New Education Policy 2020 - Big changes in CBSE and Higher Education

Agenda
● Vision and KeyPrinciples
● UniversalAccess andEarly ChildhoodEducation
● How childrenwillLearn -Curricularand Pedagogicstructures
● Curriculum -Learning Outcomes -Competencies
● Schools -Complex -Accreditation
● Teachers -Education andDevelopment
● NEP -NewFeatures
● Key Focus Areas -Equity -Gender -Special Needs
● Goals andImplementation Plan

Vision of the National 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 educationsystem thatcontributestoan equitableand
vibrant knowledge society, by providing high-quality
education toall
Instilsskills, values,anddispositionsthatsupport responsible
commitmentto human rights, sustainable development and
living, and global well-being,therebyreflectinga trulyglobal
citizen

Key Principles of
NEP
- Emphasize
Conceptual
Understanding
Ratherthanrote learningand
learning-for-exams
- Unique Capabilities
Recognizing, identifyingthem
in eachstudent.
- Critical thinking
and Creativity
To encourage logicaldecision-
making andinnovation
- Continuous Review
Based on sustainedresearch
and regular assessment by
educationalexperts.
- Respect for Diversity & Local
Context In all curriculum, pedagogy,
and policy.
- Equity & Inclusion
As thecornerstoneof all
educationaldecisions.
- Community Participation
Encouragement and facilitation for
philanthropic,privateandcommunity
participation.
- Use of Technology
In teaching and learning, removing
languagebarriers,for Divyangstudents,
and in educational planning and
management.

Universal Access to Early 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,highqualityECCEat
Anganwadis/Pre-school/Balvatika
Multifaceted
Flexible,multi-level,play-based,
activity-based,and inquiry-
basedlearning
Preparatory Class
Prior totheage of5 everychildwill
move to a “Preparatory Class” or
“Balvatika”(thatis,beforeClass1)
Implementation to be jointly carried out by Ministries of HRD,
Women and Child Development (WCD), Health and Family
Welfare (HFW), and Tribal Affairs

To ensure access
and opportunity
to all children
Multiple Pathways
Multiple pathways to
learning; involvingboth
formaland non-formal
educationmodes
Bring Back Drop-outs
To bring drop outchildren
back toschool
Build Schools
Promoting bothgovernments
and non-governmental
philanthropic organizations
to buildschools
Alternative Centers
Alternative andinnovative
educationcenters
Learning Outcomes
Focus willbe onachieving
desired learningoutcomes
at alllevels
Peer Tutoring
Suitable forallcategories
business and personal
presentation
Ensuring Universal Access to Education at
all levels

Expected
Outcomes
●Universalisation of Access – from ECCE toSecondary
●Ensure equity and inclusion
●Bring back 2 crores out-of-school children
●Attain SDG goals of retaining all children in schools until completion of secondary education
●Improve Quality and achievement of learning outcomes – Foundational Literacy & Numeracy
(FLN)
●Focus on 21st century skills in teaching, learning andassessment
●Resource sharing- School complexes
●Effective Governance -separation of powers and common norms
●Overcoming thelanguage barrierin learning
●Common standards for public and privateschool education

New pedagogical and curricular structure of
school education (5+3+3+4): 3years in
Anganwadi/pre-school and 12 years in school
• Secondary Stage(4) multidisciplinary study,
greatercriticalthinking,flexibility andstudentchoiceof
subjects
• Middle Stage (3)experientiallearning inthe
sciences, mathematics,arts, socialsciences,and
humanities
• Preparatory Stage (3) play,discovery, and
activity-basedandinteractive classroomlearning
• Foundational stage (5)multilevel,
play/activity-basedlearning
Middl
e
10 Years
(Ages 6-16)
2 Years
(Age 16-18)
2 years
(Class 1 & 2) (Ages 6-8)
....................................
3 years
(Anganwadi/
pre-
school/Balvatik
a) (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

ECCE
Framework
Research and Best
Practices
NCPFECE willbealignedwith
the latest research on ECCE,
and national and
international bestpractices
Multi-faceted
Framework
Comprising of alphabets,
languages, numbers,
counting, colours, shapes,
indoor and outdoor play,
puzzlesandlogicalthinking,
problem-solving, drawing,
paintingandothervisualart,
craft,drama and puppetry,
music andmovement
School Preparation
Module
A 3-monthplay-based
‘school preparation module’
for allGrade1 studentstobe
developedbyNCERT
NCPFECE
National Curricular and
Pedagogical Framework for
Early Childhood Education
(NCPFECE) will be draftedby
NCERT

Early Childhood Education: Learning in the
Formative Years
Etiquette,Behaviourand
EmotionalDevelopment
Play-based &Discovery-
basedlearning
Self-Identity
Teamwork&
Collaboration
Colours, Shapes,Alphabets
&Numbers
Relationship withNature
Logical Thinking&
ProblemSolving
Developingcuriosity
Arts, crafts andMusic Ethics

Attainment of Foundational Literacy And Numeracy by Grade3 in
Mission mode
FLN by
Grade 3
Early
Learning
Focus on earlyreading,writing&
mathematics
National Mission
National Missionon Foundational
Literacy andNumeracy
Foundational Skills
Universal acquisition of
foundational learningskills
3-month Play basedSchool
3-month play-based school
preparationmodule’forallGrade
1students
National Repository
NationalRepository-HighQuality
Teaching and Learning
Resources onDIKSHA
Libraries
School libraries, including
digitallibrariestobeleveraged
Book Promotion
National Book Promotion Policy
will be formulated and public and
school libraries will be expanded

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
Focus on criticalthinking,
inquiry,discovery,
discussion and analysis-
based teaching and
learning methods for
holisticeducation
Interactive Classes
Interactiveteachingwith
reduceddependency on
textbooklearning;
Questions fromstudents
will be promoted
● Curriculum and pedagogy to be transformed by 2022 to promote skill based and minimize
rote basedlearning
● Revision of NCF for school education and NCF for teacher education 2009 by 2021

Focus on LOs, Competencies and subject -
integration
Modules on preparing and implementing
pedagogicalplansbasedon competencyand
outcome-basededucationforschool leaders
NO hard separationbetween:
• curricular/co-curricular/extra-curricular;
• academic/vocational;
• science/humanities;
• sports/art/academics
Throughartsintegrated,sportsintegrated,
ICT integrated and storytelling based
pedagogy among others as standard
pedagogy
Emphasison digitalliteracy,codingand
computational thinking,ethicaland
moralreasoning
Development of scientific temperand
inculcationofknowledgeandpracticeof
humanandconstitutionalvaluessuch as
patriotism, sacrifice, non-violence,truth,
honesty,peaceetc.
Competency based education Integration of subjects
Development of scientific
temper
NO SILOS among
subjects/learning
Emphasis on Digital
literacy
Promotion of multi-lingual
teaching
Promoting states to enter into
bilateral agreements withnearby
statestohirelanguage teachers

Health check ups
Annualhealthcheckupforall
students
Reduce weight of school
bags
Reduced weight of school bags and
textbooksthroughsuitablechangesin
curriculum andpedagogy
Mandatory skills : Health and
Wellness
-Mandatoryskills to beimbibed by all
students -health, nutrition,physical
education,fitness,wellness,sports.In
addition- Basic training in preventive
health care,mental health,first aid,
personal and public hygiene will be
included in thecurriculum
Inclusive and caring culture at
school
The role and expectations of principal and
teacherswillexplicitlyincludedevelopinga caring
and inclusive cultureatschool
Focus on children with
disability Differentiatedinterventions
and suitable infrastructure developmentat
schools tomake access easierforchildren
withdisability
Hiring counsellors in school
complexes State governments will be
encouraged to hire adequate numberofcounsellors
andteachers(tobe shared across schoolcomplex)
Mental and physical health and well-
being:Mandatory for students to acquire skills in: health and nutrition; physical education, fitness,
wellness, and sports

Experiential
Learning
● Focus on experiential, inquiry
and discovery based teaching
learningmethods
Integrated
Pedagogy
● Arts, sports, and story-telling
and ICT-integratedpedagogy
Equal Weightage
● No hard separation betweencurricular,
co-curricular and extra curriculararea.
● Freedom of choosing a varietyof
subject combination tobe provided
Bagless Days
● Bagless daystobescheduledin
academiccalendar
Innovative Pedagogy: Transforming teaching
learning process
Promotion of peer
tutoring
● Promoting peertutoring as
voluntary and joyfulactivityunder
thesupervision ofteachers
Use and integration
of
technology
● Integrationoftechnologyenabled
pedagogy in classes6-12

All textbooks to 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
textbooks based on NCERT
curriculum and textbooks,
incorporating State flavour
and material asneeded
Concerted efforts, through
suitable changes incurriculum
and pedagogy to significantly
reduce the weight of
school bags and
textbooks
Textbook with local content and
flavour

India’s future and India’s leadership role in
upcomingfields
Increased emphasis on mathematics and
computationalthinkingthroughouttheschool
years
Inculcate mathematical thinking and problem
solving througha varietyofinnovativemethods,
includingtheregularuse ofpuzzlesandgames
Activitiesinvolvingcodingwillbeintroducedin
MiddleStage
Teachingofcontemporarysubjectsatmiddleand
secondary stages: Artificial Intelligence, Design
Thinking,Holistic Health, Organic Living,
EnvironmentalEducation,GlobalCitizenship
Education(GCED)
Mathematical thinking and problem
solving
Computational thinking
Including contemporary subjects in
schools
Computational thinking

Knowledge of India
Willbe incorporatedin an accurate and scientific
manner whereverrelevant.
Indian Knowledge Systems, including tribal
knowledge and indigenous and traditional
ways of learning, will becovered.
Specific courses intribalethno-medicinalpractices,
forest management,traditional (organic) crop
cultivation, natural farming, etc. willalso be made
available.
Curriculumto include knowledgefromancientIndia to
modernIndia as wellas futureaspirations.
Videodocumentariesoninspirationalluminaries of India,
in science andbeyond.
Studentswill begiven a logicalframeworkformaking
ethicaldecisionsat a youngage.
In lateryears, expandedalong themes of cheating,
violence,plagiarism, littering,tolerance,equality, empathy.
Traditional Indian values and all basic human and
Constitutionalvalueswill bedevelopedinall students.
ExcerptsfromtheIndian Constitutionwillalso be
consideredessentialreadingforall students.
Basic training in health,mental health,good nutrition,
personaland public hygiene,disasterresponseandfirst-
aid willalso beincluded.
Scientific explanations of thedetrimentaland
damaging effectsofalcohol,tobacco,andotherdrugs
willbe part of curriculum.

Examinations in grades 1 to8
Censusassessments atkeystage inclasses 3,5
and 8to trackachievement
Assessment of core concepts and knowledge,
higher-orderskills anditsapplicationinreal-life
situations.Moving awayfromrotelearning.
Key stage assessments
Achievement of critical LOs
Testingtofocus onachievementofessential
learningoutcomes
Moving away from rote learning
Results of school examinations
Theresultsofschool examinationswillbeused
only for developmental purposes and for
continuousmonitoringandimprovementofthe
schoolingsystem

Reforming examinations in grades 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
descriptive type.
Guidelines willbeprepared by NCERT, in
consultation with SCERTs, Boards of
Assessment (BoAs), andPARAKH
BeginningwithMathematics,all subjectscouldbeofferedattwolevels
Teachers to be prepared for a
transformation in the assessment system by
the2022-23 academicsession
Each School Board shall ensure equivalence
of academic standards in learner’s
attainments
Standards, norms and guidelines for School
BoardsthroughPARAKH National Center

Transforming the culture of
assessment
Assessment tofocus
on core concepts,
higher order and
foundationalskills
Boardexamstobe
more flexible,with
assessment of
essentialskills
Continuous tracking of
learning outcomes of each
child
The National Testing
Agency (NTA) will work
to offer a high-quality
common aptitudetest, to
eliminate theneed for
taking coaching for these
exams
AI-based software to
helptracktheprogressof
theStudents to enable
them to make optimal
careerchoices.
Self Assessment and
Peer Assessment
National Assessment
Centre willhelp in bringing
greater synergy in board
exams conductedbyvarious
Boardsof Assessments

Holistic Progress Card
States/UTs to redesign Progress Cards in
schools tomake themholistic,360-degree,
multidimensionalreport
Progress card will includeself-assessment,
peerassessment, and teacherassessment
Cards to reflectthe progress and
uniqueness of learner in the cognitive,
affective, socio-emotional, andpsychomotor
domains
Progress in project-based and inquiry-
basedlearning,quizzes, roleplays,group
work,portfolios, etc.,to be included in
report cards
The holisticprogress cardwillactively
involveparentsin theirchildren’s education
and development.
AI-basedsoftware tobedevelopedtohelp
track growththrough school years and to
help students make optimal career
choices.

Multilingualism and the Power of Language
Learning
● Medium of instruction uptilgrade5,and
preferablytillGrade8and beyond,willbe home
language/ mother-tongue/ local language
● ‘The Languages of India’a funproject/
activityontobetakenbyeverystudent
● Three languagestobetaughtwillbe
decidedbystate/UT
● All classical languages willbewidely
availablein schools asoptions

School
Complexes/Clusters
Integration
Better integrationof
education across all
levels through
connected schools
and sharedteachers
andresources
Pairing
Schools
Twinning/pairing
of onegovernment
school withone
privateschool
across thecountry
Sharing
Resourc
es
Enable sharingof
human &
infrastructural
resources
Efficiency
Efficient
expedition and
resourcing for
schools through
building school
complexes
Planning
Developmentof
short-term and
long-termplans
(SDPs)
Governan
ce
Effective
governanceof
schools
Bal Bhavan
Strengthening/setting-upof
Bal Bhavan for children of
all age group to partakein
art-related,career-related,
and play-relatedactivities
Samajik Chetna
Kendras
Unutilized capacity ofschools
tobeusedas SamajikChetna
Kendra to promote social,
intellectual,and voluntary
activities

Standard-setting and
Accreditation
2
3
4
1
✔Setting upStateSchool Standards
Authority(SSSA)
✔Self-disclosure of all the
basic regulatory information of
allschools at SSSA and Schoolwebsite
✔To ensure all schools follow
certain minimal
professional and quality
standards
✔Development ofSchool Quality
Assessment and Accreditation
Framework (SQAAF) by SCERT &NCERT
✔Periodic ‘health check-up’ ofthe
overall system through a sample-based
National Achievement Survey(NAS)
✔Public and privateschools (exceptthe
Central Governmentschools) willbe
assessed and accredited on common
minimumcriteria
✔Private/philanthropic schools to be
encouragedandenabledtoplaya
beneficial role.

Teacher
Education
Minimum degree
qualification forteaching
thatincludes student-
teaching at localschools,
by2030
For applicants withan
existing Bachelor’s
Degrees in other
specializedsubjects
For those who have
completed theequivalent
of 4-yearmultidisciplinary
Bachelor’s Degrees or
have obtained aMaster’s
degree in aspecialty
Teacher education willgradually bemoved by2030 into multidisciplinary collegesand universities
Multidisciplinary higher education institutions offering the4-year in-class integrated B.Ed.
programmetoalso provideblended and orODLmode ofteachingtostudentsin remoteareas.
4 year
Integrated
B.Ed
1 year
B.Ed
2 year
B.Ed

Teacher
Education
Minimum degree
by2030
Degrees in other
specializedsubjects
For those who have
All B.Ed. programmeswill include training in time-testedtechniquesinpedagogy,multi-levelteachingand
evaluation,teaching children withdisabilities, teaching children withspecial interests or talents, use of
educationaltechnology,andlearner-centeredandcollaborativelearning
4 year
Integrated
B.Ed
1 year
B.Ed
2 year
B.Ed

Teacher
Education
4 year
Integrated
B.Ed
1 year
B.Ed
Minimum degree
by2030
Degrees in other
specializedsubjects
For those who have
Shorterlocalteachereducationprogrammestobeavailable at BITEs, DIETs,orat schoolcomplexesfor
eminentlocalpersons whocan be hiredtoteachat schools as ‘masterinstructors’,forpromotinglocal
professions, knowledge,andskills, e.g.,local art,music, agriculture,business,sports,carpentry,andother
vocationalcrafts
2 year
B.Ed

Only educationally-
sound,multidisciplinary,
and integrated teacher
education programmes
tobe made available
NTA testing for
admission toB.Ed.
National Higher Education
RegulatoryCouncil (NHERC), to
function as single pointregulator
for highereducation sector
including teacher education
Improving Teacher
Education All teachereducation
programmes to be
conductedwithin
composite
multidisciplinary
institutions.
New and
comprehensiveNational
Curriculum Framework
for Teacher Education
(by2021)
Merit based
scholarshipsfor4year
B.Ed. Integrated
Setting-upof National
Missionfor Mentoring
with a large pool of
outstanding
senior/retiredfaculty
Stringent action against
substandardstand-alone
Teacher Education
Institutions (TEIs).
Teacher Eligibility Tests
(TETs) at all stages will
bestrengthened

Teacher recruitment and
deployment
Transparent transfersystem
Online computerizedsystem for teacher
transfers to ensuretransparency
Strengthening TETs
TeacherEligibilityTests(TETs) forallteachers
across Foundational, Preparatory, Middle and
Secondary stage in both public and private
schools Test score and demonstration -
part of recruitment
Subjectscore from TETorNTAtests and
classroom demonstration to betaken
into account for recruitment of subject
teachers
Restructuring of NCTE
NCTE to berestructured as a
Professional Standard Setting Body
(PSSB)underGeneralEducation Council
(GEC)
Tech based planning for teacher
recruitment
Technology-basedplanningandforecastingof
teacher-requirementto assess expected
subject-wiseteacher vacancies over next two
decades
Certificate Courses
Developing specialization for subject or
generalist teachers, teaching children with
disabilities /Divyang children,duringpre-service
teacher preparationwithsynergy betweenNCTE
andRCI
01
02
03
04
05
06

Empowering
Teachers
Improving Service Environment through
better
infrastructureatschool
A technology-based comprehensive teacher-
requirement planningforecastingexercisetobeconducted
byeachState.
NationalProfessionalStandardsforTeachers (NPST) by2022
Career growth tobeavailableforteacherswithina
single school stage i.e.,Foundational,Preparatory,
Middle,or
Secondary
Teacherstohavemore autonomy inchoosingaspects
of pedagogy in classroomteaching
Teacher Professional Development
● Meritbasedtenuretracksystem
● Min.50 hoursofContinuousProfessional
Development(CPD)
Academic leadership positionstobemade
available for teachers.

Necessaryfacilitiesfortheinitial
professionalpreparationofthese
educators and theirContinuous
Professional Development(CPD)
Atleast50hoursof CPD for
teachersbasedontheirown
interest and professional
areas
CPD opportunitieswill,in particular,
systematically cover thelatest
pedagogies
School
Leadership
Ample opportunityto get upskilled on latest pedagogy
relatedtofoundationalliteracyandnumeracy,formativeand
adaptive assessment of learning outcomes,individualised
andcompetency-basedlearningandrelatedpedagogies

Focus on Socio-Economically Disadvantaged
Groups (SEDGs)
SEDGs can be broadly categorized based
on:
Gender
identities
(particularlyfemale and transgender individuals),●
● Socio-cultural
identities
(such asScheduled Castes, Scheduled
Tribes, OBCs, and minorities),
● Geographical
identities
(such as students from villages,small
towns, and aspirational districts),
Disabilitie
s
(including learning disabilities), and●
● Socio-economic
conditions
(such as migrant communities,low
income households, children in vulnerable situations, victims of or
children of 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.

Ensuring
Equity
EQUITY
Additional Schools
Setting-up ofadditional JNVs
and KVS in aspirational
districts/SEZs
Learning
Outcomes
Focus on attainmentof
learningoutcomesofchildren
belonging toSC/ST/OBC
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
wayfor
Socio=EconomicallyDisadvant
aged groups -SEDGs.
Special Mechanisms
Specialmechanismsforchildren
belonging to tribal groups to
receive qualityeducation
Counsellors
Recruitmentofcounsellorsin
schools
SEZs
Large populationsfrom SEDGs
to be declared Special
Education Zones(SEZs)

Gend
er
Policies targeted for Girls
Thrust on designing policies and
schemestargetedtowardsfemale
students in theSEDGs
Gender Sensitivity
‘GenderSensitivity’tobeanintegral
part ofcurriculum
Safety and Rights
Careful attentiontosafetyand
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

Supporting Children with Special 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
educationlevels
Assistive Devices and Orientation to
Parents
Technology enabled assistive
devices/toolforCWSN andorientationof
thetools/devices forparents/caregivers
Alternative Schools
Alternative forms of schools willbe
encouraged to preservethealternative
pedagogicalstyles
Modules
NIOS willdevelophigh-qualitymodules
toteachIndianSign Language
Certificate Courses
Certificate courses for pre-service and
in-service teachers to become special
educators
01
02
03
04
05
06

Integrating Vocational Education at All
Levels
LokVidya
‘LokVidya’,knowledge developedin
India, willbemade accessible to
students
Practice Based Curriculum
A practice-basedcurriculumforGrades
6-8 to beappropriatelydesigned
Skills Framework
National Skills Qualifications Framework
will be detailed further for each
discipline vocation /profession
Vocational Crafts
All studentsofgrades6-8willinternwith
local vocational experts such as
carpenters, gardeners, potters,artists,
etc.to developa vocationalcraft
Skill Gap Analysis
Focus areasbasedonskillsgap
analysis and mapping of local
opportunities
Open Distance Learning
Mode
Coursesto beofferedthroughOpen
andDistance Learning(ODL) mode.
01
02
03
04
05
06Exposure to vocational
education
By2025,atleast50% of learnersshall
haveexposuretovocationaleducation

Setting up of PARAKH
PARAKH
Assessments
Setting-up of National Center for Performance
Assessment, Review and Analysis of Knowledge
for Holisticdevelopment (PARAKH)
Shifttowardscompetencybased assessments
21st Century Skills
Promoting criticaland creative thinking aligned
to the21stcentury in classrooms
Objectives of
PARAKH
Setting norms,standards andguidelines for assessment andevaluation
StateAchievementSurvey (SAS)
●
● Guidingthe
● ConductingtheNationalAchievementSurvey (NAS)
● Monitoringachievementof LearningOutcomes in thecountry

Support For Gifted Students / Students With
SpecialTalents
Olympiads and
competitions in various
subjectstobeconducted
across thecountry
NCERT and NCTE will
develop guidelines for the
educationof giftedchildren
Extensive use of technology
to encourage talented/gifted
children
Encourage gifted/talented
students
Pursue realmbeyondthegeneralschool
curriculum
Project-based clubs to
be encouraged andsupported
and supportedatalllevelsin
schools
Effortsfor interventionsinrural
areas and in regional
languages to ensure widespread
participation
B.Ed. Programmes to allow
specialisationineducationofgifted
children

Online and DigitalEducation
Digital Platforms
Digital platforms and ongoing ICT-
based educational initiatives to be
optimized andexpanded
Pilot Studies
A series of pilotstudies to be
conducted
Expansion of Platforms
Expansion of existing e-learning
platforms -DIKSHA, SWAYAM, etc.
Content Creation
Content creation, digital repository,
and dissemination. Technology
Integration In Teaching, Learning &
Assessment
Blended Learning
Emphasison effectivemodelsof
blendedlearning
Inclusion and Access
Enhance Educational Access To
Disadvantaged Groups including
Divyangstudents

Adult Education and Lifelong Learning
The Adult Education
Curriculum To Include
Following Five Types Of
Programme:
A. Foundational Literacy And
Numeracy
B. CriticalLifeSkills
C. Vocational SkillsDevelopment
D. Basic Education
E. ContinuingEducation
Innovative Initiatives
Innovativeinitiativesforadultswiththe help
of communityparticipationand
technologyintegration
Integration withHEIs
Integration ofAdultEducation
Centres(AECs) withHEIs andother
publicinstitutions
Technology Based Options
Technology-based high qualityoptionsfor
adultlearningsuch as apps,online
courses/modules, satellite-basedTV
channels
Online Books
Online books, ICT-equipped libraries,
Adult Education Centres, etc. to be
developed through governmentand
philanthropicinitiatives

Goals & Timelines
for the
implementation

Timeline for Implementation of ECE and new
Assessment pattern
Early
Childhood
Education
Implementation
of new
curriculum and
assessment
2021-22 2022-23 2023-24 2024-25 2025-26
Initiatingimplementation
of 1 year of pre-primary
school and 3-month
preparatorymodule for
Class -1students
( Phase 1)
Expansionof1 yearof
pre-primaryschool
through primary
schools and
Anganwadis
(Phase 2)
Class
9th
Class
10th
Class
11th
Class
12th
NewBoardExampatternfor
Class 12th
NewBoardExampatternfor
Class 10th

Timelinesfor Implementation in
NEP 2020
2021-22 2022-23 2023-24 2024-25 2025-26 2026-27 2027-28 2028-29 2029-30 2040
Formulation National
Curricular Frameworkfor
School Education(NCFSE)
National
Curriculum
Framework
forTeacher
Education
A commonguidingsetof
National Professional
Standards for Teachers
(NPST)
Attaining universalfoundational
literacy and numeracyin all
primary schoolsfor all learners
bygrade3
Universal provisioningof
quality early childhood
development,care
Teacherspreparedfora
transformation in the
assessment system
State/UTgovernments to
optimize resourcesthrough
mechanisms to group or
rationalize schools, suchas,
school complexes
At least 50% of learners
exposed to vocational
education in theschooland
higher educationsystem
Teacher education will
gradually bemoved into
multidisciplinary collegesand
universities, withminimum
deg.qualification4-yearB.Ed.
Onlyeducationallysound,multidisciplinary,and
integratedteachereducationprogrammesshall
bein force and all TEIs willbe converted into
multi-disciplinaryinstitutes
Policy is fully
operationalfollowing
this acomprehensive
reviewwill be
undertaken

New Features
(1/3)
1
Preparation for Schooling and Elementary Schooling Level
● ECCE for all by 2030: National Curriculum FrameworkforECCE
● Achieve100% Gross EnrolmentRatioinschool educationby2030
● Preparatoryclass/Balvatika for5-6yearold childreninAnganwadis/pre-
schools
● School Preparationmoduleforall class1entrants
● National Foundational Literacy and Numeracy Mission
● Setup of BalBhavans
School Infrastructure and Resources
● Special Education Zones(SEZ)
● Utilizeunusedcapacityofschools as SamajikChetnaKendras
● School complex/clusters for resourcesharing
2
3
Holistic Development of the Student
● No hard separation of curricular,extraand co-curricular, arts and science,sports and vocational crafts.
CurriculumtointegrateIndiancultureandethos
● Innovative pedagogies tobeexploredsuch as experientialteaching/learningmethods
● Bookpromotionpolicyanddigitallibraries
● Holistic Report card – useAI foridentifyingspecificaptitudeofchild
● Vocational education integrationfrom primarygrades and a ten days (no bag days) internshipwith
local trades/craftsperson for Grades6-8
● Lok Vidya – local artists as master instructors in schools

New Features
(2/3)
4
Inclusivity
● Gender Inclusion Fund; KGBVs uptoclass12
● Special provisions forGifted children
● Adult Education (AE) tofocus upontechnologybasedsolutions; NCF forAE tobe
developed
● NIOS to expandtoincludevocationalcoursesandcoursesforgrades3,5 and8
● Mediumofinstructionwillbeinthemothertongue/locallanguagetillGrade5 (atleast)
Assessments
● NationalAssessment Centerfor PerformanceAssessment, ReviewandAnalysis of Knowledgefor Holistic
development – PARAKH
● Exams inGrades3,5 and8 ,inadditiontoBoard examsinGrades10 and12
● Boardexams:Modular,lowstakes, basedonconceptualknowledgeanditsapplication
5
6
Curriculum and Pedagogical Framework
● New curricular and pedagogical framework of5+3+3+4
● Reductionincurriculumtocore concepts
● Identification oflife skills tobeattainedineachgradeas a partofNCF
● Alternativemodelofschools tobeencouragedtoadoptNCF
● ICT integration inteachingandlearningmethodologies
● Trackingstudentsas wellas theirlearninglevels;universalisation ofsecondary education

New Features
(3/3)
7
Teacher Recruitments/ Teacher Education
● Minimumqualificationdegreeforteachingwillbea 4-yearintegratedB.Ed.degreeby2030
● TeacherrecruitmentbasedonTET,NTAtestandteachingdemonstration;TETmandatoryforteaching
● Minimum50 hoursof in-servicetrainingperteacher/year
● National ProfessionalStandardsforTeachers(NPST)by2022
● IT and databased predictiveplanning forrequirementof students inTEIs; TEIs to moveto
multidisciplinarycollegesanduniversitiesby2030
● Stringent action on non-performingTEIs
● Mandatory foreveryPhDstudenttodoa moduleon teachereducation
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 onlineself-disclosure byall publicandprivateschools
● Randomsampling ofstudentsforcontinuousonlinefeedbackon self-disclosure byschools
● Engagement ofsocial workers,alumni,retiredteachersandvolunteerswithschools
● 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 apexbodiesofStates
● Its desirable that Ministry of Human Resource Development MHRD) be re-designated as Ministry
of
Education(MoE)to bringthefocusbackon educationandlearning

New Education Policy 2020 - Big changes in CBSE and Higher Education

Recommended

Recommended

More Related Content

What's hot

What's hot (20)

Similar to New Education Policy 2020 - Big changes in CBSE and Higher Education

Similar to New Education Policy 2020 - Big changes in CBSE and Higher Education (20)

Recently uploaded

Recently uploaded (20)

New Education Policy 2020 - Big changes in CBSE and Higher Education