he Union cabinet in July 2020 approved the New Education Policy (NEP), which aims at

universalization of education from pre-school to secondary level.

By Bijaya Kumar Sahoo | Posted by Nilesh Mathur
UPDATED ON OCT 22, 2020 04:55 PM IST
The Union cabinet in July 2020 approved the New Education Policy (NEP), which aims at
universalization of education from pre-school to secondary level.
NEP-2020, which will replace the National Policy on Education-1986, is an inclusive
framework focusing on the elementary-level of education to higher education in the country.
As the objective of any education system is to benefit children so that no child loses any
opportunity to learn and excel because of circumstances of birth or background, NEP-20202
has a target of 100% Gross Enrolment Ratio (GEER), in school education by 2030.
The Policy reaffirms that bridging social gaps in access, participation, and learning outcomes
in school education will continue to be one of the major goals of all education sector
development programmes.
Many government and non-government surveys done in the last several years had hinted at
the precarious state of ‘learning crisis’ in India. However, the true picture emerged after a
National Achievement Survey (NAS) was undertaken by the National Council of Educational
research and Training (NCERT), which was ably supported by the Union ministry of
education.
The survey was aimed at understanding how effectively the school system is working in the
country based on student learning. It was conducted across the country on November 13,
2017 for Classes III, V and VIII in government and government-aided schools. It was by far
the largest assessment survey conducted in the country and is also one of the largest
conducted in the world.
The findings stated that students across 12 states scored significantly below the national
average in mathematics ability. NAS identifies learning as big challenge facing Indian
education. The next few years are critical as India could lose 10 crore or more students
because of learning losses and lead to illiteracy unless proper action is not taken soon.
Union minister of education Ramesh Pokhriyal said that the fundamental principles of NEP is
to accord highest priority to achieving foundational literacy and numeracy by all students by
Grade III, which the government is committed to achieving by 2025.
To translate this particular vision of NEP-2020, under the ‘Atmanirbhar Bharat’ programme,
a National Initiative for Proficiency (NIP) in reading with Understanding and Numeracy
(NIPUN—Bharat) will be soon launched. This mission will fulfill the learning needs of
nearly five crore children in the age group of 3 to 11 years. The mission will also take a
holistic approach and involve all stakeholders actively for achieving the goals.
NEP would transform the education sector in the country as it focuses on making education
accessible, equitable, inclusive but only if implemented at all levels.
The main challenge is to implement the highly comprehensive NEP 2020. Before we talk
about the implementation lets understand why any policy fails?
There can be four major contributors to policy failure
1.Overly optimistic expectations: Due to over optimism there is and under estimation of cost
and time for a policy to be implemented.
2.Implementation in dispersed governance: When the policy is tailor made to fit all
irrespective of their constraints.
3.Inadequate collaborative policymaking: Lack of collaboration with all the stakeholders
4.Vagaries of the political cycle: The policy makers concentrate on the short-term results as
they don’t want to be tagged for the failure, and take credit of the legislation that is passed
rather than its implementation.
Therefore, to implement the NEP 2020 we need to work upon a few major challenges.
Content, Curriculum & Pedagogy
The 10+2 structure of school curricula is to be replaced by a 5+3+3+4 curricular structure
corresponding to ages 3-8, 8-11, 11-14, and 14-18 years respectively. The new system will
have 12 years of schooling with three years of Anganwadi or pre-schooling.
To implement the changes at each level a thorough restructuring of the curriculum, pedagogy
and the content needs to be done as per the NCF (National Curriculum Framework) and
content rubrics needs to be revisited to modify the textbooks.
Blending of technology with the teaching and learning process
National Educational Alliance for Technology (NEAT) a regulatory body will be created to
use technology for better learning outcomes. NEAT aims to use artificial Intelligence to make
learning more personalized and customized as per the learner’s requirement. It even proposes
to create national alliance with EdTech companies for a better learning experience.
But a big challenge here is establishing a robust digital infrastructure that even caters to the
remote areas.
Assessment
The proposal to set up a national assessment centre, the PARAKH (Performance Assessment,
Review, and Analysis of Knowledge for Holistic Development) is to keep a regular check on
the education system. Strengthening Teaching-Learning and Results for States (STARS)
project will include CERC (Contingency Emergency Response Component) will help the
Government tackle the learning losses due to School closures or any such emergency that
arise in the state.
NEP 2020 recognises now the need to evaluate “higher-order skills, such as analysis, critical
thinking and conceptual clarity,” and hence shifting the focus of assessments from marks
based to competency based. The marking system should now be different, there will be a dire
need to change the questions so as they have related answers, where based on the child’s
aptitude he answers and based on the answers the scores could be calculated.
Teachers training and availability
The NEP 2020 talks about creating higher performance standards for teachers clearly stating
out the role of the teacher at different levels of expertise/stage and competencies required for
that stage. Teachers will also have to be digitally trained to blend into the digital learning
processes.
How to successfully implement the NEP
1.To implement NEP successfully at all levels the government will need to create stakeholder
incentives so that the implementation is smooth and uniform.
2.Formulate instruments in the form of legal, policy, regulatory and institutional mechanisms
3.Build reliable information repositories
4.Develop adaptability across HEIs, regulatory bodies and government agencies
5.Develop credibility through transparent actions and participation of all stakeholders;
6.Develop sound principles of management
Schools will actually need to redefine the teaching and learning process for a proper
implementation of NEP 2020 to actually witness a trajectory of transformation for a
phenomenal outcome.
Schools need to focus on the literacy and numeracy skills inorder to get a remarkable
metamorphosis in the reading, writing and speaking skills of the children up to Class III.
Schools will have to revisit the strategies of teaching and learning.
*Emphasize on practical and experiential learning which will lead to instilling the 21st
century skills of creativity and critical thinking in the children.
*There needs to be a tectonic shift in the pedagogical structure where the outcome of learning
should not be based on the completion of course but on the understanding of the topic.
*The assessment as I said earlier needs a complete revamp. The assessment should not define
a child in terms of marks but should be an outcome of a qualitative analysis of the child. As
every child is different and the same question can be understood in numerous ways by the
different children.
*There needs an integration of technology in education with component of digital literacy,
scientific temper and computational thinking for a holistic learning experience of the
students.
*Vocational or skill-based learning should also be included right from class VI.
*Teachers should be encouraged to be bilingual as study shows that children pick up different
languages quickly in the early ages. Till Class V education can be imparted in mother tongue
if feasible.
*There will be no hard discrimination between subjects and disciplines. Children will be
encouraged to take multidisciplinary projects for better learning outcomes.
The NEP, which is designed to ease the burden of classroom teaching and examination on
students, will play an important role in creating the future of the country. It’s success,
however, lies in uniform and transparent implementation at all levels, with an equitable
distribution of resources. This mammothic task can be realized only when there is a 100%
cooperation and collaboration between the Central, State Government and the Ministry of
Education.
(Author Dr Bijaya Kumar Sahoo is Founder and Chairman - SAI International Education
Group, Advisor to Government of Odisha on implementation of NEP. View s expressed here
are personal.)
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 New Education Policy 2020: A look at the proposals on curriculum,
courses and medium of instruction, and the takeaways for students,
schools and universities.



Written by Ritika Chopra | New Delhi | Updated: January 22, 2021 2:40:04 pm

Among proposals, 10+2 school format to become 5 + 3 + 3 + 4. (Express Photo: Partha Paul)
New Education Policy 2020: On Wednesday, the Union Cabinet cleared a new National
Education Policy (NEP) proposing sweeping changes in school and higher education. A
look at the takeaways, and their implications for students and institutions of learning:
What purpose does an NEP serve?

An NEP is a comprehensive framework to guide the development of education in the country.

The need for a policy was first felt in 1964 when Congress MP Siddheshwar Prasad criticised
the then government for lacking a vision and philosophy for education. The same year, a 17-
member Education Commission, headed by then UGC Chairperson D S Kothari, was
constituted to draft a national and coordinated policy on education. Based on the suggestions
of this Commission, Parliament passed the first education policy in 1968.
A new NEP usually comes along every few decades. India has had three to date. The first
came in 1968 and the second in 1986, under Indira Gandhi and Rajiv Gandhi respectively; the
NEP of 1986 was revised in 1992 when P V Narasimha Rao was Prime Minister. The third is
the NEP released Wednesday under the Prime Ministership of Narendra Modi.
Why the National Education Policy is needed
What are the key takeaways?
The NEP proposes sweeping changes including opening up of Indian higher education to
foreign universities, dismantling of the UGC and the All India Council for Technical
Education (AICTE), introduction of a four-year multidisciplinary undergraduate programme
with multiple exit options, and discontinuation of the M Phil programme.
In school education, the policy focuses on overhauling the curriculum, “easier” Board exams,
a reduction in the syllabus to retain “core essentials” and thrust on “experiential learning and
critical thinking”.
In a significant shift from the 1986 policy, which pushed for a 10+2 structure of school
education, the new NEP pitches for a “5+3+3+4” design corresponding to the age groups 3-8
years (foundational stage), 8-11 (preparatory), 11-14 (middle), and 14-18 (secondary). This
brings early childhood education (also known as pre-school education for children of ages 3
to 5) under the ambit of formal schooling. The mid-day meal programme will be extended to
pre-school children. The NEP says students until Class 5 should be taught in their mother
tongue or regional language.
The policy also proposes phasing out of all institutions offering single streams and that all
universities and colleges must aim to become multidisciplinary by 2040.
Also in Explained | How India’s Education Ministry became ‘HRD Ministry’, and then
returned to embrace Education
How will these reforms be implemented?
The NEP only provides a broad direction and is not mandatory to follow. Since education is a
concurrent subject (both the Centre and the state governments can make laws on it), the
reforms proposed can only be implemented collaboratively by the Centre and the states. This
will not happen immediately. The incumbent government has set a target of 2040 to
implement the entire policy. Sufficient funding is also crucial; the 1968 NEP was hamstrung
by a shortage of funds.
The government plans to set up subject-wise committees with members from relevant
ministries at both the central and state levels to develop implementation plans for each aspect
of the NEP. The plans will list out actions to be taken by multiple bodies, including the HRD
Ministry, state Education Departments, school Boards, NCERT, Central Advisory Board of
Education and National Testing Agency, among others. Planning will be followed by a yearly
joint review of progress against targets set.
Do all states need to follow it?
What does the emphasis on mother tongue/regional language mean for English-medium
schools?
Such emphasis is not new: Most government schools in the country are doing this already. As
for private schools, it’s unlikely that they will be asked to change their medium of instruction.
A senior ministry official clarified to The Indian Express that the provision on mother tongue
as medium of instruction was not compulsory for states. “Education is a concurrent subject.
Which is why the policy clearly states that kids will be taught in their mother tongue or
regional language ‘wherever possible’,” the officer said.
What about people in transferable jobs, or children of multilingual parents?
The NEP doesn’t say anything specifically on children of parents with transferable jobs, but
acknowledges children living in multilingual families: “Teachers will be encouraged to use a
bilingual approach, including bilingual teaching-learning materials, with those students
whose home language may be different from the medium of instruction.”
What are its key recommendations?
How does the government plan to open up higher education to foreign players?
The document states universities from among the top 100 in the world will be able to set up
campuses in India. While it doesn’t elaborate the parameters to define the top 100, the
incumbent government may use the ‘QS World University Rankings’ as it has relied on these
in the past while selecting universities for the ‘Institute of Eminence’ status. However, none
of this can start unless the HRD Ministry brings in a new law that includes details of how
foreign universities will operate in India.
It is not clear if a new law would enthuse the best universities abroad to set up campuses in
India. In 2013, at the time the UPA-II was trying to push a similar Bill, The Indian Express
had reported that the top 20 global universities, including Yale, Cambridge, MIT and
Stanford, University of Edinburgh and Bristol, had shown no interest in entering the Indian
market.
Participation of foreign universities in India is currently limited to them entering into
collaborative twinning programmes, sharing faculty with partnering institutions and offering
distance education. Over 650 foreign education providers have such arrangements in India.

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How will the four-year multidisciplinary bachelor’s programme work?
This pitch, interestingly, comes six years after Delhi University was forced to scrap such a
four-year undergraduate programme at the incumbent government’s behest. Under the four-
year programme proposed in the new NEP, students can exit after one year with a certificate,
after two years with a diploma, and after three years with a bachelor’s degree.
“Four-year bachelor’s programmes generally include a certain amount of research work and
the student will get deeper knowledge in the subject he or she decides to major in. After four
years, a BA student should be able to enter a research degree programme directly depending
on how well he or she has performed… However, master’s degree programmes will continue
to function as they do, following which student may choose to carry on for a PhD
programme,” said scientist and former UGC chairman V S Chauhan.
How will school education change?
What impact will doing away with the M Phil programme have?
Chauhan said this should not affect the higher education trajectory at all. “In normal course,
after a master’s degree a student can register for a PhD programme. This is the current
practice almost all over the world. In most universities, including those in the UK (Oxford,
Cambridge and others), M Phil was a middle research degree between a master’s and a PhD.
Those who have entered MPhil, more often than not ended their studies with a PhD degree.
MPhil degrees have slowly been phased out in favour of a direct PhD programme.”
Will the focus on multiple disciplines not dilute the character of single-stream
institutions, such as IITs?
The IITs are already moving in that direction. IIT-Delhi has a humanities department and set
up a public policy department recently. IIT-Kharagpur has a School of Medical Science and
Technology. Asked about multiple disciplines, IIT-Delhi director V Ramgopal Rao said,
“Some of the best universities in the US such as MIT have very strong humanities
departments. Take the case of a civil engineer. Knowing how to build a dam is not going to
solve a problem. He needs to know the environmental and social impact of building the dam.
Many engineers are also becoming entrepreneurs. Should they not know something about
economics? A lot more factors go into anything related to engineering today.”

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Analysis of the
Indian National
Education Policy
2020 towards
Achieving its
Objectives
P. S. Aithal
1
& Shubhrajyotsna Aithal
2
1
College of Management &
Commerce, Srinivas University,
Mangalore – 575 001, India
2
Faculty, College of Engineering
& Technology, Srinivas
University, Mangalore, India
E-mail: psaithal@gmail.com
Area/Section: Education
Management.
Type of the Paper: Research
Analysis.
Type of Review: Peer
Reviewed as per |C|O|P|E|
guidance.
Indexed in: OpenAIRE.
DOI:
http://doi.org/10.5281/zenodo.3
988767.
Google Scholar Citation:
IJMTS.

International Journal of
Management, Technology, and
Social Sciences (IJMTS)
A Refereed International
Journal of Srinivas University,
India.

© With Authors.
This work is licensed under a
Creative Commons
Attribution-Non-Commercial
4.0 International
License subject to proper
citation to the publication
source of the work.
Disclaimer: The scholarly
papers as reviewed and
published by the Srinivas
Publications (S.P.),
India are the views and
opinions of their respective
authors and are not the views or
opinions of the
SP. The SP disclaims of any
harm or loss caused due to the
published content to any party.
How to Cite this Paper:
Aithal, P. S., & Aithal,
Shubhrajyotsna (2020).
Analysis of the Indian National
Education Policy
2020 towards Achieving its
Objectives. International
Journal of Management,
Technology, and
SRINIVAS
PUBLICATION
P. S. Aithal, et al, (2020);
www.srinivaspublication.com
PAGE 20
P. S. Aithal, et al, (2020);
www.srinivaspublication.com
PAGE 21
by the natural resources of the
country. To boost the growth of
the Indian education sector, the
present
government decided to revamp it
by introducing a comprehensive
National Education Policy 2020.
This is in
line with the Prime Minister’s
recent call on leveraging the
Fourth Industrial Revolution to
take India to new
heights. The currently introduced
National Education Policy 2020
envisions an India centered
education
system that contributes directly
to transforming our nation
sustainably into an equitable
and vibrant
knowledge society, by providing
high quality education to all
[4].The first national education
policy after
independence was announced in
the year 1968 and the second
national education policy which
was improved
version of the first was announced
in the year 1986.
2. OBJECTIVES OF THE
STUDY :
The National Education policy
2020 has many initiatives to
improve the quality and the
broadness of the
education system in India. The
objectives of this study on
National Education Policy 2020
are :
(1) To highlights and overview the
policies of the newly accepted
higher education system (NEP
2020
(2) To compare National
Education Policy 2020 with the
currently adopted policy in India
(3) To identify the innovations in
new national higher education
policy 2020.
(4) To predict the implications of
NEP 2020 on the Indian higher
education system.
(5) To discuss the merits of Higher
Education Policies of NEP 2020.
(6) Suggestions for further
improvements for the effective
implementation of NEP 2020 to
realize its goal.
3. METHODOLOGY :
The methodology consists of a
conceptual discussion on
highlighting the gist of the
national educational
policy framework, highlighting
various sections of the policy of
NEP 2020and comparing it with
currently
adopted education policy.
Identifying the innovations made
using the focus group discussion
method [5-6].
The implications of the policy are
analysed using the predictive
analysis technique [7-8]. Many
suggestions
are given based on Focus group
analysis.
4. HIGHLIGHTS OF INDIAN
NATIONAL EDUCATION
POLICY 2020 :
4.1 Highlights of the Stages :
The National Education Policy
2020 envisions an India
centered education system by
considering its
tradition, culture, values and
ethos to contribute directly to
transform the country into an
equitable,
sustainable, and vibrant
knowledge society. By drawing
inputs from its vast and long
historical heritage and
considering the contributions
from many scholars to the
world in diverse fields such as
mathematics,
astronomy, metallurgy, medical
science and surgery, civil
engineering and architecture,
shipbuilding and
navigation, yoga, fine arts, chess,
etc., the entire Indian education
system is founded and built. The
objective
of the currently announced NEP
2020 is to provide a
multidisciplinary and
interdisciplinary liberal education
to every aspirant to raise the
current gross enrolment ratio
(GER) to 50% by 2035. The
various educational
lifecycle stages announced in the
policy are listed in table 1 along
with their special features [4].
Table 1 : Various educational
stages to be implemented as per
NEP 2020 [4]
S. No.
Educational life
-
cycle
Stage
Features
1 Foundation Stage Five years
Foundational Stage provides
basic education which is
flexible, multilevel, play-based,
activity-based, and discovery-
based
learning. Using time tested Indian
traditions and cultures, this stage is
continuously improved by research
and innovation for the cognitive
and emotional stimulation of
children.
2
Preparatory Stage
Three years Preparatory stage
consists of building on the
play-,
discovery-, and activity-based
learning. In addition to it, this
stage
gradually introduces formal
classroom lea
rning with textbooks. The
International Journal of
Management, Technology, and
Social
Sciences (IJMTS), ISSN: 2581-
6012, Vol. 5, No. 2, August
2020.
SRINIVAS
PUBLICATION
P. S. Aithal, et al, (2020);
www.srinivaspublication.com
PAGE 22
focus is to expose different
subjects to the students and
prepare them
to delve deeper into insights.
3 Middle school
education Stage
Three years of Middle school
education focus on more
abstract
concepts in each subject like
sciences, mathematics, arts,
social
sciences, and humanities.
Experiential learning is the
method to be
adopted in specialised subjects
with subject teachers. Students
are
exposed to the semester system
and yearly two class level
examinations will be conduct
ed.
4 Secondary education
Stage
Four years of Secondary school
education is designed to provide
multidisciplinary subjects
including Liberal Arts education.
This
stage will be built on the subject-
oriented pedagogical and
curricular
style with greater depth, greater
flexibility, greater critical
thinking,
and attention to life aspirations,
Students are exposed to the
semester
system and will study 5 to 6
subjects in each semester. There
will be
Board exams at the end of 10
th

and 12
th

standards.
5
Under
-
graduation
Education Stage
The Undergraduate degrees in
every subject will be of either
three- or
four-year duration with multiple
exit options including a
certificate
after passing first year, a
diploma after passing second
year, or a
Bachelor ’s degree after passing
third year. The four years
undergraduate degree programme
is preferred with major, minors
and
research projects.
6
Post
-
graduation
Education Stage
The Master’s degree – a one-
year for four years bachelor
degree
students, a two-year degree for
three years bachelor degree
students,
and an integrated five-year
degree with a focus on high
quality
research in the final year. The
Masters’ degree will consist of a
strong
research component to strengthen
competence in the professional
area
and to prepare students for a
research degree.
7
Research Stage
Research stage consists of
pursuing high quality research
leading to a
Ph.D. in any core subject,
multidisciplinary subject, or
interdisciplinary subject for a
minimum period of three to four
years
for full-time and part-time study
respectively. During Ph.D. they
should undergo 8-credit
coursework in teaching/ education/
pedagogy
related to their chosen Ph.D.
subject. The earlier one-year
MPhil
programme is discontinued.
8 Lifelong learning The NEP
2020 proposes lifelong learning
and research to avoid
human beings becoming obsolete
in society in terms of knowledge,
skills, and experience to lead a
comfortable life. It is believed
that
education and research at any
stage of life will give further
maturity
for satisfaction in life.

4.2 Comparison of new NEP 2020

with Existing NEP :
The 1986 National Education
policy focussed on the
modernization of the education
sector using information
technology. More attention was
given to restructuring teacher
education, early childhood care,
women’s
empowerment, and adult literacy.
It also proposed that the autonomy
of universities and colleges will
improve
the quality of education services.
But NEP 1986 failed to improve
the quality of education in terms of
creating
graduates with employability skills
and failed to generate research
output in terms of patents and
scholarly
publications. To compensate for
the failure of previous NEPs, NEP
2020 has proposals of a liberal
education
to support multidisciplinary and
cross-disciplinary education and
research in under-graduation and
post-
graduation levels. Table 2
compares the improvements of
some of the features of National
Education policy
International Journal of
Management, Technology, and
Social
Sciences (IJMTS), ISSN: 2581-
6012, Vol. 5, No. 2, August
2020.
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PUBLICATION
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PAGE 24
15 A one year research degree
leading to
M.Phil. in any subject is offered to
provide
preliminary experience to do
research.
A one year research degree leading
to M.Phil. in any
subject is discontinued due to
the reason that
students are exposed to
preliminary research in their
undergraduate an
d post
-
graduate courses.
16 Pass in NET/SLET along
with respective
Masters degrees as an essential
qualification
to become an Assistant
professor in any
three types of HEIs.
Ph.D. degree is compulsory
along with pass in
NET/SLET as an essential
qualification to become
an Assistant professor in any three
types of HEIs.
17 The support of research funds
through UGC
or any other agencies is mainly
for
Universities than Colleges.
The support of research funds
through the National
Research Foundation and any
other agencies will be
equally distributed to all three
types of HEIs based
on a fair evaluation of the research
proposal.
18 HEIs accreditation is
compulsory for
availing funds and government
facilities
only.
HEIs accreditation is
compulsory for functioning
and offering the degree.
Compulsory accreditation
is required once for every five
years for continuous
operation.
19 The graded accreditation
model is followed.
Binary accreditation model will be
followed which
is yes or no system instead of
various grades for
institution.
20 Faculty performance &
accountability is
linked to promotion but not
linked to
compensation.
Faculty performance &
accountability is linked to
promotion and compensation.
21 Choice based credit system.
Liberal education based on
STEAM & Competency
based credit system.
22 Only accredited & permitted
Universities
are allowed to offer Online
Distance
Learning (ODL) education.
All 3 types of HEIs which are
accredited to offer
ODL are permitted to offer ODL.
23 Social engagement for every
student as a
part of the programme
curriculum is
optional.
Social engagement for each
student is compulsory
and should be equal to at least
one full semester
across the entire duration of the
programme.
24 Four years of Bachelor
degree holders are
not eligible for direct admission
to Ph.D.
programme unless they acquire
Masters
degree.
Four years of Bachelor degree
holders with proven
research performance during the
fourth year can
directly admit to Ph.D. programme
without Masters
d
egree in both types of HEIs.
25 Lateral entry is offered in
some
programmes. But no Multiple
entries and
Multiple exit facilities are
available in under
graduation including medical
and
paramedical courses.
Multiple entries and Multiple
exit facilities are
available in under graduation
including medical and
paramedical courses.
26 Undergraduate programmes of
3 years to 4
years depending on the type of
the
programme.
All undergraduate programmes are
of 4 years with,
in some cases, exit at 3 years
is possible with a
degree certificate.
27 Currently, teacher’s education
comprises of
two years B.Ed. programme
after
graduation. So secondary
school teachers
have to spend 5 years after
their higher
secondary education to teach at
higher the
secondary level.
The proposed teacher’s education
comprises of four
years integrated B.Ed. This degree
is a compulsory
requirement to become faculty in
School education
Stages.
28
Suggestion for improving physic
al library
Suggestion for improving online
library
International Journal of
Management, Technology, and
Social
Sciences (IJMTS), ISSN: 2581-
6012, Vol. 5, No. 2, August
2020.
SRINIVAS
PUBLICATION
P. S. Aithal, et al, (2020);
www.srinivaspublication.com
PAGE 25
facility including books & journals
memberships including online
books &online
journals.
29 Both single discipline and
multidiscipline
colleges are promoted.
Only multidisciplinary colleges
and universities are
promoted. All single discipline
colleges have to
convert themselves autonomous
multidisciplinary
colleges or will be closed and
converted into
monuments or public libraries.
30 No foreign universities are
allowed to
function directly in India
About 100 top ranked foreign
universities will be
allowed to function in India to
compete with Indian
universities
31 The coursework of Ph.D.
programme
comprises of research
methodology and
core subject related study
The coursework of Ph.D.
programme comprises of
research methodology, Teaching
& curriculum
development aspects along with
core subject related
study
32 No systematic and authentic
funding
agencies for University and
College
research
National Research Foundation
(NRF) will be
formed to fund for competitive
and innovative
research proposals of all types
and across all
disciplines.
5. HIGHLIGHT OF POLICIES
OF NEP 2020 FOR HE
SYSTEM :
5.1 Higher Education :
(1) HE monitoring and controlling
institutions like UGC, AICTE,
MCI, DCI, INC, etc will be
merged with
the Higher Education Commission
of India (HECI) as a single
regulator for HEI.
(2) The current Accreditation
Institutions like NAAC and
NAB will be replaced by a
robust National
Accreditation Council (NAC).
(3) Establishment of a National
Research Foundation (NRF) to
fund research in universities and
colleges.
(4) Consolidation of existing
fragmented HEIs into two types
of Multidisciplinary Universities
(MU) and
Multidisciplinary Autonomous
Colleges (AC) with the campus
having more than 3,000
students. The
Timeline to become multi-
disciplinary is by 2030 and to have
3,000 and more students by 2040.
(5) Multidisciplinary Universities
will be of two types as (1)
Research-intensive Universities,
and (2)
Teaching-intensive Universities.
(6) Every existing College will
develop into either degree granting
autonomous College or migrated
into a
Constituent College of University
and becomes fully a part of the
University.
(7) The Gross Enrolment Ratio in
HE including Vocational
education will increase from
current 26.3% (2018)
to 50% by 2035.
(8) HEIs which deliver the highest
quality will get more incentives
from the Government.
(9) All existing affiliated
Colleges will eventually grow
autonomous degree-granting
colleges with the
mentoring support of affiliated
University by improving and
securing the prescribed
accreditation level.
(10) The various nomenclatures
used currently such as deemed to
be university, affiliating
university, central
university, affiliating technical
university, unitary university, etc
will be replaced by 'University'
after
fulfilling the required criteria as
per norms.
(11) Research will be included in
UG, PG, level and have a holistic
and multidisciplinary education
approach.
(12) Pedagogy in HEIs will focus
on communication, presentation,
discussion, debate, research,
analysis, and
interdisciplinary thinking.
(13) An Academic Bank of Credit
(ABC) will be established which
would digitally store the academic
credits
of all registered candidates
earned from various recognized
HEIs (SWAYAM & ODL mode)
that can be
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taken into account while awarding
degrees by the college or
university.
(14) Four years Bachelor degree
with multiple exit options, one to
two years Master’s degree based
on the
number of years spent in Bachelor
degree as four or three
respectively, and option to do
Ph.D. for four years
Bachelor degree with research are
possible.
(15) Two years Master degree with
full research in the second year,
One year Master degree for four
years
Bachelor degree holders, and Five
years integrated Bachelor/Master
degree.
(16) All HEIs will focus on
research and innovation by
setting up (1) Start-up
incubation centres, (2)
Technology development centres,
(3) Centres in frontier areas of
research, (4) Centre for Industry-
academic
linkage, and (5) Interdisciplinary
Research Centres including
humanities and social sciences
research.
(17) Student Centred teaching &
learning process instead of
Teacher centred teaching model.
(18) Choice Based Credit System
is revised by an innovative and
flexible Competency Based Credit
System.
(19) Examination system will
change from high-stakes
examinations (Semester End
system) towards a more
continuous and comprehensive
evaluation examination system.
(20) All HEIs will have
professional academic and career
counselling centres with
counsellors available to
all students to ensure physical,
psychological and emotional well-
being.
(21) All HEIs will develop,
support, and fund for topic-centred
clubs and activities organized by
students
with the help of faculty and other
experts as needed, in the area of
science, mathematics, poetry,
language,
literature, debate, music, sports,
etc.
(22) Encouragement for Online
Distance Learning (ODL) courses
as a part of degree programmes to
include
the credit system.
(23) The Degree programmes
may contain in-class teaching,
Online teaching components,
and ODL
components with 40:30:30 ratio
model to achieve a global standard
of quality.
(24) HE quality will be improved
to global quality level to attract
more international students and the
credits
acquired in foreign universities
will be counted for the award of a
degree.
(25) National Scholarship Portal
will be strengthened and expanded
to help the financial needs of
merit-based
students. Private HEIs will be
encouraged to offer larger
numbers of free ships and
scholarships to their
students.
5.2 Teachers Education :
(26) All stand-alone Teachers
Education Institutions should
convert themselves as Multi-
disciplinary HETs
by 2030 to offer only four years
integrated B.Ed. programme.
(27) All schools of foundation,
preparatory, middle, and
secondary level should appoint 4-
years integrated
B.Ed. degree holders as teachers
with dual major specialization
(Education & Subject).
(28) Till 2030, there will be two
years B.Ed. programme for 3 years
UG and one-year B.Ed. for four
years
UG and those who have Master’s
degree in other subjects.
(29) M.Ed. will be one year with
research focus. The faculty
profile in Departments of
Education will be
diverse with Ph.D.’s in different
areas.
(30) All interested senior or
retired faculty will be utilized
short or long term for guiding,
mentoring, or
professional support for
research/training/innovation. A
separate National Mission for
Mentoring will be
established.
5.3 Professional Education :
(31) All stand-alone professional
education institutions in any field
shall aim to become
multidisciplinary
institutions offering holistic and
multidisciplinary education by
2030.
(32) HEIs will be encouraged
to prepare professionals in
agriculture and veterinary
sciences through
programmes integrated with
general education. HEIs offering
agricultural education must focus
on the local
community and involvement in
setting up Agricultural Technology
Parks in the region to promote
technology
incubation and dissemination.
(33) Universities/institutions
offering law education must
prefer to offer bilingual
education for future
lawyers and judges - in English
and State language.
(34) Healthcare education system
must be integrated in such a
way that all students of allopathic
medical
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Sciences (IJMTS), ISSN: 2581-
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2020.
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education must have a basic
understanding of Ayurveda,
Yoga and Naturopathy, Unani,
Siddha, and
Homeopathy (AYUSH), and
vice versa. Greater emphasis
should be given in all forms of
healthcare
education to preventive healthcare
and community medicine.
(35) Technical education should
be offered within multidisciplinary
education institutions and should
focus
on opportunities to engage
deeply with other disciplines.
The focus should be on offering
Artificial
Intelligence (AI), 3-D machining,
big data analysis, and machine
learning, in addition to genomic
studies,
biotechnology, nanotechnology,
neuroscience, with applications
to health, environment, and
sustainable
living.
5.4 Private Institutions :
(36) All private universities are
eligible for graded autonomy
based on their accreditation status.
(37) All private universities /
autonomous colleges have to
maintain an openness in their
financial dealings
and the BoG is responsible for
any irregularities in the
accounting system. BoG should
contain eminent
people well reputed in their
professional area to guide the
speedy development of the HEIs.
(38) All HEIs have autonomy in
deciding their fees structure and
surplus if any should be reinvested
in the
expansion projects with a
transparent accounting system.
(39) All private HEIs should
offer 20% free-ship and 30%
scholarship in the course fee for
meritorious
students in every course which
they offer during a given
academic year and this should
be checked and
confirmed by the accreditation
process.
(40) National Research Foundation
will treat all private HEIs in par
with public HEIs for granting
research
finds which is only based on the
merit of the proposals.
6. INNOVATIONS IN NEP
2020 :
(1) 100 top Indian Universities
will be encouraged to operate in
foreign countries.
(2) 100 top Foreign Universities
will be allowed and facilitated to
operate in India
(3) Every classroom shall have
access to the latest educational
technology that enables better
learning
experiences.
(4) Faculty Stability will be
provided in an appointed
institution with generally no
transfer to other
institutions.
(5) Faculty members get
curriculum and pedagogy freedom
within an approved framework.
(6) Based on academic and
research performance, faculty
incentives &accountability will be
fixed.
(7) Faculty fast-track promotion
system for high impact research
contributions will be offered.
(8) A multiple parameter-based
API policy with peers &
students’ feedback, innovations
in teaching &
pedagogy, professional
development activities, Quality
and impact research, contribution
to an institution in
terms of admission, and social
community contribution will be in
place.
(9) The API policy will clearly be
defined in the Institutional
development plan.
(10) Focus on achieving
sustainable Education
Development Goal (SEDG) &
GER of 50% by 2035.
(11) All Ph.D. registered students
should take one subject related to
teaching/curriculum development
and
accept teaching Assistantship for
enhancing teaching skills.
(12) All students should be
encouraged to take SWAYAM
online courses at least two courses
per semester.
(13) Strengthening Vocational
education (VE) to reach at least
50% of the student population.
HEIs should
plan how VE can be offered to all
the students.
(14) Plan to give B.Voc. as dual
degree programme in ODL
(Online Distance Learning) mode
or 2 hours
evening programme through Skill
labs & partnership with industry &
NGOs.
(15) Currently, research &
innovation investment in India is
of 0.69% of GDP against a global
average of 3%
of GDP.
(16) Inclusion of research and
internships in the undergraduate
curriculum as a very essential
component.
(17) Four functions of (1)
regulation (NHERC), (2)
accreditation (NAC), (3) funding/
grants (HEGC), and
(4) academic standard setting
(GEC) are controlled by an
umbrella institution, the Higher
Education
Commission of India (HECI).
International Journal of
Management, Technology, and
Social
Sciences (IJMTS), ISSN: 2581-
6012, Vol. 5, No. 2, August
2020.
SRINIVAS
PUBLICATION
P. S. Aithal, et al, (2020);
www.srinivaspublication.com
PAGE 28
SRINIVAS
PUBLICATION
P. S. Aithal, et al, (2020);
www.srinivaspublication.com
PAGE 29