where a wide range of learning experiences are offered and
Where good physical infrastructure with appropriate resources are available
3. History
• Since independence 1947
• The Indian government sponsored a variety of programmes to address the
problems of illiteracy in both rural and urban India
• Maulana Abul Kalam Azad, India's first Minister of Education, envisaged strong
central government control over education throughout the country, with a
uniform educational system.
• The Union government established
• University Education Commission (1948–1949),
• Secondary Education Commission (1952–1953),
• University Grants Commission and the Kothari Commission (1964–66) to
develop proposals to modernize India's education system.
4. BS Kuchekar, School of Pharmacy, MIT WPU, Pune
• Nehru Govt. adopted the Scientific Policy and sponsored the development of
high-quality scientific education institutions such as the Indian Institutes of
Technology.
• In 1961, Establishment of National Council of Educational Research and
Training (NCERT), an autonomous organization
to advise both the Union and State Govts on formulating and implementing
education policies.
5. BS Kuchekar, School of Pharmacy, MIT WPU, Pune
NPE 1968
• Based on the recommendations of the Kothari Commission (1964–1966), Indira
Gandhi Govt. announced the first NPE 1968
• Focus on
a. Equal educational opportunities
b. Compulsory education for all children up to the age of 14
c.“Three Language Formula" in secondary education d.
e. Teaching Sanskrit Language, an essential part of India's culture and heritage
Expenditure on education to increase to six percent of the national income
6. BS Kuchekar, School of Pharmacy, MIT WPU, Pune
University, created in 1985.
NPE 1986
Rajiv Gandhi Govt introduced a NPE 1986 with focus on
a. Removal of disparities and equalization of educational opportunity
b. Expanding scholarships, adult education, recruiting more teachers from the
SCs, incentives for poor families to send their children to school regularly
c. “Child- Centered Approach" in primary education, and launched "Operation
Blackboard" to improve primary schools nationwide.
d. Expanded the Open University System with the Indira Gandhi National Open
7. BS Kuchekar, School of Pharmacy, MIT WPU, Pune
e) Creation of the “Rural University" model, based on the philosophy of Mahatma
Gandhi, to promote economical and social development in rural India.
f) NPE 1986 expected to spent 6% of GDP on education
1992
• The 1986 NPE modified in 1992 by the Narasimha Rao Govt.
• Program of Action (PoA) 1992: Common Entrance Examination on all India basis
for admission to professional and technical programs across the country.
8. BS Kuchekar, School of Pharmacy, MIT WPU, Pune
NEP 2020
• Previous policies were about the access and equality. Unfortunately failed to
achieve it.
• Implementation of these two policies with regards to quality remains largely
incomplete
• Unfinished agenda of NPE1986/92 is covered in NEP2020
• After a gap of 34 years, On 29 July 2020, Narendra Modi Govt. approved a new
National Education Policy
9. BS Kuchekar, School of Pharmacy, MIT WPU, Pune
• The NEP was released under the Ministry of Human Resource Development
(MHRD) on 30 July 2020. With the motto of Educate, Encourage, Enlighten
• Aim : To prepare the children of India with 21st century skills.
• Foundation on the three pillars: Research, Innovation, and Quality,
• Objective : Developing India into a knowledge super power.
10. BS Kuchekar, School of Pharmacy, MIT WPU, Pune
Major problems currently faced by the HE system
• Rigid separation of disciplines, with early specialization and streaming of
students into narrow areas of study;
• Limited access to Higher Education particularly in socio-economically
disadvantaged areas
11. BS Kuchekar, School of Pharmacy, MIT WPU, Pune
• Limited teacher and institutional autonomy to innovate and excel
• Inadequate mechanisms for merit-based career management and progression of
faculty and institutional leaders;
• Less emphasis on research at most universities and colleges, and lack of
transparent and competitive peer reviewed research funding across disciplines
12. BS Kuchekar, School of Pharmacy, MIT WPU, Pune
• Suboptimal governance and leadership of HEIs;
• Ineffective regulatory system, not able to close down fake colleges
• Large affiliating universities resulting in low standards of
education
undergraduate
13. BS Kuchekar, School of Pharmacy, MIT WPU, Pune
Principles
The Principles that will guide both the individual institutions and the education
system at large are:
• Flexibility
• No hard separations
• Multidisciplinary and a holistic education
• Emphasis on conceptual understanding
• Creativity and critical thinking
14. BS Kuchekar, School of Pharmacy, MIT WPU, Pune
• Life skills
• Focus on regular formative assessment for learning rather than summative
• Full equity and inclusion
• Synergy in curriculum across all levels of education
• Teachers and faculty as the heart of the learning process
15. BS Kuchekar, School of Pharmacy, MIT WPU, Pune
• “Light but tight” regulation by a single regulator for higher education including
professional education
• Outstanding research as a pre requisite for outstanding education and
development
• Continuous review of progress based on regular assessment by educational
experts
• Substantial investment in a strong, vibrant public education system
16. BS Kuchekar, School of Pharmacy, MIT WPU, Pune
Salient Features of NEP 2020:
Higher Education
17. BS Kuchekar, Schol of Pharmacy, MIT WPU, Pune
GER to reach at least 50% by 2035.
To increase the Gross Enrolment Ratio in higher education including vocational
education from 26.3% (2018) to 50% by 2035.
Present Data (School Education) GER-
Grade 6-8: 90.7% Grade 9-10: 79.3% Grade 11-12: 51.3%
A commitment to achieve 100% GER across all levels by 2030
18. BS Kuchekar, School of Pharmacy, MIT WPU, Pune
Holistic Multidisciplinary Education
• More holistic and multidisciplinary education to develop all capacities of human
beings -intellectual, aesthetic, social, physical, emotional, and moral in an
integrated manner.
• Such a holistic education shall be the approach of all undergraduate
programs, including those in professional, technical, and vocational disciplines.
19. BS Kuchekar, School of Pharmacy, MIT WPU, Pune
• Engineering students (IITs) will learn more arts and humanities.
• Students of arts and humanities will learn more science and all will learn
vocational subjects and soft skills.
• Curricula of all HEIs shall include community engagement and service,
environmental education, and value-based education.
20. BS Kuchekar, School of Pharmacy, MIT WPU, Pune
• Multiple entry and exit options
• Undergraduate Degree Program: 3 or 4 years programs
Diploma in a discipline after completing 1 year
Advanced Diploma after completing 2 years
Bachelor Degree after completing 3 years ( B.A., B.Sc., B.Voc., and Professional)
BLA/BLE with the chosen Major and Minor after completing 4 years
• Both the programs may also lead to a degree ‘with Research’ if the student
completes a rigorous research project in their major area(s) of study
21. BS Kuchekar, School of Pharmacy, MIT WPU, Pune
• Master Program-1 or 2 years
2 years with 3 years Bachelor degree
1 year with 4 years bachelor degree
• Ph. D. Program
Master’s degree or
4 years Bachelor’s degree with Research
• M. Phil program discontinued
22. BS Kuchekar, School of Pharmacy, MIT WPU, Pune
• Establishment of Academic Bank of Credit (ABC) which would digitally store the
academic credits earned from various recognized HEIs
• Availability of professional, academic and career counselling as well as
counsellors to ensure physical, psychological and emotional well-being
• Model public universities for holistic and multidisciplinary education, at par with
IITs, IIMs, etc. MERUs (Multidisciplinary Education and Research Universities)
23. BS Kuchekar, School of Pharmacy, MIT WPU, Pune
• Focus on research and innovation by setting up
start-up incubation centers,
technology development centers,
centers in frontier areas of research,
greater industry academic linkages, and
interdisciplinary research including humanities and social sciences research.
24. BS Kuchekar, School of Pharmacy, MIT WPU, Pune
Rationalized Institutional Restructuring
• By 2040, all HEIs will be transformed in to multidisciplinary universities, colleges
and HEI clusters/knowledge hubs , aiming to have 3,000 or more students.
• By 2030, there shall, be at least one large multidisciplinary HEI in or near every
district
• Three types HEIs: Research Intensive Universities, Teaching Intensive Universities,
Autonomous degree granting Colleges
25. BS Kuchekar, School of Pharmacy, MIT WPU, Pune
• HEIs will support other HEIs in
a) their development, b) community engagement and service ,
c) contribution to various fields of practice, d) faculty development and
e) support to school education.
• Single-stream HEIs will be phased out over time, and will move towards vibrant
multidisciplinary institutions or parts of vibrant multidisciplinary HEI clusters.
26. BS Kuchekar, School of Pharmacy, MIT WPU, Pune
• A stage-wise mechanism for granting graded autonomy to colleges, through a
transparent system of graded accreditation
• Over a period of time, every college would develop in to an Autonomous degree
granting college, or a constituent college of a university
• HEIs will have the option to run Open Distance Learning (ODL) and online
programs, provided they are accredited to do so.
27. BS Kuchekar, School of Pharmacy, MIT WPU, Pune
• The system of ‘affiliated colleges’ will be gradually phased out over a period of
fifteen years through a system of graded accreditation.
• 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.
28. BS Kuchekar, School of Pharmacy, MIT WPU, Pune
Reimaging Vocational Education
• Vocational education will be integrated into all schools and higher education
institutions in a phased manner over the next decade.
• By 2025, at least 50% of learners (school and HEI) shall have exposure to
vocational education
• HEIs will offer vocational education either on their own or in partnership with
industry and NGOs.
29. BS Kuchekar, School of Pharmacy, MIT WPU, Pune
• The B. Voc. degrees introduced in 2013 will continue to exist
• Vocational courses will also be available to students of other Bachelor’s degree
programs
• ‘Lok Vidya’, i.e., important vocational knowledge developed in India, will be made
accessible to all students
30. BS Kuchekar, School of Pharmacy, MIT WPU, Pune
• Possibility of offering vocational courses through ODL mode will also be explored.
• Constitution of National Committee for the Integration of Vocational Education
(NCIVE)
• Incubation centers will be set up in higher education institutions in partnership
with industries.
31. BS Kuchekar, School of Pharmacy, MIT WPU, Pune
National Research Foundation(NRF)
• NRF, to catalyze and expand research and innovation across the country.
• Goal of NRF
To permeate a culture of research through universities.
To seed and grow research at universities and other HEIs where research
capability is limited
To fund research in all disciplines competitively
• Successful research will be recognized and implemented through linkages with
governmental agencies, industries and private/philanthropic organizations
32. BS Kuchekar, School of Pharmacy, MIT WPU, Pune
• NRF will be governed by a rotating Board of Governors consisting of the very
renowned researchers and innovators across the fields
• Union Finance Minister, Nirmala Sitharaman in the budget, 2021 earmarked
funds of Rs.50,000 crore over five years for National Research Foundation
33. BS Kuchekar, School of Pharmacy, MIT WPU, Pune
Financial support for students:
• Incentives to students belonging to SC, ST, OBC, and other SEDGs on merit
• Private HEIs will be encouraged to offer larger numbers of freeships and
scholarships to their students.
• National Scholarship Portal will be expanded to support, foster and track the
progress of students receiving scholarships
34. BS Kuchekar, School of Pharmacy, MIT WPU, Pune
Open and distance learning
• ODL will be expanded to increase the GRE to 50%
• Measures such as
• on line courses and digital repositories,
• funding for research,
• improved student services, and
• credit based recognition of MOOCs
are to be considered at par with the highest quality in- class programs
35. BS Kuchekar, School of Pharmacy, MIT WPU, Pune
Internationalization
• Internationalization of education will be facilitated through
a. Institutional collaborations and
b. Student and faculty mobility
c. Entry of top world ranked Universities to open campuses in our country
• Meritorious Indian universities will be encouraged to set up campuses abroad
• International students office at each HEI to welcome and support students
• India will be promoted as a global study destination providing premier education
at affordable cost
36. BS Kuchekar, School of Pharmacy, MIT WPU, Pune
Motivated, Energized, and Capable Faculty
• Success of HEIs depends on quality and engagement of its faculty
• Well defined, and transparent processes and criteria for merit-based recruitment
• Service conditions that are conducive to excellent teaching, research and service
• Proper teaching duties and Student-teacher ratio for
pleasant teaching activity,
interaction with students,
conducting research and
other university activities
37. BS Kuchekar, School of Pharmacy, MIT WPU, Pune
• Freedom to faculty to design their own curricular and pedagogical approaches
within the approved framework.
• Excellence will be incentivized through appropriate rewards, promotions,
recognitions, and movement into institutional leadership.
• Performance assessment: i) Peer reviews, ii) student reviews, iii) innovations in
teaching and pedagogy, iv) quality and impact of research, v) professional
development activities and vi) services to the institution and society
• Faculty who do not deliver on basic norms will be held to account.
38. BS Kuchekar, School of Pharmacy, MIT WPU, Pune
Equity and Inclusion in Higher Education
Special emphasis (Admissions to Placements) on Socially and Economically
Disadvantaged Groups(SEDGs) for higher GER, which include:
gender identities (particularly female and transgender individuals),
socio-cultural identities (such as Scheduled Castes, Scheduled Tribes, OBCs, and
minorities),
geographical identities (such as students from villages, small towns, and
aspirational districts),
disabilities (including learning disabilities), and
socio-economic conditions (such as migrant communities, low income
households etc.)
39. BS Kuchekar, School of Pharmacy, MIT WPU, Pune
Effective Governance in HEIs
• Through a system of graded accreditation and graded autonomy, in a phased
manner over a period of 15 years, all HEIs will become independent self
governing institutions pursuing innovation and excellence
• Upon receiving the appropriate graded accreditations , and graded
autonomy,(academic, administrative and financial) a Board of Governors (BoG)
shall be established for that institution
• Equity considerations will also be taken care of while selecting the members.
40. BS Kuchekar, School of Pharmacy, MIT WPU, Pune
• The BoG will be empowered to govern the institution free of any external
interference.
• The BoG shall be responsible and accountable to the stakeholders through
transparent self disclosures of all relevant records
• BoG will observe regulatory guidelines of HECI through the National Higher
Education Regulatory Council (NHERC).
41. BS Kuchekar, School of Pharmacy, MIT WPU, Pune
Regulation
• Higher Education Commission of India (HECI), Common regulatory body for entire
higher education, excluding medical and legal education.
• HECI will have four verticals (independent and empowered bodies)
1) NHERC, National Higher Education Regulatory Council for regulation
2) NAC, National Accreditation Council for accreditation
3) HEGC, Higher Education Grants Council for funding
4) GEC, General Education Council for standard setting
42. BS Kuchekar, School of Pharmacy, MIT WPU, Pune
• Functioning of all the verticals will be based on transparent public disclosure,
and use of technology to reduce human interface and to ensure efficiency
• The professional councils, such as the ICAR, VCI, NCTE, CoA, NCVET, PCI etc., will
act as Professional Standard Setting Bodies
• “Light but tight” regulatory framework
to ensure integrity, transparency and resource efficiency of HEIs
To encourage innovation through autonomy, good governance and
empowerment
43. BS Kuchekar, School of Pharmacy, MIT WPU, Pune
National Testing Authority
NTA to offer a high quality aptitude test
NTA to offer specialized Common Entrance Examination, in Science, Humanities,
languages, arts and vocational subjects at least twice every year
NTA to offer CEE for professional courses
44. BS Kuchekar, School of Pharmacy, MIT WPU, Pune
Teacher Education
• A new and comprehensive National Curriculum Framework for Teacher Education
(NCFTE 21)will be formulated by NCTE in consultation with NCERT
• By 2030, the minimum qualification for School teachers will be 4-years integrated
B. Ed. Degree
• 4-years integrated B. Ed. Will be a dual-major liberal Bachelor’s degree in
education as well as in a specialized subject
• HEI offering 4-year integrated B. Ed, may also design a 2-year B.Ed. for
outstanding students having Bachelor’s degree in a specialized subject
• 1 year B. Ed. May be designed for outstanding students with a 4-year B.L.A/B.L.E.
• Stringent action will be taken against substandard and dysfunctional Teacher
Education Institutions (TEIs)
45. BS Kuchekar, School of Pharmacy, MIT WPU, Pune
• CPD for teachers at Academic Staff Colleges, now Human Resource Development
Centers (HRDCs) which will be part of universities as per this policy
• Blended learning teacher training programs (MOOCs) for CPD of teachers and
school principals
• Excessive teacher transfers to be halted, leading to better continuity with
students
• Policy suggests promotion based on merit, rather than seniority
46. BS Kuchekar, School of Pharmacy, MIT WPU, Pune
• All Ph. D. entrants will be required to take 8-credit courses in teaching/pedagogy
related to their chosen Ph.D. subject
• Exposure to pedagogic practices, designing curriculum, credible evaluation
system is given to Ph. D. scholars
• Ph. D. students will also have a minimum number of hours of actual teaching
experience
• Teaching assistant ship must be created as a part of all Ph. D. Programs
47. BS Kuchekar, School of Pharmacy, MIT WPU, Pune
National Mission for Mentoring
National Mission for Mentoring shall be established,
• with a panel of outstanding senior/retired faculty having the ability to teach in
Indian languages and
• who would be willing to provide mentoring/professional support to
university/college teachers.
48. BS Kuchekar, School of Pharmacy, MIT WPU, Pune
Professional Education
• Stand-alone technical universities, health science universities, legal and
become
agricultural universities, or institutions in these or other fields, will
multi-disciplinary institutions
• Healthcare education needs to be re-envisioned .
MBBS graduate must posses a) Medical Skills, b) Diagnostic Skills
c) Surgical Skills, and d) Emergency Skills
• Integrative Healthcare education system
49. BS Kuchekar, School of Pharmacy, MIT WPU, Pune
• Greater emphasis on preventive healthcare and community medicine in all forms
of healthcare education.
• Technical education will be within multidisciplinary HIEs/Universities with the
opportunities to engage deeply with other disciplines.
• Agricultural education with allied disciplines will be revived
• Legal education programs will be restructured to make it globally competitive,
adopting best practices for wider access to justice and timely delivery of justice.
50. BS Kuchekar, School of Pharmacy, MIT WPU, Pune
• NEP 2020 aims to prepare professionals in cutting-edge areas, such as
AI, 3-D machining, big data analysis, and ML, in addition to genomic studies,
biotechnology, nanotechnology, and neuroscience,
with important applications to health, environment, and sustainable living
which will be taken into undergraduate education for enhancing employability
51. BS Kuchekar, School of Pharmacy, MIT WPU, Pune
Curbing commercialization in education
• All education institutions will be held to similar standards of audit and disclosure
as a ‘not for profit’ entity. Surpluses, if any, will be reinvested in the educational
sector.
• Fees for private HEIs will be fixed with an upper limit. All fees will be fully
disclosed, and
• There will be no arbitrary increases during the period of enrolment of any
student.
52. BS Kuchekar, School of Pharmacy, MIT WPU, Pune
Technology in Education
platform to use the technology to enhance TL, assessment,
• Creation of National Educational Technology Forum (NETF), to provide a
planning,
administration and management.
• Appropriate integration of technology into all levels of education, to
improve classroom processes,
support teacher professional development,
enhance educational access for disadvantaged groups and
streamline educational planning, administration and management.
53. BS Kuchekar, School of Pharmacy, MIT WPU, Pune
• Technology-based education platforms, such as DIKSHA/SWAYAM, will be better
integrated across school and higher education.
• HEIs will play an active role in conducting research
• on disruptive technologies and
• in creating instructional materials and courses including online courses in
cutting-edge domains.
54. BS Kuchekar, School of Pharmacy, MIT WPU, Pune
Establishing an Apex Advisory Body for Indian Education
• Creation of a Rashtriya Shiksha Aayog (RSA)/National Education Commission
(NEC), as an apex advisory body replacing the Central Advisory Board on
Education (CABE)
• RSA shall be responsible for developing, articulating, evaluating and revising the
vision of education in the country
• RSA will be chaired by the Minister of Education and shall consist of 30 members,
2/3rd of whom shall be eminent educationists, researchers and leading
professionals from fields such as arts, science, business, health, agriculture, social
work etc. from India and from abroad.
55. • Other 1/3 members shall include
a) the relevant Union Ministers, in rotation (Health, Woman and Child
Development, Finance) and
b) Chief Ministers of states, in rotation
c) Vice Chairperson of Niti Aayog
d) Secretaries in the Ministry of Education and
e) Senior bureaucrats/ administrators
• RSA will have a Permanent Secretariat, headed by an Executive Director
• Similar to the RSA, a Rajya Shiksha Aayog (RjSA) /State Education Commission
may be constituted chairedB
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56. BS Kuchekar, School of Pharmacy, MIT WPU, Pune
Ministry of Education:
To bring the focus back on education and learning, MHRD will be redisignated as
the Ministry of Education (MoE)