National Education Policy 2020: Transforming

India's Education System

 Sustainable Development Goals

Goal 4 (SDG4) of the 2030 Agenda for Sustainable Development, adopted

by India in 2015 - seeks to “ensure inclusive and equitable quality
education and promote lifelong learning opportunities for all” by 2030
SDG 4
 Introduction to NEP 2020

● National Education Policy

(NEP) 2020 approved on
July 29, 2020
● Replaces the 1986 policy
(modified in 1992)
● Aims to transform India's
education system
● Focuses on access, equity,
quality, affordability, and
accountability
● What do you know about
India's previous education
policies?
Evolution of Education Policies
 Key Objectives of NEP 2020

● Universalization of education from preschool to secondary

level
● 100% Gross Enrolment Ratio (GER) in school education by
2030
● Bringing 2 crore out-of-school children back into the
mainstream
● New Curricular and Pedagogical Structure (5+3+3+4)
● Emphasis on foundational literacy and numeracy
Early Childhood Care
and Education

● Focus on ages 3-8 years

● National Curricular and
Pedagogical Framework for Early
Childhood Care and Education
(NCPFECCE)
● Flexible, multi-faceted, multi-
level, play-based, activity-based,
and discovery-based learning
● Strengthening of Anganwadis
● Why is early childhood education
 Medium of
Instruction
● Emphasis on mother
tongue/local language as
medium of instruction
● At least until Grade 5,
preferably till Grade 8 and
beyond
● High-quality textbooks in home
language/ mother tongue
● Bilingual approach for non-
native language learners
● What are the potential benefits
Focus on Foundational Literacy and Numeracy

● National Mission on Foundational Literacy and Numeracy

● Aim: universal foundational literacy and numeracy in
primary school by 2025
● Emphasis on reading, writing, speaking, counting,
arithmetic, and mathematical thinking
● What strategies could be effective in achieving this goal?
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Observe the images and on the basis of your experience,
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Revamping School Curriculum and Pedagogy

● Reduction in curriculum content to enhance essential

learning and critical thinking
● Focus on experiential learning and 21st-century skills
● Introduction of contemporary subjects like AI, Design
Thinking, Holistic Health
● Art and sports-integrated education
● How might these changes prepare students better for
future challenges?
Vocational
Education● Integration of vocational
education into all schools and
higher education institutions
● Exposure to vocational education
beginning with middle school
● 'Lok Vidya' - important vocational
knowledge developed in India
● Internships with local businesses,
artists, crafts persons
● How might this emphasis on
vocational education impact
youth employability?
 Technology in Education
● National Educational
Technology Forum (NETF)
● Digital infrastructure,
content, and capacity
building
● Online teaching platforms
and tools
● Virtual labs and technology-
enabled learning
● How can technology
enhance access to quality
Reforms in Assessment
● Focus on formative assessment
for learning
● AI-based software to track
student progress
● Redesigning of Board Exams to
test core concepts and
application
● National Assessment Centre,
PARAKH (Performance
Assessment, Review, and
Analysis of Knowledge for
Holistic Development)
Expected Outcomes

● Universal access to quality

education at all levels
● Equitable and inclusive education
system
● Increased GER in higher education
● Holistic and multidisciplinary
education
● Improved learning outcomes and
employability
● How might these outcomes
transform India's social and
 Conclusion: The Road Ahead

● NEP 2020 aims for comprehensive transformation of

education
● Success depends on collaborative efforts of all
stakeholders
● Continuous monitoring and adaptation will be crucial
● Potential to position India as a global knowledge
superpower
● What role can you play in supporting the implementation
 Case Study: The Diverse Classroom
Ms. Sharma teaches a Grade 5 class in a diverse urban school. In her
class of 30 students, there is a wide range of learning needs,
including:
 Several students who are new to the area and primarily speak a
language other than the medium of instruction.
 A few students with diagnosed learning disabilities who require
differentiated instruction.
 Some students who are academically advanced and finish
standard tasks quickly.
 Students from various socioeconomic backgrounds, with differing
access to resources outside of school.
Students with different interests and learning styles (some are
Group Task:
Working in your groups, analyze this case study through the lens of NEP 2020. Consider the following
questions:

Identify the challenges Ms. Sharma is facing. How do these challenges relate to the traditional
education system?

Which principles of NEP 2020 are most relevant to this scenario? (Think about areas like: early
childhood care and education foundation, curriculum and pedagogy, inclusive education,
assessment reforms, teacher professional development, use of technology, etc.)

How would NEP 2020 encourage Ms. Sharma to approach this situation differently? What specific
recommendations from the policy could she implement?

Based on NEP 2020 principles, propose concrete solutions or approaches that Ms. Sharma could use in
her "Water Conservation" unit to effectively engage and support all the diverse learners in her
class. Think about:
o Differentiated instruction methods
o Use of multiple languages or bilingual approaches
o Integration of local context and relevance
o Varied assessment methods
o Collaborative learning activities
o Utilization of technology or other resources
National Curriculum Framework – FS & SE
Introduces the core concepts and rationale

Foundational Stage covers children in the age group of 3 to 8 years. Focuses in institutional
settings, also acknowledges the home environment and community.

Stresses the critical importance of Early Childhood Care and Education (ECCE), highlighting
its roots in Indian traditions. Emphasizes the centrality of 'play' in these years and the essential
role of families and communities.

Lays out the vision and core guiding principles for the NCF including achieving universal quality
ECCE and ensuring optimal developmental outcomes across domains.

Outlines how the NCF integrates with and builds upon recent initiatives such as NIPUN Bharat for
Foundational Literacy and Numeracy and the Vidya Pravesh school preparation module for Grade
1 entrants.

The curriculum and pedagogy for the entire 3-8 age range are conceptualized as a continuum
across institutional settings.
Describes the Learning Standards for the Foundational Stage including Aims of
Education, Curricular Goals, Competencies, and Learning Outcomes,.

The Curricular Goals for the Foundational Stage are based on three specific sources from NEP
2020: the broad Aims of Education, the domains of development (informed by Indian traditions
and modern science), and the focus on Foundational Literacy and Numeracy.

Competencies are defined for each Curricular Goal and are observable, assessable learning
achievements that guide curriculum developers.

Illustrative Learning Outcomes are provided to elaborate on Competencies, serving as a

sample for how outcomes can be articulated for the Foundational Stage. They represent a
learning trajectory across the ages 3-8 and act as a rubric for evaluating achievement, with a
more exhaustive set available in Annexure 1
The overarching aim is to ensure children learn languages in a way that
optimizes learning across all domains, improves communication skills (oral
and written), and enhances socio-emotional skills.

Children learn spoken language most rapidly between the ages of 0 and 8,
emphasizing the importance of these sensitive periods for language acquisition.

States that the primary medium of instruction optimally should be the

child's home language/ mother tongue/ familiar language in the
Foundational Stage, as this is where children learn concepts most rapidly and
deeply.

Describes the development of literacy skills (Reading and wRiting) in the

first school language (R1), with the aim of achieving literacy skills by Grade 3, and
notes that a similar approach is followed for a second language (R2).
Outlines the teaching and learning approach for the Foundational Stage, ample
opportunities to experience, experiment, and explore

Establishes principles of pedagogy focusing on creating a safe, secure, comfortable, and

happy classroom environment

Details various pedagogical strategies, including planning for teaching and differentiated
instruction tailored to children's individual needs and interests

A significant aspect covered is learning through play, utilizing conversation, stories, toys,
music, and art. Also emphasizes building a positive relationship between teachers and
children

Specific strategies for teaching literacy and numeracy are provided, for language and
literacy, this involves moving beyond traditional rote learning to meaning-oriented work,
incorporating emergent literacy, a Balanced Literacy Approach, and the Four-Block Approach

Discusses practical aspects such as managing the classroom and organizing the
learning environment, provides guidance on organizing time with illustrative daily/
weekly routines and time allocations for subjects like language and mathematics.
Choosing, Organising, and Contextualising Content for Teaching focuses
on the selection, organisation, and adaptation of content for teaching and
learning, encompassing the syllabus, principles of content selection, ways of
organising content, teaching-learning materials (TLMs), books/textbooks, and the
learning environment

Assessment for Furthering Learning Objectives describes the approach to

assessment as an integral part of the teaching-learning process to
systematically gather information on children’s learning for informing teachers,
parents, and children about their progress

Organising Time details the importance of effectively organising time and

daily routines for young children to ensure they feel secure and have adequate
opportunities for learning experiences across all development domains
Additional Critical Areas addresses other crucial aspects necessary for the
Foundational Stage, specifically focusing on addressing developmental delay and
disability and ensuring safety and security in schools

Linkages to the Preparatory Stage explains the transition and connection

between the Foundational Stage (ages 3-8) and the subsequent Preparatory Stage
(ages 8-11), describing the shift from development domains to specific curricular
areas and discussing continuity and change

Creating a Supportive Eco-System focuses on establishing a supportive

environment for the successful implementation of the NCF for the Foundational
Stage, outlining the roles of various stakeholders and addressing teacher
empowerment, the learning environment, and technology
Part A articulates the broad Aims of School Education derived from NEP 2020. It
details the desired Knowledge, Capacities, Values, and Dispositions that students
should develop to achieve these aims. It also outlines the elements of the
curriculum, including different Curricular Areas, that enable the achievement of these
Aims

It presents the logic and design principles for the four stages of schooling (5+3+3+4
structure) as recommended by NEP 2020. This stage design is based on considerations
of child development and the increasing complexity of concepts and required
capacities in different curricular areas.

It describes the overall approach to defining Learning Standards, content selection,

pedagogy, and assessment. This includes the rigorous "flow-down" process from
broad Aims to Curricular Goals, Competencies, and specific Learning
Outcomes. Principles for selecting and organising content and methods for effective
teaching (pedagogy) and assessment are also discussed.

It also addresses the importance of time allocation, discussing principles and

approaches for organising daily routines and school time effectively to operationalise
the curriculum and ensure balance across learning areas.
Part B focuses on six critical cross-cutting themes that are
considered extremely vital and pervasive across school education,
aiming to address high-priority areas that do not fit neatly into
single curricular or administrative areas.

The six themes covered are:

 The Indian Vision of Education,

 Values and Dispositions,
 Learning about and Caring for the Environment,
 Inclusion in Schools,
 Guidance and Counselling in Schools,

 Use of Educational Technology in Schools

 Part C details the curriculum for specific school subjects across the various Stages
of schooling, from the Foundational Stage through Grades 11 and 12
 It starts with the Foundational Stage (ages 3-8), outlining learning based on
developmental domains and habits appropriate for Early Childhood Care and Education
(ECCE)
 For Grades 3 to 10, separate chapters define the aims, nature, principles, Learning
Standards (Curricular Goals and Stage-wise Competencies), pedagogical approaches, and
assessment strategies for eight key Curricular Areas: Languages, Mathematics,
Science, Social Science, Art Education, Education in Interdisciplinary Areas, Physical
Education and Well-being, and Vocational Education.
 For Grades 11 and 12 (Secondary Stage), Part C describes the design and approach
for offering a wide range of subjects and courses, allowing students flexibility and
choice for deeper study in disciplines or specific vocations aligned with the National Skills
Qualifications Framework (NSQF).
 Within each relevant chapter, Part C provides specific Learning Standards, principles for
content selection, and pedagogical and assessment methods, building upon the general
principles discussed in Part A but tailoring them to the specific nature and requirements of
each subject or stage
Part D discusses the School Culture and School Processes that are considered
essential for creating the ethos necessary to achieve the Aims of Education.
It defines School Culture by its underlying values, norms, and beliefs, emphasizing
that students learn significantly from the visible manifestations of these in behaviours,
relationships, and practices within the school.
It stresses the importance of nurturing positive relationships among all school
members (students, Teachers, Principals, parents) and fostering a culture of care as
fundamental to a supportive learning environment.
It describes formal and well-defined School Processes, such as the school
timetable, assembly, and student committees, as necessary for the smooth functioning
of the school and enabling the achievement of Curricular Goals, ensuring these processes
reflect and reinforce the school's values

Part D emphasizes the need for systematic and deliberate efforts to develop
desirable values and dispositions and to confront and address discriminatory social
practices within the school, ensuring the culture and processes contribute to an
inclusive and equitable environment
Part E focuses on Creating a Supportive Ecosystem for schooling.
It addresses the critical need for Capacity Building for Implementation
across all stakeholders, including Teachers, Head Teachers, Principals,
syllabus and teaching-learning material developers, Teacher Educators,
academic and administrative functionaries, parents, and community
members.
It highlights the necessity of Ensuring an Appropriate Environment for
Learning, detailing the required infrastructure and learning resources.
It discusses Enabling and Empowering Teachers, recognizing their
central role in reforms
It emphasizes the importance of Community and Family Engagement in
supporting students' learning
Competency Based Education
The NEP 2020 calls for a shift in assessment from:

 Summative and primarily testing rote memorization skills

To one that is:

 More regular and formative

 More competency-based
 Promotes learning development for students
 Tests higher-order skills, such as analysis, critical thinking
and conceptual clarity
 What is Competency-Based Education
(CBE)?
 Focuses on the student's demonstration of learning outcomes.
 Aims for students to attain proficiency in specific competencies in
each subject.
 Empowers students.
 Provides a meaningful and positive learning experience.
 Places the learner at the center.
 Actively engages students in the learning process.
 Emphasizes real-world applications of knowledge and skills.
 Highlights the authenticity of the learning experience.
Key Features of CBE Approach
What does Competency-Based Education look
like?
 Benefits of Competency-Based Education

• Integrates higher-order thinking skills.

• Uses interdisciplinary approaches.
• Includes problem-solving.
• Develops social and emotional skills.
• Fosters global literacy and citizenship.
• Prepares learners for both national and international
labour markets.
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