New education policy 2019

Draft
NEW EDUCATION POLICY-
2019/2020
Policy Overview
Dr.N.Asokan
Dr.N.Asokan
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n t v a s o k a n @ g m a i l . c o m
S I R C R R E D D Y C O L L E G E E L U R U , A . P
2 5 t h O c t o b e r 2 0 1 9

Committee for the Draft
National Education Policy
Chairperson
K. Kasturirangan, Former Chairman, ISRO, Bengaluru
Members
a. Vasudha Kamat, Former VC, SNDT Women’s University, Mumbai
b. Manjul Bhargava, R. Brandon Fradd Professor of Mathematics, Princeton University, USA
c. Ram Shankar Kureel, Former Founder VC, Baba Saheb Ambedkar University of Social Sciences,
Madhya Pradesh
d. T. V. Kattimani, VC, Indira Gandhi National Tribal University, Amarkantak, Madhya Pradesh
e. Krishna Mohan Tripathy, Director of Education (Secondary) and Former Chairperson of Uttar Pradesh
High School and Intermediate Examination Board, Uttar Pradesh
f. Mazhar Asif, Professor, Centre for Persian and Central Asian Studies, School of Language, Literature
and Culture Studies, Jawaharlal Nehru University, New Delhi
g. M. K. Sridhar, Former Member Secretary, Karnataka Knowledge Commission, Bengaluru, Karnataka
Secretary
h. Shakila T. Shamsu, Officer on Special Duty (National Education Policy), Department of Higher
Education, Ministry of Human Resource Development, Government of India, New Delhi
Prepared by Dr.N.Asokan

Members of the Drafting Committee
a. Manjul Bhargava, R. Brandon Fradd Professor of
Mathematics, Princeton University, USA
b. K. Ramachandran, Advisor, National Institute of
Educational Planning and Administration, New
Delhi
c. Anurag Behar, CEO, Azim Premji Foundation &
Vice Chancellor, Azim Premji University Bengaluru
d. Leena Chandran Wadia, Observer Research
Foundation, Mumbai

Science,Technology, Engineering, and Mathematics
(STEM) have showed positive learning outcomes
include, among other things, increased critical
thinking abilities, higher order thinking and
deeper learning, mastery of content, problem
solving, team work and communication skills
besides general engagement and enjoyment of
learning
The direction of the global education development agenda is reflected
in the sustainable development goal 4 (SDG4) of the
2030 Agenda for Sustainable Development. SDG4 seeks to “ensure
inclusive and equitable quality education and promote
lifelong learning opportunities for all” by 2030. Five of the
seven targets of SDG4 focus on quality education and learning
outcomes
Brookings Institution have highlighted the broad consensus
that has developed. Students must develop not only
cognitive skills - both ‘foundational skills’ of literacy and
numeracy and ‘higher-order’ cognitive skills such as critical
thinking and problem solving skills - but also social and
emotional skills, also referred to as ‘soft skills’, including
cultural awareness and empathy, perseverance and grit,
teamwork and leadership, among others.
I ntern ation al B ackgrou n d
All learners should become more
academically, socially and emotionally competent
Social and Emotional Learning (SEL).
Learning to know -
acquiring a body of
knowledge and learning
how to learn, so as to
benefit from the
opportunities education
provides throughout life;
Learning to do -
acquiring not only an
occupational skill but
also the competence to
deal with many
situations and work in
teams, and a package of
skills that enables one
to deal with the various
challenges of working
life;
Learning to live
together - developing
an understanding of
other people and an
appreciation of
interdependence in a
spirit of respect for the
values of pluralism,
mutual understanding
and peace;
Learning to be -
developing one’s
personality and being
able to act with
autonomy, judgement
and personal
responsibility, while
ensuring that education
does not disregard any
aspect of the potential of
a person: memory,
reasoning, aesthetic
sense, physical capacities
and communication skills
The historic Universal Declaration of Human Rights, adopted at the
UN General Assembly in 1948, declared that “everyone has the
right to education”. Article 26 in the Declaration stated that
“education shall be free, at least in the elementary and fundamental
stages” and “elementary education shall be compulsory”, and that
‘education shall be directed to the full development of the human
personality and to the strengthening of respect for human rights and
fundamental freedoms’.

The Right of Children to Free and Compulsory
Education Act, 2009 (RTE Act) which came into
force in April 2010, entitles every child of the
age of six to fourteen years to the right to free
and compulsory education in a
neighbourhood school till the completion of
elementary education.
The narrow time lag between the generation of
new knowledge and its application, especially in
the fields of science and technology, necessitate
the periodic renewal of school and higher
education curricula to maintain their relevance
to the changing societal and personal needs of
learners, and the emerging national
development goals.
Culturally, India has been, and continues to be,
a cradle of great diversity in all walks of life,
with its myriad languages and dialects, with as
many as seven classical dance forms and two
classical music forms, many well-developed
traditions of folk arts and music, pottery,
sculptures and bronzes, exquisite architecture,
incredible cuisines, fabulous textiles of all
kinds, and so much more.
Drawing from India’s heritage
Globalisation and the demands of a
knowledge economy and a knowledge society
call for emphasis on the need for acquisition of new
skills by learners on a regular basis, for them to ‘learn
how to learn’ and become lifelong learners.
National Background
India aspires to take its place beside the United
States and China as the third largest economy by
2030-2032, the same period during which this
Policy will bring about the biggest
transformation.
India is the sixth largest economy now and we
will reach five trillion in five-seven years
taking us to fourth or fifth position.
By 2030-2032 we will be the third largest
economy at over ten trillion. Our ten trillion
economy will not be driven by natural resources,
but by knowledge resources.

Taking forward the agenda of
previous education policiesPrepared by Dr.N.Asokan

The National Education Policy 2019 provides a
framework for the transformation and reinvigoration
of the education system in order to respond to the
requirements of fast-changing, knowledge-based
societies while taking into account the diversity of the
Indian people, their traditions, cultures, and languages
An education system built on the premises
of quality and equity is considered central
to sustainable development, achieving
success in the emerging knowledge
economy and society, for socio-economic
mobility, and for building an equitable, just
and humane society.

Vision
I. School Education
II. Higher Education
III. Teacher Education
IV. Professional Education
V. National Research Foundation
Additional Key Focus Areas
VI. Education Technology
VII. Vocational Education
VIII.Adult Education
IX. Promotion of Indian Languages
X. Rashtriya Shiksha Aayog
XI. Financing Education
Salient features of NEP 2019
Views in support of Policy
Drawbacks in the Policy
Challenges in Implementation

Vision
The National Education Policy
2019 envisions an India-
centred education system
that contributes directly to
transforming our nation
sustainably into an
equitable and vibrant
knowledge society, by
providing high quality
education to all
to create a new system that is
aligned with the aspirational goals
of 21st century education, while
remaining consistent with India’s
traditions and value systems.

I. School Education
POLICY DETAILS

I. School Education
1. Early childhood education
2. Foundational literacy and numeracy
3. Curriculum and pedagogy
4. Universal access
5. Equitable and inclusive education
6. Teachers
7. School Governance
8. Regulation of Schools

1. Strengthening Early Childhood
Care and Education
Objective: Every child in the age range of 3-6 years
has access to free, safe, high quality,
developmentally appropriate care and education
by 2025.
Early childhood education:
The Policy emphasizes the
criticality of the early years
and aims to ensure quality
early childhood care and
education for all children
between 3-6 years by 2025
with significantly increased
investment and new
initiatives. Prepared by Dr.N.Asokan

2. Ensuring Foundational Literacy and
Numeracy among all children
Objective: By 2025, every student in Grade 5
and beyond has achieved foundational literacy
and numeracy.
There will be special attention paid to early LANGUAGE AND MATHEMATICS in Grades 1-5.
Alp h an u meric Skills

3. Ensuring Universal Access to and
Retention in Education at all levels
Objective: Achieve access and participation in
free and compulsory quality school education
for all children in the age group of 3-18 years
by 2030.
Universal access: The Policy aims to achieve
100% Gross Enrolment Ratio for all school
education by 2030 through various measures.
Zero Dropouts

4. New Curricular and Pedagogical
Structure for School Education
Objective: Curriculum and pedagogy are
transformed by 2022 in order to
minimize rote learning and instead
encourage holistic development
and 21st century skills such as
 critical thinking,
 creativity,
 scientific temper,
 communication,
 collaboration,
 multilingualism,
 problem solving,
 ethics,
 social responsibility, and
 digital literacy.
5+3+3+4 design
• Foundational Stage (age 3-8 years):
Rapid brain development; learning
based on play and active discovery
• Preparatory Stage (8-11 years):
Building on play and discovery; begin
the transition to structured learning
• Middle Stage (11-14 years): Learning
concepts in subjects; begin navigating
adolescence
• Secondary Stage (14-18 years):
Preparation for livelihood and higher
education; transition into young
adulthood
There will be equal emphasis on all subjects - science, social sciences, art, languages, sports,
mathematics - with integration of vocational and academic streams in school.Prepared by Dr.N.Asokan

5. Teachers –
Torchbearers of Change
Objective: Ensure that all students at all levels of
school education are taught by passionate,
motivated, highly qualified, professionally
trained and well equipped teachers.
Teachers: Teachers will be
recruited through robust,
transparent processes, promotions
will be merit-based, multi-source
periodic performance appraisals
will happen and progression paths
to become educational
administrators or teacher
educators will be available. Prepared by Dr.N.Asokan

6. Equitable and Inclusive Education for
Every Child in the Country
Objective: Achieve an inclusive and equitable education
system so that all children have equal opportunity to
learn and thrive, and so that participation and learning
outcomes are equalized across all genders and social
categories by 2030.
This policy aims to shape an
education system that benefits all
of India’s children so that no child
loses any opportunity to learn and
excel because of the circumstances
of birth or background.

7. Governance in School Education
through School Complexes
Objective: Schools are grouped into school complexes to
facilitate the sharing of resources and render school
governance more local, effective, and efficient.
School Governance: Schools will be organized into school
complexes (cluster of 10-20 public schools) - this will
be the basic unit of governance and administration
that will ensure availability of all resources -
infrastructure, academic (e.g. libraries) and people
(e.g. art and music teachers) - along with a strong
professional teacher community.

8. Regulation of School Education
Objective: India’s school education system is invigorated
through effective regulation and accreditation
mechanisms that ensure integrity and transparency,
and foster quality and innovation for continually
improving educational outcomes.
Regulation of Schools: Regulation and operations of
schools will be carried out by separate bodies to
eliminate conflicts of interest. There will be clear,
separate systems for policy making, regulation,
operations and academic matters.

I. School Education
 Early childhood education
 Foundational literacy and numeracy
 Curriculum and pedagogy
 Universal access
 Equitable and inclusive education
 Teachers
 School Governance
 Regulation of Schools

POLICY DETAILS
Mission Nalanda
and
Mission Takshashila

1. New architecture
1.1. Three types of institutions
2. Liberal education
2.1. Multiple Exit Options
2.2.M.Phil and Ph.D
3. Governance
3. 1. Creating a Conducive Learning Environment
3.2. Energized, Engaged and Capable Faculty
3.3. Empowered Governance and Autonomy
4. Regulation

1. New Institutional Architecture
Objective: Revamp the higher education system,
create world class institutions across the
country – increase Gross Enrolment Ratio to
at least 50% by 2035.
The current 800 universities and 40,000 colleges
will be consolidated into about 15,000
excellent institutions.
All institutions will be either universities or degree-granting autonomous colleges.

1.1. Three types of institutions based on a difference
in focus - all will be of high quality
Type 1 which focus on world-class research and
high quality teaching across all disciplines
Type 2 which focus on high quality teaching
across disciplines with
significant contribution to research
Type 3 which focus on high quality teaching
across disciplines focused on
undergraduate educationPrepared by Dr.N.Asokan

2. Focus on High Quality Liberal Education
Objective: Move towards a more imaginative
and broad-based liberal education as a
foundation for holistic development of all
students, with rigorous specialization in
chosen disciplines and fields.

Liberal Education
The Centre will set up ten Indian Institutes of Liberal
Arts/ Multidisciplinary Education and
Research Universities on the model and standards of
the Indian Institutes of Technology.
This will develop important life capacities,
rigorous disciplinary understanding and
an ethic of social-moral engagement.

2.1. Multiple Exit Options
Institutions may offer multiple exit options within this period,
with appropriate certification, an advanced diploma in a
discipline or field (including vocational and professional
areas) after completing 2 years of study or a certificate after
completing 1 year.

2.2.M.Phil and Ph.D
Undertaking a Ph.D
shall require either a
Master’s degree OR a
4-year
undergraduate
degree with honours.

3. Governance :Objective
Ensure a joyful, rigorous
and responsive
curriculum,
engaging and
effective
pedagogy, and
caring support to
optimize learning
and the overall
development of
students.
Open and Distance Learning will be expanded to reach Gross Enrolment Ratio to 50%.

3. 1. Creating a Conducive Learning Environment
National Higher Education Qualifications
Framework, will outline the learning outcomes
of various fields and disciplines, aligned with the
National Skills Qualifications Framework to
ensure equivalence and mobility across
academic and professional/vocational fields.
Academic, financial and emotional support will be available for students to help them attain
better outcomes.Prepared by Dr.N.Asokan

3.2. Energized, Engaged and Capable Faculty
Objective: Empowered faculty with high
competence and deep commitment, energized
for excellence in teaching and research.
This Policy puts faculty back into the heart of higher education.

Desirable student-teacher ratio
NOT more than 30:1
The prevalent approach of ad
hoc, contractual appointments
will be immediately stopped.
Permanent employment
(tenure) track system for
faculty will be introduced,
including private institutions,
by 2030.
Continuous professional
development plan for faculty,
include capacity development
in the field/discipline,
pedagogical capacities,
research and contribution to
practice. Prepared by Dr.N.Asokan

3.3. Empowered Governance and Autonomy
Objective: Independent, self-governed higher education
institutions with capable and ethical leadership.
All higher education institutions will become autonomous
self-governing entities and the practice of ‘affiliation’
will be stopped.
‘Affiliated colleges’ will be supported to develop into
autonomous degree granting colleges and ‘affiliating
universities’ will develop into vibrant multidisciplinary
institutions.
Private and public institutions will be treated at par by the regulatory regime.Prepared by Dr.N.Asokan

Autonomy will be ingrained in the system - its culture,
structure and mechanisms.
Faculty will have academic freedom and curricular
empowerment, including on pedagogical approaches,
student assessment and research.
Institutions will have administrative and academic
autonomy. This will include the freedom to start and
run programmes, decide curricula, decide student
capacity, decide resource requirements and develop
their internal systems, including governance and
people management systems.
Higher education institutions will be developed truly into
autonomous, independent and self-governing entitiesPrepared by Dr.N.Asokan

4. Transformation of the
Regulatory System
• Objective: Effective,
enabling and responsive
regulation to encourage
excellence and public
spiritedness in higher
education.
• The National Higher
Education Regulatory
Authority will be the only
regulator for all higher
education, including
professional education

The functions of standard setting, funding,
accreditation and regulation will be separated
and conducted by independent bodies
General Education Council
The General Education Council will be set up, and
will develop the National Higher Education
Qualifications Framework to define ‘graduate
attributes’, that is, ‘expected learning outcomes’
for higher education

 New architecture
 1.1. Three types of institutions
 2. Liberal education
 2.1. Multiple Exit Options
 2.2.M.Phil and Ph.D
 Governance
 3. 1. Creating a Conducive Learning Environment
 3.2. Energized, Engaged and Capable Faculty
 3.3. Empowered Governance and Autonomy
 4. Regulation

III. Teacher Education

Rigorous Teacher Preparation
Objective: Ensure that teachers are given the highest quality training in
content, pedagogy and practice, by moving the teacher education
system into multidisciplinary colleges and universities, and
establishing the four-year integrated Bachelor’s Degree as the
minimum qualification for all school teachers

The 4-year integrated Bachelor of Education programme for
teacher preparation will be offered at multi-disciplinary
institutions as an undergraduate programme of study,
including both disciplinary and teacher preparation courses.
This will be a stage-specific, subject-specific programme that will
prepare teachers from preschool to the secondary stage
(Class 12) for all subjects including the arts and sports and
those with a vocational education or a special education
focus.
The current two-year B.Ed. programme will continue till 2030.Prepared by Dr.N.Asokan

IV. Professional
Education
1. Agricultural Education
2. Legal Education
3. Healthcare Education
4. Technical Education

Reintegrating professional education into higher education,
Revitalizing Professional Education
Objective: Build a holistic
approach to the preparation of
professionals, by ensuring
broad- based competencies
and 21st century skills,
an understanding of the
social-human context, and
a strong ethical compass, in
addition to the highest-quality
professional capacities. Prepared by Dr.N.Asokan

The practice of setting up
stand-alone technical
universities, health
science universities, legal
and agricultural
universities, or
institutions in these or
other fields, will be
discontinued.
All institutions offering
either professional or
general education must
organically evolve into
institutions offering both
seamlessly by 2030

1. Agricultural Education
Agricultural Universities
comprise approximately 9%
of all universities in the
country.
Capacity to prepare
professionals in agriculture
and veterinary sciences
through programmes
integrated with general
education will be increased
sharply.
Agricultural Technology Parks
to promote technology
incubation and
dissemination to benefit
the local community
directly Prepared by Dr.N.Asokan

2. Legal Education
The curricula for legal studies must
reflect socio- cultural contexts
along with,
in an evidence based manner,
the history of legal thinking,
principles of justice,
practice of jurisprudence and other
related content appropriately and
adequately.
State institutions offering law
education must consider offering
bilingual education for future
lawyers and judges - in English and
in the language of the State

3. Healthcare Education
All MBBS graduates must possess:
(i) Medical skills
(ii) Diagnostic skills
(iii) Surgical skills and
(iv) Emergency skills.
Every healthcare process/intervention (e.g. taking/reading an ECG)
does not necessarily need a fully qualified doctorPrepared by Dr.N.Asokan

Medical Education Qualification
Framework will facilitate
The first year or two of the
MBBS course will be designed
as a common period for all
science graduates after which
they can take up MBBS, BDS,
Nursing or other
specialisations.
Graduates from other
medical disciplines such as
nursing, dental, etc., will also
be allowed lateral entry into
the MBBS course

All students of allopathic medical
education must have a basic
understanding of Ayurveda, Yoga and
Naturopathy, Unani, Siddha and
Homeopathy (AYUSH), and vice versa.
There shall also be a much greater emphasis on
preventive healthcare and community medicine
in all of healthcare education.
AYUSH
Ay u r v e d a , Yo ga a n d N a t u r o p a t hy, U n a n i , S i d d h a a n d H o m e o p a t hy

4. Technical
Education
Technical education faces specific challenges as
these disciplines are neither entirely
knowledge based nor are they entirely skill
based
Curriculum will be renewed to develop among
students the ability to apply their knowledge
and skills in different, often unknown,
settings, and inculcating professional
dispositions and ethics.Prepared by Dr.N.Asokan

IV. Professional
Education
 Agricultural Education
 Legal Education
 Healthcare Education
 Technical Education

V. National
Research
Foundation

Objective
Catalyze and energize research and innovation across the country
in all academic disciplines, with a special focus on seeding
and growing research at universities and colleges –
create a conducive ecosystem for research through competitive
peer- reviewed funding, mentoring and facilitation.Prepared by Dr.N.Asokan

National Research Foundation
The National Research Foundation will be set up
through an Act of Parliament, as an
autonomous body of the Government of India
with an annual grant of Rs. 20,000 crores
(~ 0.1% of GDP)
The Foundation will have four major divisions to start with –
1.Sciences,
2. Technology,
3. Social Sciences and
4. Arts and Humanities.Prepared by Dr.N.Asokan

The Primary Scope of Work of the
Foundation will include:
 Building research capacity at academic institutions across
the country
 Creating beneficial linkages between researchers,
government and industry to ensure that the most urgent
national issues are researched and the latest research
breakthroughs are implemented for the public good
 Recognizing outstanding research through special prizes and
seminars
Funding research in all disciplines across the
academic landscape through a competitive,
peer-review based process

VII.Vocational Education
VIII.Adult Education
IX. Promotion of Indian Languages

Objective:
Appropriate integration of technology into all levels of education –
 to support teacher preparation and development;
 improve teaching, learning and evaluation processes;
 enhance educational access to disadvantaged groups; and
 streamline educational planning, administration and management.
The National Educational Technology Forum,
an autonomous body will be set up to facilitate
The National Repository of Educational Data will maintain all records related to institutions,
teachers and students in digital form.Prepared by Dr.N.Asokan

VII. Vocational Education
Objective: Integrate vocational education into all educational
institutions - schools, colleges and universities. Provide access
to vocational education to at least 50% of all learners by 2025
The National Committee for the Integration of Vocational
Education will oversee the effort, collaboration with National
Skills Qualifications Framework
‘Lok Vidya’, knowledge developed in India, will be made accessible to students through
integration into vocational education courses.Prepared by Dr.N.Asokan

VIII. Adult Education
The National Adult
Education Tutors
Programme will be
capacitated to deliver
adult education.
L a r g e s c a l e p u b l i c a w a r e n e s s w i l l b e g e n e ra t e d .
T h e r e w i l l b e s p e c i a l e m p h a s i s o n w o m e n ’s l i t e r a c y.
Objective: Achieve 100% youth and
adult literacy rates by 2030, and
significantly expand adult and
continuing education programmes.

Adult Education Five Broad Areas
A National Curriculum Framework for Adult Education
will be developed to cover five broad areas –
1. Foundational literacy and numeracy,
2. Critical life skills, 3. Vocational skills,
4. Basic education and
5. Continuing education.Prepared by Dr.N.Asokan

XI. Promotion of Indian Languages
Objective: Ensure the preservation, growth, and vibrancy of all
Indian languages.
Commission for Scientific and Technical Terminology focus on
language, literature, scientific vocabulary in Indian languages
A National Institute for Pa l i , P e r s i a n a n d P ra k r i t will also be set up.Prepared by Dr.N.Asokan

 Education Technology
 Vocational Education
 Adult Education
 Promotion of Indian Languages

X.Rashtriya Shiksha Aayog
The National Education Commission

Transforming Education:
Rashtriya Shiksha Aayog
Objective: Synergistic functioning of India’s
education system, to deliver equity and
excellence at all levels, from vision to
implementation, led by a new Rashtriya Shiksha
Aayog.
The Rashtriya Shiksha Aayog or the National
Education Commission will be constituted as an
apex body chaired by the Prime Minister.
The Aayog (Rajya Shiksha Aayog or the State
Education Commission) will work closely with
every State to ensure coordination and synergy.
T h e A ay o g w i l l b e t h e C U S TO D I A N O F E D U C AT I O N i n I n d i a .Prepared by Dr.N.Asokan

XI. Financing Education
The Policy envisions an increase in public
investment on education, by both the Central
government and all State Governments, to
20%, over a 10 year period.
Commercialization of
education has been dealt by
‘light but tight’ regulatory
approach

Key Thrust Areas
In addition to one-time expenditure, primarily related to infrastructure and
resources, this Policy identifies the following key thrust areas:
(i) expansion and improvement of early childhood education,
(ii) ensuring foundational literacy and numeracy,
(iii) adequate and appropriate resourcing of school complexes,
(iv) food and nutrition (breakfast and midday meal),
(v) teacher education and continuing professional development of teachers,
(vi) revamping colleges and universities, and
(vii) research.

WayForward
to ensure that the Policy is implemented in its spirit and intent,
through coherence in planning and synergy
across all bodies involved in education.
The Policy outlines key actions led by various bodies,
along with timelines and
a plan for review,

Salient features of NEP 2019:
• The policy aims to universalize the pre-primary
education by 2025 and provide foundational
literacy/numeracy for all by 2025
• It proposes new Curricular and Pedagogical
Structure, with 5+3+3+4 design covering the
children in the age group 3-18 years. Under this,
• Pre-Primary (3 Years) & Grades 1-2 is considered
as Foundational Stage;
• Grades 3-5 as Preparatory Stage;
• Grades 6-8 as Middle Stage and
• Grades 9-12 as Secondary Stage.
This is an academic restructuring only; there will be no physical restructuring of schoolsPrepared by Dr.N.Asokan

• Children learn languages, most quickly between
2-8 years, and multilingualism has great cognitive
benefits for students. Therefore a three-language
formula has been proposed
• It proposes the teaching of other classical
languages and literature, including Tamil, Telugu,
Kannada, Malayalam, Odia, Pali, Persian, and
Prakrit in schools
• A new independent State School Regulatory
Authority (SSRA) to be created
• It aims to consolidate 800 universities & 40,000
colleges into around 15,000 large,
multidisciplinary institutions

• The policy proposes three types of Higher
Educational Institutions (HEIs): Research
Universities, Teaching Universities and
Autonomous degree-granting colleges
• It aims to provide autonomy to all higher
education institutions. Higher education
institutions to be governed by Independent
Boards with complete academic and
administrative autonomy
• An autonomous body called the National
Research Foundation (NRF) to be set up
through an Act of Parliament

• Rashtriya Shiksha Aayog or the National
Education Commission - apex body - to be
constituted. It will be chaired by the Prime
Minister and will comprise eminent
educationists, researchers, Union Ministers,
representation of Chief Ministers of States,
eminent professionals from various fields
• MHRD to be re-designated as the Ministry of
Education (MoE)
• Increase in public investment by the Central and
State Governments to 20% of overall public
expenditure over a 10 year period

Exercise
Views in support of Draft National Education Policy
Drawbacks in the Draft National Education Policy
Suggestions to improve
Challenges in Implementation

Views in support of Draft National
Education Policy
• The school education will cover children of 3-18
years, instead of the present 6-14 years under the
RTE Act. It covers three years under early
childhood care and education (ECCE) and four
years under secondary education. ECCE would
facilitate play and discovery-based learning for
children of that age group
• Its emphasis on mother tongue-based education
and oral language development are critical

• The policy focuses on online learning as an
alternative to regular classroom interaction
between teachers and students. It helps in
achieving the twin objectives of cutting costs
and increasing enrollment
• It aims to protect and promote our culture
through the study of classical languages,
mother tongues, and regional languages

• The teacher education system will be
transformed, with rigorous preparation through a
four-year integrated stage and subject-specific
programs offered in multi-disciplinary institutions
• The draft talks about the better engagement of
the private sector and provisioning for
government funding for R&D work through a
proposed national research fund
• Professional education will become an integral
part of the higher education system

Drawbacks in the Draft National
Education Policy
• The draft policy is silent on the Institutions of Eminence
and agencies like the Higher Education Funding Agency
• The policy does not address with sufficient clarity
curricular, pedagogical and teacher education-related
issues that plague the teaching and learning of early
literacy in many Indian classrooms
• The policy proposes largely oral activities for the pre-
primary grades, reading hours for Grades 1-3, with an
additional hour for writing starting only in Grades 4 and 5.
It contradicts evidence suggesting that young children be
taught listening, speaking, reading and writing
simultaneously and not sequentially

• It lacks discussion about what it takes to prepare teachers
to successfully teach foundational literacy in a multilingual
country. Instead, the document recommends recruiting
volunteers and community members to support the
acquisition of early literacy. Volunteers can be used, but
cannot be a primary mechanism to deliver foundational
literacy to students
• It misdiagnoses the causes behind the severe learning crisis
- namely poor school and teacher accountability. There is
no fundamental reform proposed for revamping the
accountability structures for schools. Instead, the NEP
provides school management committees (SMCs). SMCs
already mandated under the RTE Act are ineffectual
• With the democratization of knowledge and availability of
technology for easy access to information, the draft should
have focused more on how to teach and not only on what
to teach

• The National Research Foundation (NRF) is tasked
with "permeating the culture of research and
innovation" and addressing societal challenges.
But, there is no mechanism, such as innovative
curricula or extension units, for tier II or tier III
institutions to work on local problems. It has no
access or accountability to people or their
representatives
• The Constitution puts education in the
Concurrent List, giving authority and
responsibility to both the States and the Centre.
However, the draft had robbed the States by
creating an excessively centralized structure of
authority and vesting overarching powers with
the PM-led Rashtriya Shiksha Aayog (RSA)

• In promoting the study of regional languages,
the importance of English is neglected. Those
who are fluent in the English language live in
households with three times higher income
than those without any knowledge of English.
By ignoring this, the Draft NEP19 has laid out a
"language trap", which will create social
inequality and impede economic growth due
to loss of the demographic dividend
• The report does not emphasize enough the
role and importance of state governments in
imparting education to the masses

Challenges in Implementation
• Draft NEP recommended doubling of public funding to
6% of the GDP and increasing overall public
expenditure on education to 20% from the current
10%. This is desirable but does not appear to be
feasible in the near future, given that most of the
additional funding has to come from the States.
• The report has appealed to philanthropists and
companies to route their corporate social responsibility
(CSR) funds to supplement government efforts, but it
forgets that such funds will not be ideologically neutral.

• Expanding coverage under the RTE Act to include
pre-school children is extremely important, but
should perhaps be introduced gradually, keeping
in mind the quality of infrastructure and teacher
vacancies. Amendment of the Act can perhaps
wait for a while.
• The idea of setting up the Rashtriya Shiksha
Aayog is crucial in order to integrate the
approaches and programs of multiple
departments. However, bringing medical or
agricultural or legal education under one
umbrella is likely to be met with stiff opposition.
Language issues have to be handled sensitively in view of their emotional overtones,
as witnessed recentlyPrepared by Dr.N.Asokan

Conclusion:
Suggestions of the Draft National Education
Policy will play a critical role in the
transformation of the Indian education
system. It is expected to help India in reaping
its demographic dividend. However, the Draft
National Education Policy has certain sore
points that need to be relooked at for the
benefit of teachers and students alike.

New education policy 2019

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