a AASOKA Learing app by MBB Group A School's Guide to The National Education Policy 2020 www.dasoka.comTable of Contents Ol. 02. 03. 04. 05. 06. 07. 08. og. 10. 11. 12. 13. 14. 15, 16. 17. 18. What is NEP 2020? Timeline of Educational Policies in India Fundamental Principles of NEP 2020 Key Changes New Academic Structure Foundational Stage Preparatory Stage Middle Stage Secondary Stage Common Goals Skill Development and Vocational Training Assessments Board Exams Teachers: Special Initiatives Professional Development SEDGs 21st-century Skills Sustainable Development GoalsWhat is NEP 2020? The National Education Policy 2020, often referred to as NEP 2020, is a blueprint for reforming India's education system. Approved by the Government of India in July 2020, NEP 2020 marks a significant shift in how we approach education focusing on making it more inclusive, high-quality, and adaptable to change.‘AASOKA Timeline of Educational Policies in India eee © National Policy on Education Free & compulsory education for al children up to the age of 14; introduction of three-language formula National Policy on Education ©@) UST=15) Education to all sections of the society esp. SCs, STs, OBCs & women, focus on primary education us © _ National Policy on Education Quality enhancement of education; development of moral values among children National Education Policy © 202! Equitable, inclusive, and quality education; emphasis on 2ist-century skills, technology integration, improved focus on ECCE, teacher empowerment wwwaasokacom Q2of ‘AASOKA Fundamental Principles of NEP 2020 Multilingualism Promoting multilingualism and learning in mother tongue to preserve linguistic diversity Technology Integration Harnessing the power of technology to enhance the education experience Assessment Reform Moving towards competency-based assessments for a more comprehensive evaluation of students’ abilities Teacher Empowerment Empowering teachers through professional development and training Multidisciplinary Learning Encouraging interdisciplinary learning to break down subject silos and promote multidisciplinary education © © © © « © Access and Equity Ensuring equitable access to quality education for all, regardless of socio-economic background Quality Education Elevating the quality of education by promoting critical thinking, creativity, and problem-solving skills Holistic Development Nurturing holistic development by valuing co-curricular activities, arts, sports, and vocational skills Global Competitiveness Aligning Indian education with global standards to prepare stucients for international competition 2Ist-century Skills Equipping students with life, literacy & learning skills needed to thrive in the 2ist-century wwmaasokaicom OBA ‘AASOKA Key Changes NEP 2020 introduces several significant changes &) @® © Early Childhood Curricular Assessment Teacher Education Reforms Overhaul Development Kfansesd orion Atlexioie and A shit rom Enhanced teacher ‘on early childhood muttigiseipiinary summative to training programmes care and education curriculum that formative artessment, ‘ond continuous (ECE) toensure a empowers Teducing the professional strong foundation for students to choote pressure of exams evelopment yang laarnere subjects of interest ‘hd fostering holistic to improve teaching ‘and relevance. tearing ‘ult New School Structure The 10+2.tructure is replaced with a more flexible 5434344 system, designed to cater to the developmental stages of children, pues skill Development Integrated vocational education ‘nd skill development ‘taining from Class 6 onwards to prepare students for diverse career opportunities. Flexible Board Exams Offering board exams twice a year ‘and allowing students to retain their best scores to reduce stress and encourage holistic earning. 04x o* AASOKA New Academic Structure NEP 2020 marks ai transformative departure from the conventional 10+2 structure to a dynamic 5+3+3+4 framework. It introduces play-based learning for early years, grants more subject choices during middle years, and emphasizes personalized education. This structure caters to the developmental needs of the students, ensuring holistic growth and lifelong learning. Stage AgeGroup | Grades Focus Foundational 3-8 years Anganwadi/ Develop social emotional, cognitive stage Pre-school (3 years) | ‘development through play-based learning. Grades +2 (2 years) | Develop foundational iteracy and numeracy skis the childs mother tongue or a language of their choice Preparatory Stage | 8-11 years Grades 3-5 Develop critical thinking, creat problem-solving skills Curriculum designed to be more flexible and muttidisciptinary, with o focus on experiential learning and hands-on activities ity, and Middle stage 1-14 years Grades 6-8 Develop an understanding of the worid around them, Curriculum designed to be more interdisciptinary and integrated, with @ focus on real-world applications Secondary Stage | 14-18 years Grades 9-12 Curriculum designed to be more individualised and flexible, with o focus on student choice and career ‘exploration In tune with NEP 2020, new curriculum frameworks are introduced to cater to the already existing challenges Foundational Stage - National Curriculum Framework for Foundational Stage (NCF-FS) 2022 Preparatory, Middle & Secondary Stag Adult Education - National Curriculum Framework for Adult Education (NCFAE) National Curriculum Framework for School Education (NCFSE) 2023 Teachers - National Curriculum Framework for Teacher Education (NCFTE) wiwtaasokacom O5‘AASOKA Historically, early childhood care and education (ECCE) in India received limited attention and resources. Over 85% brain development happens by age 6. Quality ECCE is not accessible to many children, especially those from disadvantaged backgrounds. A lack of structured programmes often leads to a weak foundation for young learners, affecting their future academic journeys. 06g ‘AASOKA Current Challenges Despite the growing recognition of its importance, early childhood education in India continues to face significant challenges that hinder children’s holistic development and preparedness for future learning, Here are some of the key challenges that demanded attention: Inequitable access to Low enrolment and quality education high dropout rates Lack of holistic Lack of play-based development learning OQ Inadequate Oo J Oo Poor quality of focus on \ z teaching and foundational \ LU Lg learning learning \ Hy / Lh / 07A ‘AASOKA Strategies to Overcome the Challenges Child-centredness Holistic Development Play-based Learning Foundational Literacy and Numeracy Inclusive Education Experiential Learning Active Learning Language-rich Environment Collaborative Learning wnwmaasokaicom OS‘AASOKA The National Curriculum Framework for Early Childhood Care and Education (NCFECCE) 2022 provides a comprehensive framework for early childhood care and education (ECCE) in india. Objectives ¢ Holistic Development Boleter esac’ era] Goal 1: Children Goal 2: Children Goal 3 : Children maintain good become become evolved health and well-being effective leamers and connect (soe3) communicators with their environment ¢ Foundational Learning: Urgent & Necessary Prerequisite to Learning NEP 2020 and NCFECCE 2022 both place a strong emphasis on foundational literacy and numeracy (FLN) as essential skills for all children. A large proportion of students currently in elementary school - estimated to be over 5 crore in number - have not attained foundational literacy and numeracy, ie, the ability to read and comprehend basic text Grade 3 is the inflection point by which children are expected to “learn to read” so that they can “read to learn” after that. wewwioasokacom) O9NCFECCE-Aligned Pedagogical Practices Hands-on Activities and Manipulatives Outdoor Play Singing and Physical and Activity Music . Storytelling Be Dramatic and Reading Exploration te WRerel tale Aloud Art and Creative eo) lola) Technology Integration 10A ‘AASOKA | Preparatory Stage The Preparatory Stage, spanning Grades 3 to 5 under the National Education Policy (NEP) 2020, marks a crucial phase in a child's educational journey. This stage builds upon the foundational skills acquired in the earlier years, developing a deeper understanding of concepts and nurturing a love for learning, While the Preparatory Stage holds immense promise for holistic child development, it also presents several challenges that demand thoughtful consideration and Ensuring Quality and Equitable Access to Preparatory Education Balancing Activity-based Learning and Foundational skills Fostering Collaborative Learning and Inclusion Pedagogical Flexibility, Continuous Review and Fiotkierreit Promoting Inclusive Education Practices Enhancing Teacher Training and Professional Development proactive measures. 1o* AASOKA & 8° ee. Experiential Learning 6 0 We understand the different learning needs of students. Our books and lesson plans include VAK. V Visual Resources A Resources —_ Kinaesthetic Resources vww.casoklcorn! 12Middle Stage The Middle Stage of education, encompassing Grades 6 to 8, plays a crucial role in bridging the gap between the foundational skills developed in the Preparatory Stage and the more specialized subjects introduced in the Secondary Stage. = Introducing Abstract Concepts: Abstract concepts across various subjects, such as mathematics, science, social science, arts, and humanities, are introduced in a child-centred and age-appropriate manner. = Experiential Learning: Experiential learning is emphasized, encouraging students to engage in hands-on activities, projects, and field trips to enhance their understanding and engagement with various subjects. Integrated and Multidisciplinary Approaches: Integrated and cross-curricular approaches are encouraged, allowing students to make connections between different subjects and see the interconnectedness of knowledge. Interdisciplinary Projects: Interdisciplinary projects are encouraged to foster a holistic understanding of real-world issues and promote critical thinking, problem-solving, and collaboration. Technology Integration: Age-appropriate technology integration is encouraged to enhance learning experiences, providing access to digital resources, interactive tools, and simulation environments. Flexible Assessments: Flexible assessments are encouraged, including formative and summative assessments, to provide students with regular feedback and track their progress. 13Secondary Stage The Secondary Stage of education, encompassing Grades 9 to 12, plays a crucial role in preparing students for higher education, vocational training, and the demands of the 2!st-century workforce. ™ Deepening Conceptual Understanding: The Secondary Stage curriculum builds upon the conceptual understanding developed in the Middle Stage, providing opportunities for further exploration and analysis of complex concepts across various subjects. = Specialization and Multidisciplinarity: The Secondary Stage offers opportunities for specialization in chosen fields of study while also fostering multidisciplinarity, encouraging students to connect knowledge across different subjects. Flexible Curriculum Choices: Students are given greater flexibility in choosing subjects based on their interests, aptitudes, and career aspirations, promoting personalized learning pathways that enhance their understanding and engagement with various subjects. Holistic Development: The Secondary Stage curriculum extends beyond academic subjects, incorporating physical education, arts, and vocational skills to promote holistic development. 2ist-Century Skills: The Secondary Stage emphasizes the development of 2ist-century skills, including critical thinking, problem-solving, creativity, collaboration, communication, digital literacy, and global citizenship. 14g* ‘AASOKA Goals of Secondary Stage Curriculum and Pedagogy NEP 2020 envisions a transformative secondary education system. At its core, it aims to mould individuals into responsible global citizens, equipped not only with knowledge but also with the skills and perspectives needed to thrive in an interconnected world. To achieve these ambitious goals, the NEP outlines a holistic approach to curriculum and pedagogy that emphasizes research-based and experiential learning, critical thinking, creativity, and collaboration. es Deep Conceptual Mastery College and Career Readiness 2ist-century Competencies Lifelong Learning Responsible Global Citizens wwmaasokaicom 15‘AASOKA Subject Integration and Pedagogy

Competency and outcome-based education Sports-integrated, arts-integrated, ICT-integrated and storytelling-based pedagogy Development of scientific temper No separation between curricular/co-curricular/ extra-curricular, academic/vocational, science/humanities, sports/arts/academics Focus on digital literacy, coding and computational thinkingo* ARSOKA Mental and Physical Health Annual health check-ups for all students (spc 3) Reduced weight of bags through curriculum reduction, 10 bagless days in a year Basic health and wellness, skill development (nutrition, fitness, sports, first aid, mental health etc.) (SDG 3) School counsellors to be available for students Improved infrastructure and various interventions for children with disabilities Safe inclusive environment for students at school wwmaasokaicom 17A ‘AASOKA Reduction in Curriculum Critical Thinking ractive olor) Sree Terai} Tesla Multilingual Education Use of home language/mother tongue/local language till grade 5 Project on ‘The Languages of India’ * The three languages to be taught will be decided by the state/UT ® Allclassical languages will be available in schools as options wwviaasokacom | 19 g* ‘AASOKA Skill Development and Vocational Training NEP 2020 focuses on providing vocational training to students to prepare them for the job market. Vocational training will be integrated into general education. Students will have the flexibility to choose from a wide range of vocational courses. Industry partnerships will be developed to ensure that vocational training is aligned with industry needs. A skill development ecosystem will be created to provide students with multiple pathways to acquire vocational skills. Prior learning and certification of skills acquired through informal and non-formal education will be recognized. Entrepreneurship and innovation will be promoted in vocational education. wrwmaasokacom 19AASOKA Assessments “— Forms of Assessment in Grades 3,588 Grade 3 Foundational reading comprehension skills & numeracy development Grades 5,8 Assess basic learning ‘outcomes through core concepts from national and local curricula, HOTS All students will take these assessments throughout their school journey and not just in classes 10 & 12A ‘AASOKA 360-Degree Holistic Report Cards Link between Home and School Project-based and inquiry-based Quizzes, role plays, group work, portfolio etc. Progress in cognitive, affective and psychomotor domains Questionnaires for parents, teachers, and students Self and peer assessments 219 I< Degree AASOKA's 360 Holistic Report Card Ce ea te ieee enn 22g ‘AASOKA Board Exams To reduce the high stakes nature of the exam. One main exam and one improvement exam, if needed. Different systems to be developed — Semester/Annual/Modular Board exams cts at 2 levels Students can choose between standard level and higher level Flexibility to choose subjects they want to study and take board exams in Conducted by National Testing Agency (NTA) More higher-order thinking skills Reduction of Curriculum Help students move away from rote learning9 fa C~ AASOW Teachers Special Initiatives Anew and comprehensive National Creating National Professional Curriculum Framework for Teacher Education, NCFTE 2021, to be 4 Standards for Teachers (NPST) to ensure that all teachers meet high standards of teaching and formulated by the NCTE in consultation with NCERT @ learningA ‘AASOKA Professional Development The NEP 2020 mandates continuing professional development (CPD) for all teachers, to ensure that they are equipped with the latest knowledge and skills. The policy recommends that teachers complete at least 50 hours of CPD per year. It will be merit-based. CPD activities can include a variety of activities, such as Taking online courses ‘or workshops Attending conferences or seminars Participating in mentor -mentee programmes Conducting research Publishing articles or books After performance peer reviews, attendance, commitment, hours of CPD, and lother forms of service to the school and the community developed by State/UT or based on the National Professional Standards for Teachers (NPST) developed by NCTE. 25SEDGs Socio-Economically Disadvantaged Groups (SEDGs) are diverse people who face barriers to education due to their social, economic, or cultural backgrounds. The National Education Policy 2020 (NEP 2020) recognizes the importance of inclusive education and has proposed several critical changes and initiatives to support SEDGs Who are included in SEDGs? The NEP 2020 broadly categorizes SEDGs based on the following identities: © Gender identities : Fernale and transgender individuals © Socio-cultural identities : Scheduled Castes, Scheduled Tribes, Other Backward Classes (OBCs), and minorities © Geographical identities : stucients from villages, small towns, and aspirational districts © Disabilities : Physical and learning disabilities © Socio-economic conditions : grant communities, low-income households, children in vulnerable situations, victims of or children of victims of trafficking, orphans (child beggars in urban areas and the urban poor) wwmaasokacom 26x ‘AASOKA Provisions by NEP Gender-inclusive Gender Inclusion Fund holistic education Schemes for girls and transgender individuals Providing financial assistance to meritorious students from all SEDGs Building free standard boarding facilities in schools wivwtaasokacom 27Critical Thinking Creativity & Innovation Collaboration Communication Information Literacy Media Literacy Technology Literacy Flexibility and Adaptability Leadership and Responsibility Initiative and Self-Direction Productivity and Accountability Social and Cross-Cultural InteractionSustainable Development Goals The 2030 Agenda for Sustainable Development, adopted by all United Nations Member States in 2015, provides a shared blueprint for peace and prosperity for people and the planet, now and into the future. The Sustainable Development Goals (SDGs) are as follows: GOAL 1: No Poverty GOAL2: Zero Hunger GOAL3 : Good Health and Well-being GOAL4 : Quality Education GOALS: Gender Equality GOAL6 : Clean Water and Sanitation GOAL7: Affordable and Clean Energy GOAL8 : Decent Work and Economic Growth GOAL9 : Industry, Innovation and Infrastructure GOALI0: Reduced inequality GOALI1: Sustainable Cities and Communities GOALI2: Responsible Consumption and Production GOALI3: Climate Action GOALI4: Life Below Water GOALI5: Life on Land GOALI6: Peace and Justice Strong Institutions GOALI7: Partnerships to Achieve the Goal[Group GULAB BHAWAN, 6, Bahadur Shah Zafar Marg, New Delhi-110002, INDIA. M: +91-07969213000 | E: [email protected] pam www.aasoka.com