NEP 2020

National Education Policy 2020

 Ministry of
Human Resource
Development
iS!'lil Government of India

Vision of the National Education Policy

2020

and
vibrant knowledge society, by providing high-quality
education to all
Develops a deep sense of respect towards the fundamental

e rights, duties and Constitutional values, bonding with one's

country, and a conscious awareness of one's role and
responsibilities in a changing world

0 Instils skills, values, and dispositions that support

responsible commitment to human rights, sustainable
development and living, and global well-being, thereby
reflecting a truly global citizen
 Ministry of
Human Resource
Development
'ffi'litlr ;;nm Government of India

Key Principles of
NEP
Respect for Diversity & Local
Context In all curriculum, pedagogy, Emphasize
and policy. Conceptual
Understanding
Rather than rote learning
Equity & Inclusion
and learning-for-exams
As the cornerstone of
Unique Capabilities
all educational
Recognizing, identifying
decisions.
them in each student.
Community Participation
Encouragement and facilitation for
Critical thinking
philanthropic, private and
and Creativity
community participation.
To encourage logical
making
decision­and
Use of Technology
innovation
In teaching and learning, removing
Continuous Review
language barriers, for Divyang
Based on sustained
students, and in educational planning
research and regular
and management.
assessment by educational
 Ministry of
Human Resource
Development
iS!'lil Government of India

Universal Access to Early Childhood Care & Education

(ECCE)
Universal Access
For children of 3-6 years: access
to free, safe, high quality ECCE
J .
. •

•
-------7
:
I

:
at • I

Anganwadis/Pre-school/Balvatika
Multifaceted
Foundational Learning Curriculum Flexible, multi-level, play-
For age group of 3-8 divided in two based, activity-based,and
parts: inquiry­ based learning
(i) From age 3-6 in ECCE and (ii) age
6 to
8 in class I and II in primary school
I
L--------- I

· -- -- -- - -- PreparatoryClass
Prior to the age of 5 every child
will move to a "Preparatory
Class" or "Balvatika" (that is,
before Class 1)
Implementation to be jointly carried out by Ministries of HRD, Women and
Child Development (WCD), Health and Family Welfare (HFW), and Tribal
 Ministry of
Human Resource
Development
iS!'lil Government of India

Ensuring Universal Access to Education at all

levels
Multiple Pathways Bring Back Drop-outs
Multiple pathways to
To bring drop out
learning; involving
children back to school
both formal and non-
formal education
modes

Build Schools
Alternative Centers
Promoting both Alternative and
governments and non-
innovative education
governmental philanthropic To ensure access
centers
organizations to build and opportunity to
schools a// children

Learning Outcomes Peer Tutoring

Focus will be on Suitable for all
achieving desired categories business and
learning outcomes at all personal presentation
levels
 Ministry of
Human Resource
Development
iS!'lil Government of India

Expected Outcomes

• Universalisation of Access - from ECCE to Secondary

• Ensure eguity 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 Literaci & Numeracy
(FLN)
• Focus on 21st centuri 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

I
 Ministry of
Human Resource
Development
iS!'lil Government of India

Transforming Curricular & Pedagogical

Structure
Existing Academic
Structure
I New Academic Structure New pedagogical and curricular
structure of school education

2
I ..
..
>
(5+3+3+4): 3 years in Anganwadi/pre-
school and 12 years in school
4 Years ,

Years (Class 9 to
C'CI
"'Cl
c.>
• Secondary Stage(4) multidisciplinary
C
CV
0
Cl)
12)
(Age 14-18) study, greater critical thinking,
CV flexibility and student choice of
"'Cl
:2
::ii:
subjects

0
• Middle Stage (3) experiential
C'C
learning in the sciences,
mathematics, arts, social sciences,
I
.C. .
C
Cl..
.. V
and humanities
2 years
• Preparatory Stage (3) play,
C'CI
C
{Class 1 & 2) (Ages 6- .0:;
discovery, and activity-based and
C'CI
8) "'Cl
C
3 years =
(Anganwadi/ pre­
0
u.. interactive classroom learning
school/Balvatika)
(Ages 3-6)
• Foundational stage (5)
 Mini stry of
Human Resource
Development
'ffi'litlr ;;nm Government of India
'Wo
v
ECCE
Framework
NCPFECE Multi-faceted
National Curricular and
Pedagogical Framework 0 Framework
Comprising of alphabets,
for Early Childhood

' . :<-g:
languages, numbers,
Education
(NCPFECE) will be drafted
counting, colours, shapes,
NCER
by
indoor and outdoor play,
T
puzzles and logical

~ o7 e 1!!
thinking, problem-
solving,drawing, painting
and other visual art, craft,
drama and puppetry, music
Research and and movement
School
Best Practices
NCPFECE will be aligned 11 Preparation
Module
with the latest research on
ECCE, and national and A 3-month play-based
international best practices 'school preparation module'
for all Grade 1 students to
 Ministry of
Human Resource
Development
iS!'lil Government of India

Early Childhood Education: Learning in the Formative

Years - ·
<ii' - -
Dev-;io;;;n;c;o;ty-,,
/ /
- - Te;m;:;ork&-
Collaboration elJt,
Logical Thinking & ' ,
Play-based & Discovery-
Problem Solving .... , based learning

/ '- - -- ---

- - - - -E; i -
- -
I
•\
Relationship with Nature
J
' ' '-- - - - - - -
Self-Identity

Colours, Shapes, Alphabets

& Numbers
--
· - - - - , Etiquette, Behaviour and

-
 Ministry of
Human Resource
Development
iS!'lil Government of India

Attainment of Foundational Literacy And Numeracy by Grade 3 in Mission

mode
Early 3-month Play based
Learning School
Focus on early reading, writing
Book &
Promotion mathematics 3-month play-based school
National Book Promotion Policy preparation module' for all
will be formulated and public Grade 1 students
and school libraries will be National
expanded Repository
National Mission National Repository-High
Quality Teaching and Learning
National Mission on Resources on DIKSHA
Foundational Literacy and
Numeracy
Libraries
Foundational Skills
Universal acquisition of School libraries, including
foundational learning digital libraries to be
skills FLN leveraged

by
Grade
3
 Ministry of
Human Resource
Development
iS!'lil Government of India

Reduction in
Curriculum

Core Essentials Critical Thinking Interactive Classes Experiential Learning

Curriculum in all Focus on critical Interactive teaching Fun, creative, collaborative,
subjects to be reduced thinking, inquiry, with reduced and exploratory activities in
to its core essentials discovery, discussion dependency on classroom for experiential
and analysis­ based textbook learning; learning and deeper student
teaching and learning Questions from students learning
methods for holistic will be promoted
education
• Curriculum and pedagogy to be transformed by 2022 to promote skill based and minimize rote
based learning
• Revision of NCF for school education and NCF for teacher education 2009 by 2021
 Ministry of
Human Resource
Development
iS!'lil Government of India

Focus on LOs, Competencies and subject -

integration

Competency based education Integration of Development of scientific

subjects temper
Modules on preparing and implementing Through arts integrated, sports Development of scientific temper and
pedagogical plans based on competency integrated, ICT integrated and inculcation of knowledge and practice
and outcome-based education for school storytelling based pedagogy among of human and constitutional values
leaders others as standard pedagogy 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-curricuIar/ extra- Emphasis on digital literacy, coding Promoting states to enter into
curricular; and computational thinking, ethical bilateral agreements with nearby
• academic/vocational; and moral reasoning states to hire language
• science/humanities; teachers
• sports/art/academics
 Ministry of
Human Resource
Development
iS!'lil Government of India

Mental and physical health and well-

being: for students to acquire skills in: health and nutrition; physical education, fitness, wellness, and
Mandatory
sports

Health check ups Hiring counsellors in school complexes

Annual health check up for State governments will be encouraged to hire
all students adequate number of counsellors and teachers (to
be shared across school complex)

Reduce weight of school

bags Focus on children with disability
Differentiated interventions and suitable
Reduced weight of school bags and infrastructure development at schools to
textbooks through suitable changes make access easier for children with
in curriculum and pedagogy disability
Mandatory skills: Health and
Wellness Inclusive and caring culture at
Mandatory skills to be imbibed by
school
all students - health, nutrition, The role and expectations of principal and
physical education, fitness, wellness, teachers will explicitly include developing a
sports. In addition- Basic training in caring and inclusive culture at school
preventive health care, mental
health, first aid, personal and
public hygiene will be included in
 Ministry of
Human Resource
Development
iS!'lil Government of India

Innovative Pedagogy: Transforming teaching learning

process

Experiential Learning Equal Weightage

• Focus on experiential, • No hard separation between
inquiry and discovery based curricular, co-curricular and extra
teaching learning methods curricular area.
•
Freedom of choosing a
variety of subject combination to
be provided
Integrated Pedagogy Bagless Days
• Arts, sports, and story-
• Bagless days to be scheduled
telling and !CT-integrated
pedagogy in academic calendar

Promotion of peer Use and integration

tutoring of technology
• Promoting peer tutoring as • Integration of technology
voluntary and joyful activity enabled pedagogy in classes 6-
under the supervision of 12
teachers
 Ministry of
Human Resource
Development
iS!'lil Government of India

Textbook with local content and

flavour

All textbooks to contain States to prepare their own

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

Affordable, high-quality

-
Concerted efforts, through
and energised textbooks suitable changes in
to be provided along with curriculum and pedagogy to
free digital version on significantly reduce the
DIKSHA Platform weight of school bags and
textbooks
 Ministry of
Human Resource
Development
iS!'lil Government of India

India's future and India's leadership role in upcoming

fields

Computational Computational
thinking
Increased emphasis on mathematics and
computational thinking throughout the
!ill thinking
Activities involving coding will be introduced
in Middle Stage
school years

Mathematical thinking and problem

solving Including contemporary subjects in schools
Inculcate mathematical thinking and problem Teaching of contemporary subjects at middle
solving through a variety of innovative and secondary stages: Artificial Intelligence,
methods, including the regular use of puzzles Design Thinking, Holistic Health, Organic Living,
and games Environmental Education, Global Citizenship
Education (GCED)
 Ministry of
Human Resource
Development
iS!'lil Government of India

Knowledge of
India
Video documentaries on inspirational luminaries of Will be incorporated in an accurate and
India, in science and beyond scientific manner wherever
Students will be given a logical framework for relevant.
Indian Knowledge Systems, including tribal
making ethical decisions at a vounq knowledge and indigenous and traditional ways of
aqe. learning, will be covered.
In later years, expanded along themes of cheating,
violence, plagiarism, littering, tolerance, equality, r
Specific courses in tribal ethno-medicinal practices,
empathy. " forest management, traditional (organic)
Traditional Indian values and all basic human and crop
cultivation, natural farming, etc. will also be
Constitutional values will be developed in all .. made available.
students.
Excerpts from the Indian Constitution will also Curriculum to include knowledge from ancient India
be considered essential reading for all to modern India as well as future aspirations.
, students.
Basic training in health, mental health, good Scientific explanations of the detrimental and
personal
nutrition,and public hygiene, disaster response and damaging effects of alcohol, tobacco, and other
"'"-------
first­
-- - - - - - - - - -
aid w i ll a ls o b e in clu de d . drugs will be part of
curriculum.
,
, ' ..
 Ministry of
Human Resource
Development
iS!'lil Government of India

Reforming examinations in grades 9 to 12 including board

exams

Board exams will be made 'easier', as Teachers to be prepared for a

they will test primarily core transformation in the assessment system
capacities/competencies by the 2022-23 academic session

Viable models to be explored:

e Each School Board shall ensure equivalence

J
annual/semester/modular Exams; two
of academic standards in learner's
parts exams - objective type and
attainments
descriptive type.

Guidelines will be prepared by NCERT,

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

I Beginning with Mathematics, all subjects could be offered at two

levels
 Ministry of
Human Resource
Development
iS!'lil Government of India

Transforming the culture of

assessment

I Continuous tracking of
learning outcomes of each
child
National Assessment Centre
will help in bringing greater
synergy in board exams
Board exams to conducted by various Boards
be more flexible, of Assessments

I
with assessment
of essential skills
Self Assessment and
Assessment to focus Peer Assessment
on core concepts,
higher order and
foundational skills The National Testing
Agency (NTA) wi11
work to offer a high-
Al-based software to quality common aptitude
help track the progress test, to eliminate the
of the Students to need for taking coaching
enable them to make for these exams
optimal career choices.
 Ministry of
Human Resource
Development
iS!'lil Government of India

Holistic Progress
Card
States/UTs to redesign Progress Cards in Progress in project-based and inquiry­
schools to make them holistic, 360- based learning, quizzes, role plays,
degree, multidimensional report group work, portfolios, etc., to be
included in report cards

Progress card will include self- The holistic progress card will actively
assessment, peer assessment, and involve parents in their children's
teacher assessment education and development.

Cards to reflect the progress and Al-based software to be developed to

uniqueness of learner in the cognitive, help track growth through school years
affective, socio-emotional, and and to help students make optimal
psychomotor domains career choices.
 Ministry of
Human Resource
Development
iS!'lil Government of India

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
 Ministry of
Human Resource
Development
iS!'lil Government of India

School
Complexes/Clusters Sharing
Resource Governance
s Effective
Enable sharing governance of
of human & schools
infrastructura
I resources Integration
Efficiency Better integration
Efficient of education
expedition and across all levels
resourcing for through connected
schools through schools and shared
building school teachers and
complexes resources

BalBhavan Samajik Chetna Kendras Planning Pairing

Strengthening/setting-up Unutilized capacity of Development of Schools
of Bal Bhavan for children schools to be used as short-term and Twinning/pairing
of all age group to Samajik Chetna long-term of one
partake in art-related, Kendra to promote plans (SDPs) government
career-related, and play- social, intellectual, and school with one
related activities voluntary activities private school
I
Ministryof
Human Resource
Development 'Wo
unra
v
Government of India

ffi<liR

Standard-setting and
0
Public and private schools (except the
Accreditation Central Government schools) will be
assessed and accredited on common

•
To ensure all schools follow
minimum criteria
certain mm1mal professional Private/philanthropic schools to be
an quality standards encouraged and enabled to play a
beneficial role.

0 Setting up State School

Development of School Quality
Assessment and Accreditation Framework
Standards
Authority(SSSA) (SQAAF) by SCERT & NCERT

Self-disclosure of all the basic Periodic 'health check-up' of the

regulatory information of all schools overall system through a sample-based
at SSSA and School website National Achievement Survey (NAS)
 Ministry of
Human Resource
Development
iS!'lil Government of India

Teacher
Education
4year
Integrated 2 year B. Ed 1 year
B.Ed B.Ed

Minimum degree For applicants with For those who have

qualification for teaching an existing completed the
that includes student­ Bachelor's Degrees equivalent of 4-year
teaching at local multidisciplinary
schools, by 2030 in other specialized
subjects Bachelor's Degrees or
have obtained a
Master's degree in a
specialty
Teacher education will gradually be moved by 2030 into multidisciplinary 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.
 Ministry of
Human Resource
Development
iS!'lil Government of India

Teacher
Education
4year
Integrated 2 year B. Ed 1 year
B.Ed B.Ed

Minimum degree For applicants with For those who have

qualification for teaching an existing completed the
that includes student­ Bachelor's Degrees equivalent of 4-year
teaching at local multidisciplinary
schools, by 2030 in other specialized
subjects Bachelor's Degrees or
have obtained a
Master's degree in a
specialty
All B.Ed. programmes will include training in time-tested techniques in pedagogy, multi-level teaching
and evaluation, teaching children with disabilities, teaching children with special interests or talents,
use of educational technology, and learner-centered and collaborative learning
 Ministry of
Human Resource
Development
iS!'lil Government of India

Teacher
Education
4year
Integrated 2 year B. Ed 1 year
B.Ed B.Ed

Minimum degree For applicants with For those who have

qualification for teaching an existing completed the equivalent
that includes student­ Bachelor's Degrees of 4-year
teaching at local multidisciplinary
schools, by 2030 in other specialized
subjects Bachelor's Degrees or
have obtained a
Master's degree in a
Shorter local teacher education programmes to be available at BITEs, DIETs, or at schoolspecialty
complexes for
eminent local persons who can be hired to teach at schools as 'master instructors', for promoting local
professions, knowledge, and skills, e.g., local art, music, agriculture, business, sports, carpentry, and
other vocational crafts
 Ministry of
Human Resource
Development
iS!'lil Government of India

Improving Teacher
Education
Stringent action against
All teacher
substandard stand-alone
education
Teacher Education
programmes to be
Institutions (TEis).
conducted within
composite National Higher Education
multidisciplinary Regulatory Council (NHERC), to
comprehensive National
institutions.
Curriculum Framework
....... ,, ... NTA testing for function as single point
New and Education admission to regulator for higher education
for Teacher sector including teacher
,. B.Ed.
(by 2021) I 1 • · 1 4 1 f •
education

CD
Setting-up of National
Mission for
Only educationally­
Mentoring with a
sound, multidisciplinary,
large pool of
and integrated teacher Teacher Eligibility Tests
outstanding
education programmes Merit based (TETs) at all stages
senior/ retired faculty
to be made available scholarships for 4 will be strengthened
year B.Ed. Integrated
 Ministry of
Human Resource
Development
iS!'lil Government of India

Teacher recruitment and

deployment
Strengthening TETs Transparent transfer system
Teacher Eligibility Tests (TETs) for all 0 Online computerized system for teacher
teachers across Foundational, Preparatory, transfers to ensure transparency
Middle and Secondary stage in both public
and private schools 0 Test score and demonstration - part
of recruitment
Subject score from TET or NTA tests
Tech based planning for teacher
recruitment
0 and classroom demonstration to be
Technology-based planning and forecasting taken into account for recruitment of
of teacher-requirement to assess expected subject teachers
subject-wise teacher vacancies over next two
0
decades
Restructuring of NCTE
Certificate Courses
0
NCTE to be restructured as a
Developing specialization for subject or Professional Standard Setting Body
generalist teachers, teaching children with
disabilities/ Divyang children, during pre-
0 (PSSB) under General Education Council
(GEC)
service teacher preparation with synergy
between NCTE and RCI
 Ministry of
Human Resource
Development
iS!'lil Government of India

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
 Ministry of
Human Resource
Development
iS!'lil Government of India

School
Leadership
Necessary facilities for the
initial professional preparation CPD opportunities will, in
of these educators and their particular, systematically cover
Continuous Professional the latest pedagogies
Development (CPD)

..
....... ,,
I 1 • · 1 4 1 f ,_

. ,.

At least 50 hours of CPD

C Ample opportunity to get upskilled on latest pedagogy

D
for teachers based on related to foundational literacy and numeracy, formative
their own interest and and adaptive assessment of learning outcomes,
professional areas individualised and competency-based learning and
related pedagogies
 Ministry of
Human Resource
Development
iS!'lil Government of India

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 beggars
/
in urban areas, and the urban poor).
Separate strategies will be formulated for focused attention for reducing each of
the category-wise gaps in school education.
'
I
Ministryof
Human Resource
Development 'Wo
unra
v
Government of
India

ffi<liR

Ensuring
Equity
Interventions SEZs
The critical problems and Large populations from
recommendationsregarding ECCE, SEDGs to be declared
foundational literacyand numerayc, Special Education Zones Fee Waivers
access, enrolment and attendance {SEZs) Fee waivers and scholarships will be
will be targeted in a concerted
offered to meritorious students from
wayfor
Socio=EconomicallyDisadvantaged
all SEDGs on a larger scale
groups - SEDGs.
Special
Counsellors
Mechanisms
Special mechanisms for Recruitment of counsellors
children belonging to tribal in schools
groups to receive quality
education
Learning Additional Schools
Outcomes Setting-up of additional
Focus on attainment of JNVs and KVS in
learning outcomes of aspirational districts/SEZs
children belonging to EQUIT
SC/ST/OBC Y
 Ministry of

s;i,rn
Human Resource
Development
Government of India
'Wo
tl@rc;r;
WU r.100 00
-=-r_,.JLiUu:.1 v
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i1 □□lt}
JOOO\ ICTicnffilQ.J
1i:.
rBBf J Gender Inclusion Fund
Gender-Inclusion Fund for female
- and transgender students

J Safety and Rights

Careful attention to safety
Bridging Gender Gap
Focus on bridging the Gender
and rights of all children Gap and provide equal
particularly girls opportunities to all.
to retain them in school

r-
I
Policies targeted for Girls
KGBVs
Thrust on designing policies and

i;
Strengthening and extension of schemes targeted towards
KGBVs up to grade 12 female students in the SEDGs

Gender Sensitivity
'Gender Sensitivity' to be an
integral part of curriculum
 Ministry of
Human Resource
Development
iS!'lil Government of India

Supporting Children with Special Needs

(CWSN)
Enabling Mechanisms
Enabling mechanisms for CWSN
or Divyang to receive quality
Regular Schooling education
Children with special needs will
be integrated in the regular
schooling process from Assistive Devices and Orientation to
elementary to higher education Parents
levels
Technology enabled assistive
Modules devices/tool for CWSN and orientation
of the tools/devices for
NIOS will develop high-quality 0----.....• parents/caregivers
modules to teach Indian Sign .....
Language
Alternative Schools
Alternative forms of schools will be
Certificate Courses encouraged to preserve the
Certificate courses for pre-service 0----.....• alternative pedagogical styles
and in-service teachers to become .....
special educators
I
Ministryof
Human Resource
Development
unra Government of
India

Integrating Vocational Education at All

Levels
LokVidya
Practice Based Curriculum
'LokVidya', knowledge developed
A practice-based curriculum for in India, will be made accessible
Grades 6-8 to be appropriately to students
designed

Skill Gap Analysis

Skills Framework
Focus areas based on skills
gap analysis and mapping of National Skills Qualifications
local opportunities Framework will be detailed further for
each discipline vocation/ profession
Open Distance Learning Mode
Courses to be offered through
Open and Distance Learning (ODL) Vocational Crafts
mode.
All students of grades 6-8 will intern
Exposure to vocational education with local vocational experts such as
carpenters, gardeners, potters, artists,
By 2025, at least 50% of learners etc. to develop a vocational craft
shall have exposure to vocational
education
 Ministry of
Human Resource
Development
iS!'lil Government of India

Setting up of
PARAKH
l!I Assessments
PARAKH
········ Shift towards competency based
·· assessments
Setting-up of National Center for Performance
Assessment, Review and Analysis of Knowledge · · · · · · · · ·

-..
for Holistic development (PARAKH) · •: : A, 21st Century
Skills
Promoting critical and creative thinking aligned
to the 21st century in classrooms

Objectives of PARAKH
..
I
• 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
 Ministry of
Human Resource
Development
iS!'lil Government of India

Support For Gifted Students/ Students With Special

Talents

Encourage gifted/talented students

Efforts for interventions in rural
Pursue realm beyond the general
school areas and in regional languages to
curriculum ensure widespread participation

Project-based clubs to
be encouraged and supported Extensive use of technology to
and supported at all levels in encourage talented/gifted
schools children

Olympiads and competitions NCERT and NCTE will

in various subjects to be develop guidelines for the
conducted education of gifted children
across the country
B.Ed. Programmes to allow
specialisation in education of
gifted children
I
Ministryof
Human Resource
Development
unra Government of India

Online and Digital

Education
Inclusion and Digital

I
Access Platforms
Enhance Educational Access To

I
Digital platforms and ongoing ICT­
Disadvantaged Groups
based educational initiatives to be

p ONE NAT
including Divyang students
optimized and expanded

Blended Learning Pilot ON

DIXSHA.

Studies ONEDICITAL

I
Emphasis on effective models PLATFORM
of blended learning A series of pilot studies to be

w
conducted

Content Creation Expansion of

Platforms
-
I
Content creation, digital repository, -
Expansion of existing e-
and dissemination. Technology
leaming platforms- DIKSHA,
Integration In Teaching, Learning &

-
SWAYAM, etc.
Assessment

m
 I
Mini str y of
Human Resource
Development
unra Government of India

I
Innovative Initiatives
Innovative initiatives for adults with
the help of community
participation and The Adult Education Curriculum
technology integration To Include Following Five Types
Integration with HEls Of
Integration of Adult Education '
A. Foundational
Programme: Literacy
Centres (AECs) with HEls and
And Numeracy
other
public institutions B. Critical Life Skills
Technology Based
..- Options C. Vocational Skills Develo
....-:=:-- Technology-based high quality options pment
for adult learning such as apps,
online courses/modules, satellite- D. Basic Education /
based TV
E. Continuing Educat ion
channels
." Online
1 Books

1
Online books, !CT-equipped
libraries, Adult Education Centres,
etc. to be developed through
government and
 Ministry of
Human Resource
Development
iS!'lil Government of India

Timeline for Implementation of ECE and new Assessment

pattern
Initiating implementation Expansion of 1 year
of 1 year of pre-primary of pre-primary school
Early school and 3-month -------- through primary ------------ --
ChiIdhood preparatory module for - schools and -
Education Class -1 students Anganwadis •
(Phase1) (Phase 2)
2021-22 2022-23 2023-24 2024-25 2025-26

Implementation
of new
curriculum and
assessment
New Board Exam pattern
for

I
Class 12th
New Board Exam pattern
for - - -
Class10th
 Ministry of
Human Resource
Development
iS!'lil Government of India

Timelines for Implementation in NEP

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

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

National State/UT governments to Teacher education will

Curriculum optimize resources through gradually be moved into
mechanisms to group or multidisciplinary colleges
Framework rationalize schools, such and universities, with
for as, school complexes minimum deg. qualification
4-year B.Ed.
Teacher
Education
t
At least 50% of learners Only educationally sound, multidisciplinary,
exposed to vocational and integrated teacher education
education in the school programmes shall be in force and all TEis
and higher education will be converted into multi-disciplinary
system institutes
 Ministry of
Human Resource
Development
iS!'lil Government of India

New Features (1/3)

Preparation for Schooling and Elementary Schooling
•
Level
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

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 methods
• Book promotion policy and digital libraries
• Holistic Report card - use Al 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
 Ministry of
Human Resource
Development
iS!'lil Government of India

New Features (2/3)

lnclusivity
• Gender Inclusion Fund; KGBVs upto class 12
• 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
• 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
• 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
 Ministry of
Human Resource
Development
iS!'lil Government of India

New Features (3/3)

Teacher Recruitments/ Teacher
• Minimum qualification degree for teaching will be a 4-year integrated B.Ed. degree by 2030
Education
• Teacher recruitment based on TET, NTA test and teaching demonstration; TET mandatory for teaching
• 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
• Mandatory for every PhD student to do a module on teacher education

Role of Government Departments/Bodies/Institutions

• State Department to look after policy making; Directorate of Education to look after operations, SCERT to
look after academics and State School Standards Authority to set minimum common standards for
online self-disclosure by all public and private schools
• 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 and learning