Agenda/Contents

1. Vision and Key Principles

2. Universal Access and Early Childhood Care &
Education(ECCE)
3. How children will Learn? - Curricular and
Pedagogic structures
4. Curriculum - Learning Outcomes - Competencies
5. Schools - Complex - Accreditation
6. Teachers - Education and Development
7. NEP - New Features
8. Key Focus Areas - Equity - Gender - Special Needs
9. Goals and Implementation Plan
Vision of the National Education
Policy 2020
1
An education system that contributes to an
equitable and vibrant knowledge society, by
providing high-quality education to all

Develops a deep sense of respect towards the

2
fundamental rights, duties and Constitutional
values, bonding with one’s country, and a
conscious awareness of one’s role and
responsibilities in a changing world
Instils skills, values and dispositions that
3
support responsible commitment to human
rights, sustainable development and living,
and global well-being, thereby reflecting a
truly global citizen
 Conceptual
Key Principles of &NEP Understanding
- Respect for Diversity Rather than rote
Local Context In all learning and learning-
curriculum, pedagogy, and for-exams
policy.
- Unique Capabilities
- Equity & Inclusion Recognizing, identifying
As the cornerstone of all them in each student.
educational decisions.
- Critical thinking and
- Community Participation Creativity
Encouragement and facilitation To encourage logical
for philanthropic, private and decision-making and
community participation. innovation

- Use of Technology - Continuous Review

In teaching and learning, Based on sustained
removing language barriers, for research and regular
Divyang students, and in assessment by
educational planning and educational experts.
management.
Expected Outcomes

●Universalisation of Access – from ECCE to Secondary

●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 and assessment
●Resource sharing- School complexes
●Effective Governance - separation of powers and common norms
●Overcoming the language barrier in learning
●Common standards for public and private school education
How children will
learn ?
Transforming Curricular & Pedagogical
New Structure
pedagogical and
curricular structure of school
Existing Academic New Academic education (5+3+3+4): 3
Structure Structure years in Anganwadi/pre-
school and 12 years in school

Secondary
2 Years 4 Years • Secondary Stage(4)
(Age 16-18)
(Class 9 to 12) multidisciplinary study, greater
(Age 14-18)
critical thinking, flexibility and
student choice of subjects

Middle
3 Years
(Class 6 to 8) • Middle Stage (3) experiential
10 Years (Age 11-14) learning in the sciences,

Preparatory
(Ages 6-16) mathematics, arts, social
3 Years sciences, and humanities
(Class 3 to 5)
(Age 8-11)
• Preparatory Stage (3) play,
2 years

Foundational
(Class 1 & 2) discovery, and activity-based
(Ages 6-8)
..............................
and interactive classroom
...... learning
3 years
(Anganwadi/ pre-
school/Balvatika) • Foundational stage (5)
(Ages 3-6) multilevel, play/activity-based
 ECCE Framework
Multi-faceted
NCPFECE Comprising of
Framework
National Curricular alphabets, languages,
and Pedagogical numbers, counting,
Framework for Early colours, shapes,
Childhood Education indoor and outdoor
(NCPFECE) will be play, puzzles and
drafted by NCERT logical thinking,
problem-solving,
drawing, painting and
other visual art, craft,
drama and puppetry,
Research and music and movement
School
Best Practices
NCPFECE will be Preparation
aligned with the latest Module
A 3-month play-based
research on ECCE, and ‘school preparation
national and module’ for all Grade
international best 1 students to be
practices developed by NCERT
Early Childhood Education: Learning in the
Formative Years
Developing Teamwork &
curiosity Collaboration

Logical Thinking & Play-based &

Problem Solving Discovery-based
learning

Arts, crafts and Ethics

Music

Relationship with Self-Identity

Nature

Colours, Shapes, Etiquette, Behaviour

Alphabets & Numbers and Emotional
Development
Curriculum
 Reduction in Curriculum

Interactive Experiential
Core Essentials Critical Thinking Classes Learning
Curriculum in all Focus on critical Interactive Fun, creative,
subjects to be thinking, inquiry, teaching with collaborative, and
reduced to its core discovery, reduced exploratory activities
essentials discussion and dependency on in classroom for
analysis-based textbook learning; experiential learning
teaching and Questions from and deeper student
• learning to
Curriculum and pedagogy methods students
be transformed by 2022 learning
will beto promote skill based and
forlearning
minimize rote based holistic promoted
• education
Revision of NCF for school education and NCF for teacher education 2009 by
2021
 Focus on LOs, Competencies and Subject -
Integration

Competency based Integration of Development of

education subjects scientific temper
Modules on preparing and Through arts integrated, sports Development of scientific
implementing pedagogical plans integrated, ICT integrated and temper and inculcation of
based on competency and outcome- storytelling based pedagogy knowledge and practice of
based education for school leaders among others as standard human and constitutional
pedagogy values such as patriotism,
sacrifice, non-violence, truth,
honesty, peace etc.

NO SILOS among Emphasis on Digital Promotion of multi-lingual

subjects/learning literacy teaching
NO hard separation between:
• curricular/co-curricular/extra- Emphasis on digital literacy,
Promoting states to enter into
curricular; coding and computational
bilateral agreements with
• academic/vocational; thinking, ethical and moral
nearby
• science/humanities; reasoning
states to hire language
• sports/art/academics
 Mental and physical health and well-being:
Mandatory for students to acquire skills in: health and nutrition; physical education,
fitness, wellness, & sports
Health check ups Hiring counsellors in school
Annual health check up complexes
for all students
State governments will be encouraged to
Reduce weight of hire adequate number of counsellors and
teachers (to be shared across school
school bags complex)
Reduced weight of school bags
and textbooks through suitable
Focus on children with
changes in curriculum and disability interventions and
Differentiated
pedagogy suitable
Mandatory skills: Health
infrastructure development at schools
and Wellness - to make access easier for children with
Mandatory skills to be imbibed
disability
by all students - health, Inclusive and caring culture
nutrition, physical education,
at school
fitness, wellness, sports. In
addition- Basic training in The role and expectations of principal
preventive health care, mental and tea chers will explicitly include
health, first aid, personal and developing a caring and inclusive
public hygiene will be included culture at school
 Innovative Pedagogy: Transforming teaching learning
process
Experiential
Learning Equal Weightage
● Focus on experiential, ● No hard separation between
inquiry and discovery curricular, co-curricular and
based teaching learning extra curricular area.
methods
● Freedom of choosing a variety
Integrated of subject combination to be
provided
Pedagogy Bagless Days
● Arts, sports, and story-
telling and ICT- ● Bagless days to be scheduled
integrated pedagogy in academic calendar

Promotion of peer
tutoring Use and integration o
● Promoting peer tutoring as technology
voluntary and joyful ● Integration of technology
activity under the enabled pedagogy in classes
supervision of teachers 6-12
 Textbook with local content and flavour

All textbooks to States to prepare

contain only essential their own curricula
core material while and textbooks based on
capturing any desired NCERT curriculum and
nuances and textbooks, incorporating
supplementary State flavour and
material as per local material as needed
contexts and needs

Affordable, high- Concerted efforts,

quality and energised through suitable
textbooks to be changes in curriculum
provided along with and pedagogy to
free digital version significantly reduce
on DIKSHA the weight of school
Platform bags and textbooks
Examinations in grades 1 to 8

Key stage Moving away from rote

assessments learning
Assessment of core concepts and
knowledge, higher-order skills and its
Census assessments at key stage in application in real-life situations.
classes 3, 5 and 8 to track Moving away from rote learning.
achievement

Achievement of Results of school

critical LOs examinations
Testing to focus on achievement of The results of school examinations will
essential learning outcomes be used only for developmental
purposes and for continuous
monitoring and improvement of the
schooling system
 Reforming examinations in grades 9 to 12
including board exams

Board exams will be made Teachers to be prepared for a

‘easier’, as they will test transformation in the assessment
primarily core system by the 2022-23 academic
capacities/competencies session

Viable models to be explored:

annual/semester/modular Each School Board shall ensure
Exams; two parts exams - equivalence of academic
objective type and descriptive standards in learner’s attainments
type.

Guidelines will be prepared by

Standards, norms and guidelines
NCERT, in consultation with
for School Boards through PARAKH
SCERTs, Boards of Assessment
National Center
(BoAs), and PARAKH

Beginning with Mathematics, all subjects could be offered

at two levels
 Transforming the culture of assessment

Continuous tracking National Assessment

of learning outcomes of Centre will help in
each child bringing greater synergy
Board exams to in board exams
be more flexible, conducted by various
with assessment Boards of Assessments
of essential skills
Self Assessment and
Assessment to Peer Assessment
focus on core
concepts, higher
order and The National
foundational Testing Agency
skills (NTA) will work to
AI-based offer a high-quality
software to help common aptitude
track the progress test, to eliminate the
of the Students to need for taking
enable them to coaching for these
make optimal exams
 Holistic Progress Card

States/UTs to redesign Progress Progress in project-based and

Cards in schools to make them inquiry-based learning, quizzes,
holistic, 360-degree, role plays, group work, portfolios,
multidimensional report etc., to be included in report
cards
Progress card will include self-
The holistic progress card will
assessment, peer assessment,
actively involve parents in their
and teacher assessment
children’s education and
development.
Cards to reflect the progress and AI-based software to be
uniqueness of learner in the developed to help track growth
cognitive, affective, socio- through school years and to help
emotional, and psychomotor students make optimal career
domains choices.
 Multilingualism and the Power of Language Learning

● Medium of instruction uptil

grade 5, and preferably till
Grade 8 and beyond, will be
home language/ mother-
tongue/ local language

● ‘The Languages of India’ a

fun project/ activity on to be
taken by every student

● Three languages to be taught

will be decided by state/UT
Teachers
 Teacher Education
4 year 2 year 1 year
Integrat B.Ed B.Ed
ed B.Ed

Minimum degree For applicants with For those who have

qualification for an existing completed the
teaching that equivalent of 4-year
Bachelor’s Degrees
includes student-
in other specialized multidisciplinary
teaching at local
subjects Bachelor’s Degrees
schools, by 2030
or have obtained a
Master’s degree in a
Teacher education will gradually be moved by 2030 into multidisciplinary
specialty
colleges and universities
Multidisciplinary higher education institutions offering the 4-year in-class
integrated B.Ed. programme to also provide blended and or ODL mode of
teaching to students in remote areas.
 Improving Teacher Education
All teacher
education Stringent action
programmes to be against substandard
conducted within stand-alone Teacher
composite Education Institutions
multidisciplinary (TEIs).
institutions. National Higher Education
New and
Regulatory Council
comprehensive
NTA testing for (NHERC), to function as
National
admission to B.Ed. single point regulator for
Curriculum
higher education sector
Framework for
including teacher
Teacher Education
education
(by 2021)

Setting-up of
National Mission
Only
for Mentoring with
educationally-
a large pool of
sound, Teacher Eligibility
outstanding
multidisciplinary, Merit based Tests (TETs) at all
senior/retired
and integrated scholarships for 4 stages will be
faculty
teacher education year B.Ed. strengthened
programmes to be Integrated
made available
 Teacher recruitment and deployment
Strengthening Transparent transfer
TETs system
Teacher Eligibility Tests (TETs) for all 0 Online computerized system for
teachers across Foundational, 1 teacher transfers to ensure
Preparatory, Middle and Secondary transparency
stage in both public and private 0 Test score and
schools 2 demonstration - part of
recruitment
Tech based planning for teacher Subject score from TET or NTA
recruitment 0 tests and classroom
Technology-based planning and 3 demonstration to be taken into
forecasting of teacher-requirement account for recruitment of
to assess expected subject-wise 0 subject teachers
teacher vacancies over next two 4
decades
0 Restructuring of NCTE
Certificate Courses 5 NCTE to be restructured as a
Developing specialization for subject Professional Standard Setting
or generalist teachers, teaching 0 Body (PSSB) under General
children with disabilities / Divyang 6 Education Council (GEC)
children, during pre-service teacher
preparation with synergy between
NCTE and RCI
 Empowering Teachers

A technology-based comprehensive teacher-

requirement planning forecasting exercise to be
conducted by each State.
Teachers to have more autonomy in
choosing aspects of pedagogy in classroom
teaching
Career growth to be available for teachers
within a single school stage i.e., Foundational,
Preparatory, Middle, or Secondary

Academic leadership positions to be made

available for teachers.

National Professional Standards for Teachers

(NPST) by 2022
Teacher Professional Development
● Merit based tenure track system
● Min. 50 hours of Continuous
Professional Development (CPD)
Improving Service Environment through
better infrastructure at school
Key Focus Areas
 Focus on Socio-Economically Disadvantaged Groups
(SEDGs)
SEDGs can be broadly categorized based on:

● Gender identities (particularly female and

transgender individuals),
● Socio-cultural identities (such as Scheduled
Castes, Scheduled Tribes, OBCs, and minorities),
● Geographical identities (such as students from
villages, small towns, and aspirational districts),
● Disabilities (including learning disabilities), and
● Socio-economic conditions (such as migrant
communities, low income households, children in
vulnerable situations, victims of or children of
victims of trafficking, orphans including child
Separate strategies
beggars in urban will
areas, and be
the formulated
urban poor). for focused attention
for reducing each of the category-wise gaps in school
education.
 Integrating Vocational Education at All Levels

0 LokVidya
Practice Based Curriculum 1 ‘LokVidya’, knowledge
A practice-based curriculum developed in India, will be
for Grades 6-8 to be 0 made accessible to students
appropriately designed 2
Skill Gap Analysis
Focus areas based on skills
0 Skills Framework
gap analysis and mapping of 3 National Skills Qualifications
local opportunities Framework will be detailed
0 further for each discipline
Open Distance Learning 4 vocation / profession
Mode
Courses to be offered through 0
Open and Distance Learning Vocational Crafts
(ODL) mode.
5
Exposure to vocational All students of grades 6-8 will
education 0 intern with local vocational
6 experts such as carpenters,
By 2025, at least 50% of gardeners, potters, artists, etc.
learners shall have exposure to develop a vocational craft
to vocational education
 Setting up of PARAKH
Assessments

PARAKH Shift towards competency based

assessments
Setting-up of National Center for
Performance Assessment, Review
and Analysis of Knowledge for
Holistic development (PARAKH) 21st Century Skills
Promoting critical and creative
thinking aligned to the 21st century
in classrooms

Objectives of PARAKH

● Setting norms, standards and guidelines for assessment and evaluation

● Guiding the State Achievement Survey (SAS)
● Conducting the National Achievement Survey (NAS)
● Monitoring achievement of Learning Outcomes in the country
 Online and Digital Education
Inclusion and Digital
Access Platforms
Enhance Educational Access
Digital platforms and
To Disadvantaged Groups
ongoing ICT-based
including Divyang students
educational initiatives to be
optimized and expanded
Blended Learning Pilot
Studies
Emphasis on effective
models of blended learning A series of pilot studies to
be conducted

Content Creation Expansion of

Content creation, digital Platforms
Expansion of existing e-
repository, and
learning platforms -
dissemination. Technology
DIKSHA, SWAYAM, etc.
Integration In Teaching,
Learning & Assessment
Goals & Timelines
for the
implementation
Timeline for Implementation of ECE and new Assessment
pattern
Initiating
Expansion of 1
implementation of 1
year of pre-
Early year of pre-primary
primary school
Childhood school and 3-month
through primary
Education preparatory module
schools and
for Class -1 students
Anganwadis
( Phase 1)
(Phase 2)
2021- 2022- 2023- 2024- 2025-
22 23 24 25 26

Implementati
Clas Clas Clas
on of new Clas
s s s
curriculum s
10t 11t 12t
and 9th
h h h
assessment
New Board Exam pattern
for
Class 12th

New Board Exam pattern for

Class 10th
Timelines for Implementation in NEP 2020
Policy is fully
Attaining universal Universal
Formulation National operational
foundational literacy and provisioning of
Curricular Framework following this a
numeracy in all primary quality early
for School Education comprehensive
schools for all learners by childhood
(NCFSE) review will be
grade 3 development, care undertaken

2021- 2022- 2023- 2024- 2025- 2026- 2027- 2028- 2029- 2040
22 23 24 25 26 27 28 29 30

National A common guiding State/UT governments to Teacher education will

Curriculum set of National optimize resources gradually be moved into
Framework Professional through mechanisms to multidisciplinary
for Teacher Standards for group or rationalize colleges and
Education Teachers (NPST) schools, such as, school universities, with
complexes minimum deg.
qualification 4-year
Teachers prepared At least 50% of learners Only educationally
B.Ed. sound,
for a exposed to vocational multidisciplinary, and integrated
transformation in education in the school teacher education programmes shall
the assessment and higher education be in force and all TEIs will be
system converted into multi-disciplinary
New Features of the
Policy
New Features (1/3)
Preparation for Schooling and Elementary Schooling
Level
1
● ECCE for all by 2030: National Curriculum Framework for ECCE
● Achieve 100% Gross Enrolment Ratio in school education by 2030
● Preparatory class/Balvatika for 5-6 year old children in Anganwadis/pre-schools
● School Preparation module for all class 1 entrants
● National Foundational Literacy and Numeracy Mission
● Setup of Bal Bhavans

2 School Infrastructure and Resources

● Special Education Zones (SEZ)
● Utilize unused capacity of schools as Samajik Chetna Kendras
● School complex/clusters for resource sharing

Holistic Development of the Student

● No hard separation of curricular, extra and co-curricular, arts and science,
sports and vocational crafts. Curriculum to integrate Indian culture and ethos
● Innovative pedagogies to be explored such as experiential teaching/learning
3
methods
● Book promotion policy and digital libraries
● Holistic Report card – use AI for identifying specific aptitude of child
● Vocational education integration from primary grades and a ten days (no bag
days) internship with local trades/craftsperson for Grades 6-8
● Lok Vidya – local artists as master instructors in schools
New Features (2/3)
Inclusivity
● Gender Inclusion Fund; KGBVs upto class 12
4 ● Special provisions for Gifted children
● Adult Education (AE) to focus upon technology based solutions; NCF for AE to be
developed
● NIOS to expand to include vocational courses and courses for grades 3, 5 and 8
● Medium of instruction will be in the mother tongue/local language till Grade 5
(atleast)

Assessments
5 ● National Assessment Center for Performance Assessment, Review and Analysis of
Knowledge for Holistic development – PARAKH
● Exams in Grades 3, 5 and 8 , in addition to Board exams in Grades 10 and 12
● Board exams: Modular, low stakes, based on conceptual knowledge and its
application

Curriculum and Pedagogical Framework

● New curricular and pedagogical framework of 5+3+3+4
6 ● Reduction in curriculum to core concepts
● Identification of life skills to be attained in each grade as a part of NCF
● Alternative model of schools to be encouraged to adopt NCF
● ICT integration in teaching and learning methodologies
● Tracking students as well as their learning levels; universalisation of secondary
education
New Features (3/3)
Teacher Recruitments/ Teacher Education
● Minimum qualification degree for teaching will be a 4-year integrated B.Ed. degree
by 2030
● Teacher recruitment based on TET, NTA test and teaching demonstration; TET
mandatory for teaching
7 ● Minimum 50 hours of in-service training per teacher/year
● National Professional Standards for Teachers (NPST) by 2022
● IT and data based predictive planning for requirement of students in TEIs; TEIs to
move to multidisciplinary colleges and universities by 2030
● Stringent action on non-performing TEIs
Role of Government
● Mandatory Departments/Bodies/Institutions
for every PhD student to do a module on teacher education
● 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 online self-
disclosure by all public and private schools
8 ● Random sampling of students for continuous online feedback on self-disclosure by
schools
● Engagement of social workers, alumni, retired teachers and volunteers with
schools
● 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 apex bodies of
States
● Its desirable that Ministry of Human Resource Development MHRD) be re-
designated as Ministry of Education (MoE) to bring the focus back on education
Thank you.