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NATIONAL EDUCATION POLICY 2020

Launched on 29 July 2020
Change in Education Policy after a gap of 34 years
3^rd Policy on Education

First in 1968
Second in 1986 (Modified in 1992)
Third in 2020

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First National Policy on Education (1968)

Free and compulsory education for all children up to the age of 14.
The equalization of Educational Opportunity
The Educational Structure: 10+2+3 pattern
Development of languages : Three language formula at secondary level; English, Hindi & the regional language
Recommendation to spend 6% of national income on Education

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Second policy on Education in 1986: Highlights

Equal opportunity especially for women, Scheduled Castes (SC), Scheduled Tribes (ST), Educationally backward sections and physically disabled
Early Childhood Care and Education emphasized upon
Called for Child-centered approach and launched Operation Blackboard to improve the primary school education
Emphasized on universal access, enrolment and retention of children up to 14 years of age
To provide generic vocational courses at the higher secondary level
Investment on education to reach a level of 6% of national income

NPE 1986 was modified in 1992 : Significant addition…..Common entrance examination for admission to technical and professional courses across the country

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NEP 2020…

“the aim of education will not only be cognitive development but also creating holistic and well rounded individuals equipped with key 21^st century skills such as critical thinking, communication, creativity and collaboration”

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PEDAGOGY….

“must evolve to make education experiential, holistic, integrated, inquiry driven, discovery oriented, learner-centered, discussion-based, flexible and enjoyable.”

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CURRICULUM…

“ must include basic arts, crafts, humanities, games, sports and fitness, languages, literature, culture and values in addition to Science and Mathematics, to develop all aspects and capabilities of learners.”

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FOUNDATIONAL PILLARS

Access
Affordability
Equity
Quality
Accountability

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Fundamental Principles…

Recognizing, identifying and fostering the unique capabilities of each student
Highest priority to achieving foundational literacy and numeracy by all students by Grade 3
Flexibility
No hard separation between arts and sciences, curricular and extracurricular, vocational and academic streams
Multidisciplinarity and a holistic education
Emphasis on conceptual understanding, creativity and critical thinking
Ethics and human & Constitutional values

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Fundamental Principles…

Promoting multilingualism and the power of language
Life skills
Focus on regular formative assessment
Extensive use of technology
Respect for diversity and respect for the local context
Full equity and inclusion
Synergy in curriculum across all levels of education
Teachers and faculty as the heart of the learning process
A ‘light but tight’ regulatory framework

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Fundamental Principles…

Outstanding research
Continuous review
A rootedness and pride in India
Education is a public service
Substantial investment in a strong, vibrant public education system: 6% of GDP

(Expenditure on education as % of GDP in 2021-22: 3.1% )

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Vision…

“ an education system rooted in Indian ethos that contributes directly to transforming India, that is Bharat, sustainably into an equitable and vibrant knowledge society, by providing high-quality education to all, and thereby making India a global knowledge superpower.”

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Early Childhood Care and Education (ECCE)�

Based on the premise that 85% of a child’s brain development occurs prior to the age of 6
Appropriate care and stimulation of the brain in the early years
To ensure universal access to ECCE by 2030
National Curricular and Pedagogical Framework for ECCE to be developed by NCERT in two parts; sub framework
for 0-3 & sub framework for 3-8 year olds

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Foundational Literacy and Numeracy

Ability to read & write, perform basic operations with numbers
To achieve FLN in primary school by 2025
Teacher vacancies to be filled such that PTR is 30:1/25:1
Interim 3 month play-based ‘school preparation module’ by NCERT & SCERT
A national repository of high quality of resources to be made available on DIKSHA
Digital libraries to be established
A National Book Promotion Policy to be formulated
Provision of energizing breakfast in addition to midday meal
Regular health check ups especially for 100 % immunisation

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Curtailing drop out rates and ensuring universal access to Education at all levels

Goal to achieve 100% Gross Enrolment Ratio in school education by 2030

(Currently GER for Grades 6-8 : 90.9%, 9-10 :79.3% & 11-12: 56.5%)

[Higher Education 26.3% (2018) to 50% by 2035]

To provide regular trained teachers
To provide sufficient and adequate infrastructure
Counsellors or well trained social workers to work with students/parents

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Restructuring School Curriculum and Pedagogy

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Foundational Stage (3-8 years age group)

Entry age 3 years
Curriculum and pedagogy of ECCE.
ECCE consisting of flexible, multilevel, play/activity based learning; alphabets, languages, numbers, counting, colours, shapes, play, puzzles, problem solving, drawing, painting & other visual arts, art, craft, drama, puppetry, music & movement
Medium of instruction: home language/mother tongue/local language/regional language

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Preparatory Stage (8-11 years age-group)

Classes 3-5
Play, discovery and activity based pedagogical & curricular style of foundational stage
Some light textbooks
More formal but interactive classroom learning; reading, writing speaking, Physical Education, Art, Languages, Science & Mathematics
Medium of instruction: home language/mother tongue/local language/regional language

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Middle Stage (11-14 years age group)

Grades 6-8
Introduction of more specialized subjects & subject teachers
Building on curricular and pedagogical style of preparatory stage
Learning and discussion on the more abstract concepts across the Sciences, Mathematics, Arts, Social Sciences.
Experiential learning and interdisciplinary approach
3 languages
Coding, Fun Course, Language project, bagless days

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Secondary Stage

Classes 9-12: 14-18 years age group
Multidisciplinary study
Subjects to include physical education, arts and crafts, vocational skills
Building on subject oriented pedagogicial and curricular style of middle stage; greater depth, greater critical thinking, greater attention to life aspirations, greater flexibility and student choice of subjects
Choice of exiting after grade 10 and re-entering the next phase to pursue vocational or any other course in Grade 11.

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Holistic development of learners

Paradigm shift from rote learning to real understanding , learning how to learn
Aim of education, not just cognitive development but building character and creating holistic and well-rounded individuals equipped with 21st Century Skills
Specific sets of skills and values to be identified for integration at each stage of learning; from preschool to higher education
NCERT to identify requisite skill sets and include mechanisms for their transaction in the NCF
Curriculum content to be reduced; focus on key concepts, ideas, applications and problem solving

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Curriculum integration of Essential Subjects, skills & capacities

Enhanced emphasis on Mathematics & Computational thinking
Introduction of Artificial intelligence, Design Thinking, Holistic health, Organic living, Environmental Education, Global Citizenship Education at relevant stages
Coding: To be introduced in Middle stage (Grades 6-8)
Fun Course in grades 6-8 : Experience of sampling vocational crafts; carpentry, electric work, metal work, gardening, pottery etc.
A 10-day bagless period during Grades 6-8 for internship with local vocational experts
Vocational courses to be available online
“Knowledge of India” to be incorporated throughout the curriculum;
Course on Indian knowledge systems as elective in Secondary stage

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Innovative pedagogy: Transforming teaching learning process

Experiential learning: Focus on experiential, inquiry and discovery based teaching learning methods
Integrated Pedagogy: Arts, sports, story-telling and ICT integrated pedagogy
Peer tutoring: Promoting peer tutoring as voluntary and joyful activity under the supervision of teachers
Focus on achievement of learning outcomes; shift towards competency bases learning and education

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Flexibility in course choices

Flexibility and choice of subjects in secondary stage
No hard separation among curricular, extracurricular or co-curricular, among Arts, Humanities, Sciences, Vocational or Academic streams
Subjects like Physical Education, the Arts and Crafts, Vocational skills to be included through out the school curriculum based on age appropriateness
Semester or other shorter modules to provide exposure to wider range of subjects

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Multilingualism and the power of language

Medium of instruction up to Grade 5: Mother tongue/local language/regional language
Medium of instruction up to Grade 8: Preferably mother tongue/local language/regional language
3 language formula to continue; any 3 languages out of which 02 should be native to India
Preparing bilingual textbooks & teaching learning material in Science & Mathematics : English & home language/mother tongue
Fun project on “the Languages of India” : for Grades 6-8 students
Sanskrit at all levels of school & higher education including as an option in the 3 language formula
Indian Sign Language (ISL) will be standardized
Option of learning at least two years of a classical language of India from middle stage through secondary and beyond
Foreign languages to be offered at Secondary stage: Korean, Japanese, Thai, French, German, Spanish, Portuguese, Russian

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Transforming Assessment for student development

Shift to regular & formative assessment that promotes learning, tests higher order skills viz., analysis, critical thinking, conceptual clarity
Holistic 360-degree progress card
Self assessment
Peer assessment
Teacher assessment
Board exams for class 10 & 12
Two opportunities: Main & improvement
Annual/semester/modular model
Subjects to be offered at Standard level/Higher level
Some exams to have two parts; objective type and descriptive type
School examinations in Grades 3, 5 and 8; to test achievement of basic learning outcomes

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Reforms in higher education

Multiple entry-exit system in Undergraduation
Exit after 1^st year : Certificate
Exit after 2^nd year. : Advanced Diploma
Exit after 3^rd year. : Bachelor’s Degree
Exit after 4^th year. : Multidisciplinary Bachelor’s with Research
Academic bank of credits
Post graduation: 1 or 2 years
B.Ed. : 1 / 2 / 4 years (04 year integrated course from 2030)
Research : No MPhil, only PhD
Establishment of National Research Foundation to enable a culture of Research

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Teacher Education

4 year integrated B.Ed. from 2030
Teacher education to be moved into multidisciplinary colleges & Universities by 2030
NTA testing for admission in 4 year integrated B.Ed.
Merit based scholarships for 4 year integrated B.Ed.
New and comprehensive National Curriculum Framework for Teacher Education by NCTE by 2021
Setting up National Mission for Mentoring with a pool of senior/retired faculty

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Teacher Recruitment and empowerment

TETs for all stages in both private /public schools
Certificate courses for pre-service / in-service teachers to become special educators
Subject score from TET / NTA tests + classroom demonstration for recruitment of subject teachers
Transfers : transparent and less
Career growth for teachers within a single school stage
National Professional Standards for Teachers (NPST) (to be developed by NCTE in its restructured form as PSSB) to decide the performance appraisal of school teachers to determine teacher career management; salary hikes, promotions and other recognitions
Merit based tenure track system
Min 50 hrs of Continuous Professional Development (CPD)

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Timeline for implementation of NEP 2020

National Curricular Framework for School Education (NCFSE) 2021-22
National Curricular Framework for Teacher Education(NCFTE)2021-22
National Professional Standards for Teachers (NPST) 2022
Preparation of teachers for a transformation in assessment system 2022-23
Attaining universal FLN by all learners by Grade 3 in all Primary Schools 2025
Exposing at least 50% of learners to vocational education through school & higher education by 2025
Universal provisioning of quality ECCE 2029-30
Policy is fully implemented and operational 2040

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Art-integrated Education

NEP 2020 “ Art integration is a cross-curricular pedagogical approach that utilizes various aspects and forms of art and culture as the basis for learning of concepts across subjects”

“The happiness / well-being, cognitive development, and cultural identity of individuals are important reasons that Indian arts of all kinds must be offered to students at all levels of education, starting with early childhood care and education”

Art integration embedded in classroom transaction will

Create joyful classrooms
Imbibe Indian ethos at every level
Strengthen the linkages between education and culture

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Arts Education in the curriculum

1952-53 : Education Commission emphasized ‘the release of creative energy among students so that they may be able to appreciate cultural heritage and cultivate rich interests which they can pursue in their leisure and, later in life.”
1964-66 : Kothari Commission emphasized on the significance of education for creative expression
1986 : The NPE recommended cultural exposure and community involvement to keep India’s art culture alive
1992 : POA encouraged the young generation to participate in cultural activities
1993 : NCTE set up which focused on TEP for art and craft
2005 : NCF “art education at all stages enables students to fully appreciate and experience the beauty of the universe and helps in their healthy mental development. A strong case was made for making art forms a compulsory area of curriculum”
2009 :The RTE Act made provisions for making Art Education compulsory in schools

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�Arts Education (currently prevalent) �

Confined to teaching and learning how to create and produce the visual and performing arts
Coverage of graded syllabus focusing on teaching some skills
Emphasis on perfection of skills
Learning an art form for the sake of learning
A platform to work with ideas and materials to create non-verbal expressions; song, painting, performance etc.
Tools for enhancing prestige of school programmes, participation in various competitions and winning prizes
Arts marginalized useful hobbies / leisure activities

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Role of Arts teacher(visual arts) [currently prevalent]

Plan Arts lessons
Develop Grade wise Arts syllabus
Understand potential and skill of students and guide them accordingly
Deliver lectures/presentation on Arts to students
Demonstrate art techniques to students
Assign art work to students and grade the same, maintain records of students’ progress
Provide instruction on use of pencils, pens, charcoal, brushes, different types of colours and other art material
Organize art exhibitions to display students’ work
Facilitate participation of students in various competitions
Beautification of the Vidyalaya, stage decoration on special occasions, designing school magazine
Purchase art materials and maintain stock inventory, maintenance & upkeep of art room

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Role of Music teacher (Performing arts) [currently prevalent]

Plan and conduct music classes
Deliver lectures/presentation on Arts to students
Train students in tone, tempo, rhythm skills
Train, rehearse, lead students in school programmes & other community programmes
Develop Grade wise Music syllabus
Understand potential and skill of students and guide them accordingly
Prepare lesson plans
Evaluate students’ progress ; maintain records
Maintenance of musical instruments, music room
Purchase of material/instruments required and maintain stock inventory

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Transformational change; Art Integrated Learning(AIL)

Teaching-learning model based on learning ‘through the arts’ and ‘with the arts’ : art becomes the medium of teaching-learning, a key to understanding concepts within any subject of the curriculum

Utilizing visual and performing arts in teaching-learning process so as to encourage creativity, develop problem-solving abilities and improve the ability to handle mental imagery, as well as an understanding for using spaces creatively leading to holistic learning and development of children

Focus on the process and not on the product

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Pre-primary

90% of the curriculum should be art oriented
Drawing, painting, clay modelling, singing, actions or movements.
Poems/rhymes in rhythm and melody which children enjoy while learning through movement and songs. Poems on themes from their immediate environment which will help in developing a sense of auditory and visual imagery
Exploration of different sounds through commonly found objects which can help them differentiate between noise and music
Age appropriate materials such as pebbles, seeds and beads, leaves, flowers, sand, clay, sea shells, feathers, wood sticks, tree barks, natural colours

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Primary

Arts should be integrated with all subjects
Used as an approach for teaching and learning of different concepts
Age group becomes a fundamental point while designing activities
The art integration in classes 1-3 and 4-5 should be 80 and 70 percent respectively. (NCF 2005)
Classes I and II : Children to be left with the material to experiment and express on subjects and situations they observe around them
class III onwards: To be given simple topics related to their day to day life/immediate environment which also covers their curriculum
Painting, craftwork, clay-modelling, singing, movement, recitation, story-telling etc
Enable children to identify different forms of Classical Music & Dance

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Upper Primary

Emphasis on learner’s own imagination and development of their creative expressions.
Work together in teams (socio-emotional development and enhancement of life skills ;inter-personal communication, collaboration and cooperation, respect for diversity and appreciation for each other’s perspective, developing leadership skills, problem solving abilities etc)
Awareness of rich heritage and cultural diversity
Strong collaboration among teachers of different subjects, including those of art education to manage teaching-learning time efficiently and promote interdisciplinary approach which leads to holistic learning.
Focus on the process and not on the product
Needs of inclusive classrooms are taken care

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Role of Art (Visual/Performing) Teachers [Expected]

Plan art classes with emphasis on Indian traditional arts & crafts
Organizing workshops inviting local artists of art & crafts, theatre, music / singing, musical instrument making, pottery, leather work, folk dance, animation, puppetry etc.
Understanding the concept of AIL as a pedagogy
Acquaintance with AIL techniques to understand how art forms become engaging methods for learners to be joyful, attentive, expressive, inquisitive and keen observers, which leads them to the construction of their own knowledge. Examples;
Use AIL while teaching art as a subject
Using AIL as an assessment tool; to assess the socio emotional and life skill development of the student
Facilitate subject teachers in planning and in classroom transaction in ‘team teaching mode’
Presentation and exhibition of children’s work

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