The document outlines India's proposed National Education Policy. Key points include: 1. The policy aims to transform India's education system to develop skills like critical thinking, creativity, and problem solving to meet 21st century needs. 2. It proposes a new curriculum structure of 5+3+3+4 years with increased flexibility and choice of subjects. 3. Foundational literacy and numeracy for all children by 2025 is identified as a top priority to address India's learning crisis. National and community programs will be developed to help students achieve this. 4. Ensuring access to education for all is emphasized, especially for dropout students, through infrastructure expansion, tracking attendance, and remedial support

1. Dr.Omprakash H M, Professor
Head, SMRS M.Ed P.G College
Reshmi Vidyabhavan
Kalaburagi-585 106, Karnataka

2. Preamble
A vision for the education system in India
“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 tha‘education
shall be directed to the full development of the human personality and to the
strengthening of respect for human rights and fundamental freedoms’.
Drawing from India’s heritage
The aim of education in ancient India was not just the acquisition of
knowledge, as preparation for life in this world or for life beyond schooling,
but for complete realisation and liberation of the self. According to Swami
Vivekananda,
“Education is not the amount of information that we put into your brain and
runs riot there, undigested, all your life. We must have life-building, man-
making, character-making assimilation of ideas. If you have assimilated five
ideas and made them your life and character, you have more education than
any man who has got by heart a whole library. If education is identical with
information, the libraries are the greatest sages of the world and encyclopedia
are the greatest Rishis”.

3. The Indian education system produced scholars like Charaka and Susruta,
Aryabhata, Bhaskaracharya, Chanakya, Patanjali and Panini, and
numerous others. They made seminal contributions to world knowledge in
diverse fields such as mathematics, astronomy, metallurgy, medical science
and surgery, civil engineering and architecture, shipbuilding and
navigation, yoga, fine arts, chess, and more.
Taking forward the agenda of previous education policies
The implementation of the two previous education policies is still incomplete.
The unfinished agenda of the National Policy on Education 1986, Modified
in 1992 (NPE 1986/92) is appropriately dealt with in this Policy. A major
development since the formulation of the NPE 1986/92 has been the
establishment of Constitutional and legal underpinnings for achieving
universal elementary education.
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.

4. The NPE 1986/92 was formulated just before the Internet revolution
and, while recognising the potential of technology, could not foresee the
radical changes of the past few decades.
Alignment with the global sustainable development goals
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.
An overarching aspect of SDG4 is that of inclusion and fostering quality
education, and in order to be a practitioner in the field of education, one
needs to have some orientation to this mode of thinking.
An integrated yet flexible approach to education
Early childhood care and education (ECCE) as a part of the Foundational
stage of school education (three years of pre-primary education and Grades
1 and 2), a single curricular and pedagogical phase of play- and discovery-
based learning for very young children, between the ages of 3-8 years.

5. The Eighty-sixth Constitutional Amendment in 2002 extended the
provision of ECCE to children from age 3 onwards and this commitment
has been honoured.
It envisages convergence of similar efforts by community-based
organisation and educational institutions, and drawing from the expertise of
community members, while institutions contribute towards progress of the
community in multiple ways.
Liberal arts approach in higher education
Since the times of Nalanda and Takshashila or even earlier, the history of
higher education in India recognised the holistic aspect of all human
knowledge and enquiry as fundamentally connected.
Liberal Education through an array of different disciplines that include the
Arts, Humanities, Mathematics and Sciences suitably integrated with a deeper
study of a special area of interest. The available assessments on such an
approach that integrate the humanities and arts with Science, Technology,
Engineering, and Mathematics (STEM) have showed positive
learning outcomes.

6. Focus on high quality research
The biggest lacuna in the present education system is the lack of a
coherent direction for planning and implementation of research at the
university level.
National Research Foundation (NRF) that will focus on funding research
within the education system, primarily at colleges and universities.
The Foundation will encompass the four broad areas of Sciences,
Technology, Social Sciences, and Arts & Humanities. Besides strengthening
the presently weak support that subjects such as the Social Sciences and the
Humanities receive, NRF will also bring in cohesion among the various
research endeavours of multidisciplinary character.
Facilitating transformation of the education system
Teacher preparation, orientation and training will, therefore, move into the
higher education sector, into multidisciplinary environments available at
universities. The contributions of teachers to all aspects of improving the
education system, through teaching, research, institution building, student
empowerment and such other aspects will be recognised.

7. The idea of the school complex was proposed by the Education
Commission Report (1964-66) and is also mentioned in the Programme of
Action 1992 document of the NPE 1986/92, but has faltered in its
implementation.
Institutional governance of higher educational institutions enunciated in
this Policy is an integrated concept in which the curricular, administrative
and financial elements are brought together as a single entity with the
necessary autonomy to create an independent and efficient management.
It is here that we have made another unique suggestion to create a
Rashtriya Shiksha Aayog (RSA)/National Education Commission (NEC).
Education must be delivered in a holistic manner and the education system
must be responsive to the fast-changing environment and the needs of a
knowledge society.
Facilitating national development
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.

8. Quality education will be a key part of the transition to the knowledge
economy that is currently underway in parts of India but needs to encompass
the entire country.
Ensuring implementation in spirit and intent
There are many more steps that one has to take at National and State
levels before the Policy can make its impact. From this point, this will
depend on careful planning and a well thought-out implementation strategy,
consistent with pragmatism and ground realities.
States and Union Territories will be encouraged to:
(i) prioritise and adapt the broader Policy objectives and targets to their
contexts.
(ii) formulate state-specific targets and education sector development
programmes/plans within the broader scope of the national Policy objectives.
(iii) establish appropriate intermediate targets (e.g. for 2025 and 2030) taking
into account the past achievements in the education sector, emerging national
development priorities, availability of resources, and institutional capacities.

9. 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.
Chapter 1: Early Childhood Care and Education: The
Foundation of Learning
Every child in the age range of 3-6 years has access to free, safe, high
quality, developmentally appropriate care and education by 2025.
ECCE during these years also entails learning about alphabets,
languages, numbers, counting, colours, shapes, drawing/painting, indoor
and outdoor play, puzzles and logical thinking, visual art, craft, drama,
puppetry, music, and movement.
The Policy therefore focuses on developing an excellent curricular and
pedagogical framework for early childhood education by NCERT in
accordance with the above guidelines, which would be delivered through a
significantly expanded and strengthened system of early childhood
educational institutions,

10. consisting of Anganwadis, pre-primary schools/sections co-located with existing
primary schools, and stand-alone pre-schools, all of which will employ
workers/teachers specially trained in the curriculum and pedagogy of ECCE.
Curricular and Pedagogical Framework for Early Childhood Education:
The mandate of the NCERT will be expanded to include the development of a
Curricular and Pedagogical Framework for Early Childhood Education, in
accordance with the above principles and guidelines.
The Framework will consist of two parts:
a. The first part will be a framework of guidelines for 0-3 year olds – intended
for parents as well as Anganwadi teachers/workers - for appropriate cognitive
stimulation of infants and young children in this age range. The guidelines
would include how to make simple low-cost learning aids (such as baby rattles
using a plastic bottle and colourful hard candy; simple melodic and percussion
instruments that can be hit with sticks; hats and boats made from folding
newspaper; etc.); these could form craft exercises for children in Anganwadis,
and also be distributed to parents in the community.

11. b. The second part will be an educational framework for 3-8 year olds
(Foundational Stage) - intended for parents as well as for Anganwadis, pre-
primary schools, and Grades 1 and 2 - consisting of a flexible, multilevel, play-
based, activity-based, and discovery-based system of learning that aims to teach
young children alphabets, numbers, basic communication in the local
language/mother tongue and other languages, colours, shapes, sounds,
movement, games, elements of drawing, painting, music, and the local arts, as
well as various socio-emotional skills such as curiosity, patience, teamwork,
cooperation, interaction, and empathy required for school-preparedness. The
framework would also include suggestions regarding exercises, puzzles,
colouring books, connect-the-dots drawings, stories, rhymes, songs, games, etc.
that would help in developing children in the Foundational Stage in a holistic
way.
The National Curriculum Framework (NCF), and State and local variations
of the Framework, will also extensively incorporate the numerous rich
traditions of India with respect to ECCE - including national as well as more
localised arts, songs, stories, rhymes, puzzles, riddles, games, knowledge,
customs, and innovations.

12. Significant expansion and strengthening of facilities for early childhood
education:
a. Strengthening and expansion of the Anganwadi system to include a robust
education component.
b. Co-locating Angawadis with primary schools.
c. Co-locating pre-schools with primary schools where possible.
d. Building stand-alone pre-schools.
1. Oversight of Early Childhood Education by the Ministry of Human
Resource Development.
2. Design of learning-friendly environments.
3. Professionalization of high quality educators for early childhood education.
Instituting an effective and quality regulatory system for ECCE.
Generating demand from stakeholders for early childhood education.
Extension of the RTE Act to include early childhood education

13. Chapter 2: Foundational Literacy and Numeracy
By 2025, every student in Grade 5 and beyond has achieved foundational
literacy and numeracy.
Attaining foundational literacy and numeracy for all children must
become an immediate national mission. Students, along with their schools,
teachers, parents, and communities, must be urgently supported and
encouraged in every way possible to help carry out this all-important target
and mission, which indeed forms the basis of all future learning.
Schooling in the early years also lays too little curricular emphasis on
foundational literacy and numeracy and, in general, on the reading,
writing, and speaking of languages and on mathematical ideas and
thinking. Indeed, the curriculum in early grades moves very quickly
towards rote learning and more mechanical academic skills, while not
giving foundational material its proper due.
We are in a severe learning crisis: a large proportion of students in
elementary school has not attained foundational literacy and numeracy.

14. If action is not taken soon, over the next few years the country could
lose 10 crore or more students from the learning system and to illiteracy.
Attaining foundational literacy and numeracy for all children must
become an immediate national mission and an indispensable, non-
negotiable part of the curriculum.
A prestigious National Tutors Programme will be instituted across the
country to enable high-quality peer tutoring among students.
A Remedial Instructional Aides Programme will be instituted to recruit
qualified community members to help students learn.
Chapter 3: Reintegrating Dropouts and Ensuring Universal
Access to Education
Achieve access and participation in free and compulsory quality school
education for all children in the age group of 3-18 years by 2030.
It must be a top priority of the country to bring these children back into
the educational fold as early as possible, and to prevent further students
from dropping out.

15. Bringing children who have dropped out back into the educational
fold as early as possible, and preventing others from dropping out is
top priority.
Access will be increased, especially for Grades 9-12, to achieve 100%
GER across school stages.
Creating effective school infrastructure.
Addressing access gaps in infrastructure:
The strategy will consist of:
a. Increasing the intake capacity of existing schools in areas where many
students are out of school;
b. Building new educational facilities in under-served or un-served
locations and
c. Consolidating existing stand-alone primary, upper primary, secondary,
and higher secondary schools - especially those that may have too low an
attendance to be sustainable on their own - into composite schools/school
complex whenever possible.

16. Social workers will help track student attendance and work towards
bringing dropouts back into school; programmes like the NTP and RIAP
will enable this.
Ensuring participation and learning
Chapter 4: Curriculum and Pedagogy in Schools
Curriculum and pedagogy are transformed by 2022 in order to
minimise 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.
A new curricular and pedagogical structure for school education
In many parts of the country, the 12 years of the 10+2 system have been referred
to as Grades / Classes 1-12, with Grades 1-5 the primary stage, Grades 6-8 the
upper primary stage, Grades 9-10 the secondary stage, and Grades 11-12
the higher secondary, pre-university, intermediate, or junior college stage.

17. New developmentally appropriate curriculum and pedagogical
structure for school education: 5 + 3 + 3 + 4 design.
• 5 years of the Foundational Stage: 3 years of pre-primary school and
Grades 1, 2.
• 3 years of the Preparatory (or Latter Primary) Stage: Grades 3, 4, 5.
• 3 years of the Middle (or Upper Primary) Stage: Grades 6, 7, 8.
• 4 years of the High (or Secondary) Stage: Grades 9, 10, 11, 12.
Interactive and fun classrooms, where questions are encouraged, with
creative, collaborative, and exploratory activities for deeper and more
experiential learning.
Reduce curriculum content to enhance essential learning and critical
thinking
Students will be given increased flexibility and choice of subjects to study
across the arts, humanities, sciences, sports, and vocational subjects.

18. Empower students through flexibility in course choices.
There will be no hard separation between ‘arts’ and ‘science’ streams,
or between ‘academic’ and ‘vocational’ streams.
Education in the local language/ mother tongue; multilingualism and
the power of language
Since children learn languages most quickly between 2-8 years, and
multilingualism has great cognitive benefits for students, children will be
immersed in three languages early on, from the Foundational Stage.
Education in the home language/mother tongue
Multilingualism and the power of language
Exposure to Languages of India: Modern and Classical
Curricular integration of essential subjects and skills
Young children learn and grasp nontrivial concepts most quickly in
their home language/mother tongue.
Scientific temper Art and aesthetics
Oral and written communication

19. School education will develop scientific temper, aesthetic sense,
communication, ethical reasoning, digital literacy, knowledge of India,
knowledge of critical issues facing the community and the world.
Physical education, wellness, and sports
Problem-solving and logical reasoning
Vocational exposure and skills
Digital literacy and computational thinking
Ethical and moral reasoning
Knowledge of India Current affairs
Any education emphasising creativity and innovation must include the arts.
National Curriculum Framework
National textbooks with local content and flavouPreparation of textbooks at
the State level: In order to have a national
curriculum which also allows local variations, the SCERTs in each State will
be
encouraged to prepare textbooks that contain:
a. NCERT core material;
b. Any NCERT supplementary material deemed of interest to the State; and

20. c. Any other material and edits prepared by SCERT or local districts
that add local relevance and flavor as needed or desired. The goal,
overall, will still be to have textbooks that contain far less content load
than they do now, but that are written in a more constructivist,
analysis-based, and enjoyable style emphasising 21st century skills.
Every student has innate talents, which must be discovered, nurtured,
fostered, and developed.
Transforming assessment for student development
The culture of assessment must shift from one that primarily tests rote
memorisation to one that is more formative, promotes learning, and tests
higher-order skills.
Support of students with singular interests and talents
Chapter 5: Teachers
Ensure that all students at all levels of school education are taught by
passionate, motivated, highly qualified, professionally trained, and well
equipped teachers.

21. Teachers must be passionate, motivated, and well qualified, and well
trained in content, pedagogy, and practice.
It is important that teachers relate to the students whom they teach,
and are invested in the communities in which they serve.
Teachers, and their schools, school complexes, and classrooms, must be
well supplied with the learning resources that they need for effective
teaching.
Teachers should not be overburdened, especially with non-teaching
activities, or with the teaching of subjects outside of their expertise.
Teachers must have the autonomy to innovate and teach in the style
that best suits them and their students.
Teachers form the very heart of the education process – all teachers will
have academic and professional support within a motivating environment
and culture.
oEffective teacher recruitment and deployment
The high respect for teachers and the high status of the teaching profession
must be revived and restored for the very best to be inspired to enter the
profession.

22. Recruitment will be rigorous, impartial, transparent - designed to find the
best teachers, representing the high regard and respect in which they and
their profession are held by society.
Teachers must feel a part of, and be invested in, the schools and
communities in which they serve.
Teachers must be given constant opportunities for self-improvement and
to learn the latest innovations and advances in their profession.
Continuous professional development
The practice of assigning teachers to individual schools based on overall
student-teacher ratios will be replaced by a much more careful assignment
system based on the educational needs of children.
There will be parity in service conditions for teachers across all stages of
school education.
All teachers will have possible career progression paths to become
educational administrators or teacher educators.

23. Teacher education for all levels will take place within the university /
higher education system as a stage-specific, 4-year integrated Bachelor of
Education (B.Ed.) programme that combines high quality content,
pedagogy, and practical training.
Approach to teacher education
Chapter 6 Equitable and Inclusive Education
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 equalised across all genders and social categories by
2030.
Upliftment of underrepresented groups in education
Special Education Zones will be set up in disadvantaged regions across the
country.
Inclusive education will be an integral part of both pre-service and in-
service teacher education.
In schools with a high proportion of learners from underrepresented groups,
PTR should not be more than 25:1.

24. Admissions processes and institutional processes (including time-tables
and academic calendars) will reflect the diverse needs of learners and their
communities.
A special National Fund will be created for providing scholarships and
developing resources and facilities for students from underrepresented
groups.
A Gender-Inclusion Fund will focus on supporting quality and equitable
education for all girls.
All schools will develop credible mechanisms to ensure that they remain
free of discrimination, harassment and intimidation especially for women and
girls.
Contextualising curriculum and incorporating tribal knowledge
traditions will be an immediate action, while encouraging students from the
community to gain qualifications as teachers will be a longer-term one.
Physical access to schools for children with special needs will be enabled
through prioritising barrier free structures, ramps, handrails, disabled-
friendly toilets, and suitable transportation.

25. Chapter 7: Efficient Resourcing and Effective Governance
through School Complexes
Schools are grouped into school complexes to facilitate the sharing
of resources and render school governance more local, effective, and
efficient.
Schools will be organised into school complexes which will be the
basic unit of governance and administration.
A school complex will be a cluster of public schools in a contiguous
geography offering education across all stages - Foundational to
Secondary.
School complexes will ensure availability of all resources -
infrastructure, academic (e.g. libraries) and people (e.g. art and music
teachers)
The continuous professional development of teachers will be an
important responsibility of the school complex. A comprehensive teacher
development plan will be drawn up for the purpose, including multiple
modes of development.

26. Chapter 8: Regulation and Accreditation of School
Education
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 will be based on separation of functions to eliminate
conflicts of interest.
An independent State School Regulatory Authority will be established
to handle all aspects of school regulation including the oversight of the
system and implementation of accreditation.
The Directorate of School Education will be responsible for running
the public school system.
The State Council for Educational Research and Training will be the
apex body on all academic matters for the whole of school education.
Implications for the RTE Act

27. Part II Higher Education
Chapter 9: Quality Universities and Colleges: A New and
Forward Looking Vision for India’s Higher Education
System
Revamp the higher education system, create world class
multidisciplinary higher education institutions across the country -
increase GER to at least 50% by 2035.
Higher education must develop good, well-rounded and creative
individuals, with intellectual curiosity, spirit of service and a strong
ethical compass.
All higher education will happen in multidisciplinary institutions
with
teaching programmes across disciplines and fields to ensure optimised
resources, integration across disciplines and vibrant, large education
communities.

28. Chapter 10: Institutional Restructuring and Consolidation
New institutional architecture with large, well-resourced, vibrant
multidisciplinary institutions for teaching and research, which will
significantly expand reach and capacity.
Vibrant multidisciplinary institutions of high quality that increase
capacity of higher education in India and ensure equitable access.
Professional education will be an integral part of higher education.
There will be three types of institutions based on a difference in focus -
all three types will be of high quality.
Substantial public investment will be made to expand and vitalize public
higher education.
Disadvantaged geographies will be a priority - there will be at least one
Type 1 - 3 institution for every district within 5 years.
All higher education institutions will either be universities or degree
granting autonomous colleges - there will be no affiliating universities or
affiliated colleges.

29. Chapter 11: Towards a More Liberal Education
Move towards a more imaginative and broad-based liberal education as
a foundation for holistic development of all students, with rigorous
specialisation in chosen disciplines and fields.
A liberal arts education, as so beautifully described and practiced in
India’s past, enables one to truly develop both sides of the brain - both the
creative side and the analytical side.
A liberal and broad-based undergraduate education will also be
accompanied by rigorous specialisation in chosen disciplines or fields in
order to develop deeper expertise in one or more subjects.
Masters, doctoral, professional, and vocational programmes will also be
significantly enhanced by being located in vibrant multidisciplinary
institutions, by the breaking of silos, and via the overall liberal education
approach.
The four-year Bachelor of Liberal Arts / Education will provide the full
range of liberal education with choice of major and minors. The three-
year programme will lead to a Bachelor’s degree. Multiple exit options,
with appropriate certification, will be available.

30. Chapter 12: Optimal Learning Environments and Support
for Students
Ensure a joyful, rigorous, and responsive curriculum, engaging and
effective pedagogy, and caring support to optimise learning and the
overall development of students.
Curriculum and pedagogy in higher education will move away from
rote learning of facts and mechanical procedures. They will help young
people prepare to contribute both as active citizens of a democracy and
as successful professionals in any field.
Academic, financial and emotional support will be available for
students to help them attain better outcomes.
ODL must play a significant role in increasing GER to 50%. Innovation
and expansion of ODL must be encouraged, while ensuring quality.
Internationalisation of higher education

31. Chapter 13: Energised, Engaged and Capable Faculty
Empowered faculty with high competence and deep commitment,
energised for excellence in teaching and research.
Putting faculty back into the heart of higher education institutions
Higher education faculty must be valued and supported with excellent
preparation and conducive working environments.
Faculty recruitment will be on the basis of academic expertise and
depth, on teaching capacities and dispositions for public service.
Faculty will empowered to make curricular choices for their courses and
to pursue research with academic freedom.
Chapter 14: National Research Foundation
Catalyse and energise 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.

32. Research and innovation is central to growing and sustaining a large
and vibrant society and economy.
The National Research Foundation will catalyze and expand research
and innovation in the country.
The National Research Foundation will fund competitive peer –
reviewed grant proposals of all types, across all disciplines.
Types of proposals: Proposals of various types will be allowed, including:
a. Research projects to be conducted by a single principal investigator
(PI);
b. Collaborative grants for inter- and intra-institutional projects;
c. Initial capacity building by a mentor researcher and mentee institution;
d. Capacity building to push institutions that are already conducting
research into a higher orbit;
e. Well-envisioned consortia and conferences that are likely to move
forward research in the country;
f. Research facilities of national and international importance;
g. Larger and longer duration projects/facilities of national importance or
inspiration.

33. The NRF will seed, grow, and facilitate research at academic institutions;
create beneficial linkages between researchers, government and industry
and recognise outstanding research.
Recognising outstanding research funded by the National Research
Foundation through awards and national seminars
Chapter 15: Teacher Education
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.
All teacher education will happen in multidisciplinary institutions –
teacher education will be an integral part of the higher education system.
Good teachers are prepared and developed by good teacher educators-
faculty of teacher education must be experts in diverse fields, both
theoretical and practical.
Faculty in higher education

34. Chapter 16: Professional Education
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.
Professional education will be an integral part of the overall higher
education system.
Preparation of professionals must involve an education in the ethic and
importance of public purpose, an education in the discipline, and an
education for practice - professional education must not happen in the
isolation of specialty.
The practice of setting up stand-alone universities for professional
education will be discontinued. All institutions offering either professional
or general education must organically evolve into institutions offering both
seamlessly by 2030.
Healthcare Education
Technical Education

35. Chapter 17: Empowered Governance and Effective
Leadership for Higher Education Institutions
Independent, self-governed higher education institutions with capable
and ethical leadership.
High quality education and research requires intellectual ferment in a
nurturing culture - the governance of higher education institutions
determines this culture.
Each higher education institution will be governed by an Independent
Board - this will ensure a clear chain of responsibility and accountability
within.
Institutional governance will be based on full autonomy - academic,
administrative and financial - for all higher education institutions with
financial certainty and backing.

36. Chapter 18: Transforming the Regulatory System
Effective, enabling and responsive regulation to encourage excellence
and public-spiritedness in higher education.
Regulation must be responsive and minimalistic - light but tight - to
ensure public spiritedness, equity, excellence, financial stability and
probity, along with good governance.
The functions of standard setting, funding, accreditation and
regulation will be separated and be conducted by independent bodies,
eliminating concentration of power and conflicts of interest.
The National Higher Education Regulatory Authority will be the only
regulator for all higher education including professional education.
An accreditation ecosystem led by a revamped National Accreditation and
Assessment Council will be created.
All higher education qualifications in terms of learning outcomes shall be
described by the National Higher Education Qualification Framework.

37. Part III: Additional Key Focus Areas
Chapter 19: Technology in Education
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 will be a platform for the
free exchange of ideas on the use of technology to improve learning,
assessment, planning and administration.
The National Repository of Educational Data will maintain all records
related to institutions, teachers and students in digital form.
Chapter 20: Vocational Education
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.

38. Vocational education will be an integral part of school and higher
education.
Vocational education will be part of the secondary school curriculum
and aligned to the NSQF.
A National Curriculum Framework for Adult Education will be
developed to cover five broad areas – foundational literacy and numeracy,
critical life skills, vocational skills, basic education and continuing
education.
An appropriate mechanism for assessment and Recognition of Prior
Learning will be developed.
Lok Vidya - knowledge developed in India - will be an integral part of
vocational education programmes.
Chapter 21: Adult Education
Achieve 100% youth and adult literacy rates by 2030, and significantly
expand adult and continuing education programmes.

39. A cadre of Adult Education Centre managers and instructors, as well
as a large team of one-on-one tutors created through the National Adult
Education Tutors Programme will be capacitated to deliver adult
education.
Community volunteers will be encouraged - each literate member of
the community to teach at least one person to read will be a key
strategy.
Chapter 22: Promotion of Indian Languages
Ensure the preservation, growth, and vibrancy of all Indian
languages.
A National Institute for Pali, Persian and Prakrit will be set up.
The mandate of the Commission for Scientific and Technical
Terminology will be renewed and expanded to include all disciplines and
fields, not just the physical sciences.

40. Part IV: Transforming Education
Chapter 23:Rashtriya Shiksha Aayog
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.
A new apex body, the Rashtriya Shiksha Aayog or National Education
Commission, will be constituted. It will be headed by the Prime Minister.
The Rashtriya Shiksha Aayog will be responsible for developing,
articulating, implementing, evaluating and revising the vision of
education in the country.
States may set up apex State level bodies called the Rajya Shiksha
Aayog or the State Education Commission.
Coordination with regulatory bodies:
• (Proposed) National Higher Education Regulatory Authority
• National Accreditation and Assessment Council
• (Proposed) General Education Council

41. • (Proposed) Higher Education Grants Council
• National Council of Educational Research and Training
• National Institute of Educational Planning and Administration
• (Proposed) National Research Foundation