NATIONAL EDUCATION POLICY, 2020

INTRODUCTION
Education is fundamental for achieving full human potential, developing an equitable
and just society, and promoting national development. Providing universal access to
quality education is the key to India’s continued ascent, and leadership on the global
stage in terms of economic growth, social justice and equality, scientific
advancement, national integration, and cultural preservation. Universal high-quality
education is the best way forward for developing and maximizing our country's rich
talents and resources for the good of the individual, the society, the country, and the
world. India will have the highest population of young people in the world over the
next decade, and our ability to provide high-quality educational opportunities to them
will determine the future of our country.

The global education development agenda reflected in the 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. Such a lofty goal will require the entire education system to be
reconfigured to support and foster learning, so that all of the critical targets and goals
(SDGs) of the 2030 Agenda for Sustainable Development can be achieved.

The world is undergoing rapid changes in the knowledge landscape. With various
dramatic scientific and technological advances, such as the rise of big data, machine
learning, and artificial intelligence, many unskilled jobs worldwide may be taken over
by machines, while the need for a skilled workforce, particularly involving
mathematics, computer science, and data science, in conjunction with
multidisciplinary abilities across the sciences, social sciences, and humanities, will be
increasingly in greater demand. With climate change, increasing pollution, and
depleting natural resources, there will be a sizeable shift in how we meet the world’s
energy, water, food, and sanitation needs, again resulting in the need for new skilled
labour, particularly in biology, chemistry, physics, agriculture, climate science, and
social science. The growing emergence of epidemics and pandemics will also call for
collaborative research in infectious disease management and development of vaccines
and the resultant social issues heightens the need for multidisciplinary learning. There
will be a growing demand for humanities and art, as India moves towards becoming a
developed country as well as among the three largest economies in the world.

Key Points School Education:

 Universalization of education from preschool to secondary level with 100%
Gross Enrolment Ratio (GER) in school education by 2030.
 To bring 2 crore out of school children back into the mainstream through an
open schooling system.

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 The current 10+2 system to be replaced by a new 5+3+3+4 curricular
structure corresponding to ages 3-8, 8-11, 11-14, and 14-18 years
respectively.

 Class 10 and 12 board examinations to be made easier, to test core

competencies rather than memorised facts, with all students allowed to take
the exam twice.
 School governance is set to change, with a new accreditation framework and
an independent authority to regulate both public and private schools.
 Emphasis on Foundational Literacy and Numeracy, no rigid separation
between academic streams, extracurricular, vocational streams in schools.
 M.Phil courses will be discontinued and all the courses at undergraduate,
postgraduate and PhD level will now be interdisciplinary.
 Academic Bank of Credits to be established to facilitate Transfer of Credits.
 Multidisciplinary Education and Research Universities (MERUs), at par with
IITs, IIMs, to be set up as models of best multidisciplinary education of global
standards in the country.
 The National Research Foundation will be created as an apex body for
fostering a strong research culture and building research capacity across higher
education.
 It also aims to increase the public investment in the Education sector to reach
6% of GDPat the earliest.

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 REVIEW OF LITERATURE
A literature review is a survey of scholarly sources on a specific topic. It provides an
overview of current knowledge, allowing you to identify relevant theories, methods,
and gaps in the existing research that you can later apply to your paper, thesis, or
dissertation topic.

A literature review is the writing process of summarizing, synthesizing and/or

critiquing the literature found as a result of a literature search. It may be used as
background or context for a primary research project.

A literature review is an overview of the previously published works on a topic. The

term can refer to a full scholarly paper or a section of a scholarly work such as a book,
or an article. Either way, a literature review is supposed to provide the
researcher/author and the audiences with a general image of the existing knowledge
on the topic under question. A good literature review can ensure that a proper research
question has been asked and a proper theoretical framework and/or research
methodology have been chosen. To be precise, a literature review serves to situate the
current study within the body of the relevant literature and to provide context for the
reader. In such case, the review usually precedes the methodology and results sections
of the work.

A Kumar (2020)
The National Education Policy 2020 (NEP 2020) is formulated to revamp education
system and lay down road map for new India. It was approved Indian cabinet on 29th
July 2020. This paper is a maiden attempt to highlight NEP 20020 and study India 2.0
vision towards overall transformation education system to meet the challenges of 21st
Century. This study is based on secondary data and exploratory in nature. Findings
are based on a systematic review of existing literature. It was found that one of the
main objectives of NEP 2020 is to increase student’s enrollment in all educational
institutions such as elementary school, professional and higher education by 2030. To
achieve that it has suggested progressive reform in the existing education and
governance systems. This study is preliminary review of policy document and it can
be taken as base for future research with empirical data to study the impact of NEP
after its implementation. NEP 2020 is expected to give big leap to higher education in
India. The vision is to create India 2.0 for 21st century which is bound to take
leadership role at global arena. NEP 2020 is largely a very progressive document,
with a firm grasp on the current socio-economic landscape and the prospect to meet
future challenges. If implemented properly; then it has got everything to make India
global hub in education by 2030.

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A Saxena (2021)
The National Education Policy (NEP) was approved by the Union Cabinet of India on
July 28th, 2020. The Indian government aggregated feedback from 2.5 lakh village-
level stakeholders to two national parliamentary level committees, more than 50
months of consultations and workshops. However, the extent to which the policy has
incorporated recommendations remains unknown. New Education Policy 2020 is a
large step in field of Education focusing on the elementary-level of education to
higher education in India. The policy is focusing to transform the Indian Education
System by 2021. Thus, it is very much required to review all the aspects of Indian
education system in its reference. The aim of this research paper is to discuss the
various domains of education under NEP 2020. This research paper will provide deep
insight to readers about various aspects of NEP 2020 for the transformation of
education system in India.

S Smitha (2021)
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. The National Education Policy (NEP) 2020
recommends major changes in the Teacher Education scenario. The recommendation
on teacher education is given in chapter- 15 of the NEP-2020 under Part II which
details the policy changes in Higher Education. It has divided into eleven sub points.
The main objectives of NEP is to “ensure that teachers are given the highest quality
training in content, pedagogy, and practice, by moving the teacher education system
into multidisciplinary colleges and universities, and establishing the 4-year integrated
B.Ed. offered by such multidisciplinary HEIs will, by 2030, become the minimal
degree qualification for school teachers” (NEP2020 -Page 42: 15.5). While analyzing
the NEP 2020 more deeply, it is a curious combination of opportunities and at the
same time challenges for Teacher education scenario. The present Paper tries to
analyze National Education Policy 2020 with regard to the paradigm shifts in terms of
Opportunities and Challenges in Teacher Education Sector

S Khatak (2022)
With the 20th century marked as the computer era, the digital age is spreading its
wings and is also posing challenges of management perspectives to deal with its
growing needs. Education System is the one most neglected part because of it being a

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major challenge for developing countries like India. Many intellectual minds are on
work to amend the prevalent and adapted education system having roots in 1980s. In a
layman language NEP, 2020 is updating of education system from traditional concept
of 1980s to 21st century to adapt and accept changes with advancing technology.
Although we have been upgraded in almost all sectors, whether telecommunication or
transportation but the most needed and basic of any advancement is through education
which still lags behind. To analyze the opinion of students and teachers about new
education policy one survey was conducted at Kurukshetra University by
Biotechnology Department of University Institute of Engineering and Technology. It
was responded by a total of 101 respondents, the major populations involved was of
students, teaching faculty and parents of school going children.The results were
promising and suggestive for implementation of NEP, 2020. With the advent in
technology the importance of education was clearly emphasized along with the pros
and cons of NEP policy. The results reveal the loopholes and positive aspects of
education system prevalent till now and crux of NEP, 2020. The basic infrastructure
in India being a developing country needs to be furnished by government before
implementing any policy on mass scale to avoid any hustle as education is milestone
in deciding future of youth and any country’s economic growth.

S Kumari (2023)
The National Education Policy 2020(NEP 2020), which was approved by the Union
Cabinet of India on 29th July 2020. Outline the vision of India`s new education
system. The policy is a comprehensive frame work for elementary Education to
higher education as well as vocational training in both rural and urban India. The
policy aims to transfer India`s education system by 2030. The Teacher will require
training in high quality content as well as pedagogy, teacher education will gradually
be moved by 2030 into multidisciplinary colleges and university all move towards
becoming multidisciplinary, they will also aim to house outstanding education
departments that offer B. Ed, M. Ed, Ph.D degree in education. By 2020, the
minimum degree qualification for teacher will be teacher a range of knowledge and
pedagogy and includes strong practicum learning in the form of student teaching at
local school. By 2021, a New and Comprehensive National Curriculums Work for
Teacher Education NCFTE 2021, will consultation with NCERT based on the
principle of the national education policy 2020. The policy aims to ensure that all
students at all levels of school education are taught by passionate motivated, highly
qualified, professionally trained and well-equipped teachers Finally, the Teacher
Education on system, stringent action will be taken against substandard stand-alone
Teacher Education institutions running in the country including shutting them down if
required as per NEP.

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 OBJECTIVE OF STUDY
Here are some objectives of this project report:

 To understand the features of new education policy (2020) in India.

 To understand the vision related to the new education policy
 To study the principles of the new education policy
 To know the implementations strategies of new education policy
 To know the challenges and opportunities related to the new education policy.

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 SALIENT FEATURES OF NEP 2020
The policy has been formulated after a very detailed consultative process,
unprecedented in depth and scale. Consultation involved over 2 lakh suggestions from
2.5 lakhs Gram Panchayats, 6600 Blocks, 6000 ULBs, 676 Districts. The MHRD had
initiated a collaborative, inclusive, and highly participatory consultation process from
January 2015. In May 2016, ‘Committee for Evolution of the New Education Policy’
under the Chairmanship of Late Shri T.S.R. Subramanian, Former Cabinet Secretary,
submitted its report. Based on this, the Ministry prepared ‘Some Inputs for the Draft
National Education Policy, 2016’. In June 2017 a ‘Committee for the Draft National
Education Policy’ was constituted under the Chairmanship of eminent scientist Padma
Vibhushan, Dr. K. Kasturirangan, which submitted the Draft National Education
Policy, 2019 to the Hon’ble Human Resource Development Minister on 31st May,
2019. The Draft National Education Policy 2019 was uploaded on MHRD’s website
and at ‘MyGov Innovate’ portal eliciting views/suggestions/comments of
stakeholders, including public.

The salient features of the policy are as follows :

1. Holistic Learning: The policy promotes holistic learning by giving equal

importance to creativity, innovation, practical learning over theoretical
learning, and ensuring quality education for all students irrespective of their
background

2. Vocational Education: The policy integrates vocational education into

secondary schools gradually over the next decade, collaborating with ITIs,
polytechnics, and local industries

3. Teacher Training: NEP 2020 emphasizes the need for teacher training
programs to align with the new policy's guidelines by introducing new
pedagogical approaches for effective teaching

4. Technology Integration: The policy encourages the integration of technology

in education through tools like digital whiteboards, online assessments, AI-
integrated software for personalized learning, dedicated communication
channels for stakeholders, and virtual teaching applications for collaboration

5. Ensure Universal Access: at All Levels of schooling from pre-primary school

to Grade 12 NEP 2020 aims to achieve 100% Gross Enrollment Ratio in
school education by 2030. The initiatives that will be undertaken for this
include provision of effective and sufficient infrastructure, alternative and
innovative education centres to ensure that children who are dropping out of
school are brought back into mainstream education, universal participation in
school by carefully tracking students, as well as their learning levels.
Counsellors or well-trained social workers connected to schools/school
complexes and teachers will 2 2 continuously work with students and their

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 parents to ensure that all school-age children are attending and learning in
school.

6. Early Childhood Care Education: NEP 2020 emphasises on the criticality of

the early years to ensure quality early childhood care and education for all
children between 3-6 years by 2025. The children in the ages of 3-5 will be
catered to by the current system of anganwadis and pre-schools, and age 5-6
will be included with the schooling system in a seamless integrated manner,
with a play-way based curriculum to be prepared by the NCERT. A National
Curricular and Pedagogical Framework for Early Childhood Care and
Education (NCPFECCE) for children up to the age of 8 will be developed by
NCERT. The planning and implementation of early childhood education will
be carried out jointly by the Ministries of HRD, Women and Child
Development (WCD), Health and Family Welfare (HFW), and Tribal Affairs.

7. New Curricular and Pedagogical Structure: With emphasis on Early

Childhood Care and Education, 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. This will bring the hitherto uncovered
age group of 3-6 years under school curriculum, which has been recognized
globally as the crucial stage for development of mental faculties of a child.
The new system will have 12 years of schooling with three years of
Anganwadi/ pre schooling.The new system will cover four stages:
Foundational Stage (in two parts, that is, 3 years of Anganwadi/pre-school + 2
years in primary school in Grades 1-2; both together covering ages 3-8),
Preparatory Stage (Grades 3-5, covering ages 8-11), Middle Stage (Grades 6-
8, covering ages 11-14), and Secondary Stage (Grades 9-12 in two phases, i.e.,
9 and 10 in the first and 11 and 12 in the second, covering ages 14-18).

8. Attaining Foundational Literacy and Numeracy: A National Mission on

Foundational Literacy and Numeracy will be set-up on priority to focus on
early language and mathematical skills from Grades 1 to 3 by 2025. Strategies
include:developing school readiness through interim 3-month play-based
school preparation module for all Grade 1 students; increased focus on
reading, writing, speaking, counting, arithmetic, and mathematical thinking;
continuous assessment and adaptive testing; national repository of high-quality
resources on foundational literacy and numeracy; filling teacher vacancies;
peer-tutoring and volunteer activities; setting up school libraries in every
village;.A National Book Promotion Policy will be formulated, and initiatives
to ensure the availability, accessibility, quality, and readership of books across
geographies, languages, levels, and genres will be undertaken.

9. Multilingualism and the power of language: NEP 2020 lays great emphasis
on promoting multilingualism so that children know and learn about the rich
and vast array of languages of their country. The medium of instruction until

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 at least Grade 5, but preferably till Grade 8 and beyond, will be the home
language/ mother tongue /local language/regional language. Every student in
the country will participate in a fun project/activity on ‘The Languages of
India’, sometime in Grades 6-8, such as, under the ‘Ek Bharat Shrestha
Bharat’ initiative. Sanskrit will be offered at all levels of school and higher
education as an important, enriching option for students, including as an
option in the three-language formula. Other classical languages 4 4 and
literatures of India, including Tamil, Telugu, Kannada, Malayalam, Odia, Pali,
Persian, and Prakrit, will also be widely available in schools as options for
students. Foreign languages, such as Korean, Japanese, Thai, French, German,
Spanish, Portuguese, and Russian, will also be offered at the secondary
level.Indian Sign Language (ISL) will be standardized across the country, and
National and State curriculum materials developed, for use by students with
hearing impairment.

10. Assessment Reforms: There will be a shift from summative assessment to

regular and formative assessment, which is more competency-based, promotes
learning and development, and tests higher-order skills, such as analysis,
critical thinking, and conceptual clarity. Board exams for Grades 10 and 12
will be continued, but be reformed to eliminate the need for taking coaching
classes. Board exams will be redesigned to encourage holistic development;
and will also be made ‘easier’, by testing core capacities/competencies. All
students will be allowed to take Board Exams on up to two occasions during
any given school year, one main examination and one for improvement, if
desired. All students will take school examinations in Grades 3, 5, and 8 which
will be conducted by the appropriate authority. A new National Assessment
Centre, PARAKH (Performance Assessment, Review, and Analysis of
Knowledge for Holistic Development), will be set up as a standard-setting
body for setting norms, standards, and guidelines for student assessment and
evaluation for all recognized school boards of India, guiding the State
Achievement Survey (SAS) and undertaking the National Achievement
Survey (NAS), monitoring achievement of learning outcomes and encouraging
and helping school boards to shift their assessment patterns towards meeting
the skill requirements of the 21st century.

11. Equitable and inclusive education: NEP 2020 aims to ensure that no child
loses any opportunity to learn and excel because of the circumstances of birth
or background. Special emphasis will be given on Socially and Economically
Disadvantaged Groups(SEDGs) which include: 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), 5 5 and socio-economic
conditions (such as migrant communities, low income households, children in

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 vulnerable situations, victims of or children of victims of trafficking, orphans
including child beggars in urban areas, and the urban poor).

12. Teacher recruitment and career path: Teachers will be recruited through
robust, transparent processes. Promotions will be merit-based, and a
mechanism for multi-source periodic performance appraisals will be put in
place. Progression paths to become educational administrators or teacher
educators will be available for the teachers. A common National Professional
Standards for Teachers (NPST) will be developed by 2022, by the National
Council for Teacher Education, in consultation with NCERT, SCERTs,
teachers from across levels and regions, expert bodies in vocational education,
and higher education institutions etc. The standards would cover expected
roles of the teacher at different levels of expertise/stage, and the competencies
required for that stage. This could be 6 6 adopted by states to determine all
aspects of teacher career management, including tenure, professional
development efforts, salary increases, promotions, and other recognitions. The
professional standards will be reviewed and revised in 2030, and thereafter
every ten years.

VISION OF THIS POLICY:-

 An education system rooted in Indian ethos that contributes directly to
transforming India, that is Bharat, sustainably into an equitable and vibrant
knowledge society, by providing high-quality education to all, and thereby
making India a global knowledge superpower.
 The curriculum and pedagogy of our institutions must develop a deep sense of
respect towards the fundamental duties and Constitutional values, bonding
with one’s country, and a conscious awareness of one’s roles and
responsibilities in a changing world.
 To instill a deep-rooted pride in being Indian, not only in thought, but also in
spirit, intellect,and deeds, as well as to develop knowledge, 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.
 These are just some of the key visions of NEP 2020. The policy is a
comprehensive document that covers a wide range of issues related to
education in India. It is hoped that the implementation of NEP 2020 will lead
to a significant transformation of the education system in India and make it
more equitable, inclusive, and high-quality.

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THE FUNDAMENTAL PRINCIPLES OF THE POLICY: -
 Recognizing, identifying, and fostering the unique capabilities of each student,
by sensitizing teachers as well as parents to promote each student’s holistic
development in both academic and non-academic spheres.
 According the highest priority to achieving foundational literacy and
numeracy by all students by grade 3.
 Flexibility, so that learners have the ability to choose their learning trajectories
and programmes, and thereby choose their own paths in life according to their
talents and interests;
 No hard separations between arts and sciences, between curricular and extra-
curricular activities, between vocational and academic streams, etc. In order to
eliminate harmful hierarchies among, and silos between different areas of
learning.
 Multidisciplinarity and a holistic education across the sciences, social
sciences, arts, humanities, and sports for a multidisciplinary world in order to
ensure the unity and integrity of all knowledge;
 Emphasis on conceptual understanding rather than rote learning and learning-
for-exams.
 Creativity and critical thinking to encourage logical decision-making and
innovation
 Ethics and human & constitutional values like empathy, respect for others,
cleanliness, courtesy, democratic spirit, spirit of service, respect for public
property, scientific temper, liberty, responsibility, pluralism, equality, and
justice;
 Promoting multilingualism and the power of language in teaching and
learning;
 Life skills such as communication, cooperation, teamwork, and resilience;
 Focus on regular formative assessment for learning rather than the summative
assessment that encourages today’s ‘coaching culture’;
 Extensive use of technology in teaching and learning, removing language
barriers, increasing access for divyang students, and educational planning and
management;
 Respect for diversity and respect for the local context in all curriculum,
pedagogy, and policy, always keeping in mind that education is a concurrent
subject;
 Full equity and inclusion as the cornerstone of all educational decisions to
ensure that all students are able to thrive in the education system;
 Synergy in curriculum across all levels of education from early childhood care
and education to school education to higher education;
 Teachers and faculty as the heart of the learning process – their recruitment,
continuous professional development, positive working environments and
service conditions;

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  A ‘light but tight’ regulatory framework to ensure integrity, transparency, and
resource efficiency of the educational system through audit and public
disclosure while encouraging innovation and out-of-the-box ideas through
autonomy, good governance, and empowerment; outstanding research as a
corequisite for outstanding education and development;
 Continuous review of progress based on sustained research and regular
assessment by educational experts;
 A rootedness and pride in india, and its rich, diverse, ancient and modern
culture and knowledge systems and traditions.
 Education is a public service; access to quality education must be considered a
basic right of every child;
 Substantial investment in a strong, vibrant public education system as well as
the encouragement and facilitation of true philanthropic private and
community participation.

Making this policy happen-

Strengthening the central

advisory board of education

Financing: Affordable and

quality education for all

Implementation

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  Strengthening the Central Advisory Board of Education

Achieving successful implementation of this policy demands a long-term vision,

availability of expertise on a sustained basis, and concerted action from all concerned
encompassing National, State, institutional, and individual levels. In this context, the
Policy recommends strengthening and empowering the Central Advisory Board of
Education (CABE) which will have a much greater mandate and not only a forum for
widespread consultation and examination of issues relating to educational and cultural
development. The remodeled and rejuvenated CABE shall also be responsible for
developing, articulating, evaluating, and revising the vision of education in the
country on a continuous basis, in close collaboration with MHRD and the
corresponding apex bodies of States. It shall also create and continuously review the
institutional frameworks that shall help attain this vision.

 Financing: Affordable and Quality Education for All

The Policy commits to significantly raising educational investment, as there is no

better investment towards a society ’s future than the high-quality education of our
young people. Unfortunately, public expenditure on education in India has not come
close to the recommended level of 6% of GDP, as envisaged by the 1968 Policy,
reiterated in the Policy of 1986, and which was further reaffirmed in the 1992 review
of the Policy. The current public (Government - Centre and States) expenditure on
education in India has been around 4.43% of GDP (Analysis of Budgeted National
Education Policy 2020 61 Expenditure 2017-18) and only around 10% of the total
Government spending towards education (Economic Survey 2017-18). These
numbers are far smaller than most developed and developing countries.

The Centre and the States will work together to increase the public investment in
Education sector to reach 6% of GDP at the earliest. This is considered extremely
critical for achieving the high-quality and equitable public education system that is
truly needed for India's future economic, social, cultural, intellectual, and
technological progress and growth.

 Implementation

Any policy’s effectiveness depends on its implementation. Such implementation will

require multiple initiatives and actions, which will have to be taken by multiple bodies
in a synchronized and National Education Policy 2020 62 systematic manner.
Therefore, the implementation of this Policy will be led by various bodies including
MHRD, CABE, Union and State Governments, education-related Ministries, State
Departments of Education, Boards, NTA, the regulatory bodies of school and higher
education, NCERT, SCERTs, schools, and HEIs along with timelines and a plan for
review, in order to ensure that the policy is implemented in its spirit and intent,
through coherence in planning and synergy across all these bodies involved in
education.

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Implementation Strategies for School Education:-
Suitable implementation strategies will be deployed to address the problems of access,
participation and learning outcomes for the socio-economically disadvantaged groups
(SEDGs) and to eliminate different types of disparities (both groups and areas
specific) in school education.

Strategies for Overcoming Regional Disparities-

 Declaring the regions of the country with large populations from

educationally-disadvantaged SEDGs as Special Education Zones (SEZs),
where all the schemes and policies are implemented to the maximum through
additional concerted efforts, in order to truly change their educational
landscape.
 Targeting strategies such as, ECCE, foundational literacy and numeracy,
access, enrolment and attendance, in a concerted way for the SEDGs.
 Targeting scholarships, conditional cash transfers to incentivise parents to
send their children to school, providing bicycles for transport, etc.
 Free boarding facilities will be built, matching the standard of Jawahar
Navodaya Vidyalaya, in school locations.
 Additional Jawahar Navodaya Vidyalayas and Kendriya Vidyalayas will be
built around the country, especially in the aspirational districts, Special
Education Zones, and other disadvantaged areas, to increase high-quality
educational opportunities.
 Pre-school sections covering at least one year of early childhood care and
education will be added to Kendriya Vidyalayas and other primary schools
around the nation, particularly in disadvantaged areas.
 A single agency and website through ‘single window system’ for providing
scholarships and other opportunities to SEDGs.

Strategies for Gender Disparities-

 Setting up a ‘Gender-Inclusion Fund’ to implement priorities determined by

the Central Government is critical for assisting female and transgender
children in gaining access to education (such as the provisions of sanitation
and toilets, bicycles, conditional cash transfers, etc).
 Providing bicycles and organising cycling and walking groups to provide
access to school have been shown to be particularly powerful methods in
increasing participation of female students;
 Kasturba Gandhi Balika Vidyalaya will be strengthened and expanded to
increase the participation in quality schools (up to Grade 12) of girls from
socio-economically disadvantaged backgrounds.

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Strategies for Social Group Disparities-

 Special attention to Scheduled Castes and Scheduled Tribes — special hostels

in dedicated regions, bridge courses, and financial assistance through fee
waivers — to facilitate their entry into higher education.
 Besides continuing the existing programmes and schemes, special mechanisms
need to be made to ensure that children belonging to tribal communities
receive the benefits of these interventions.
 Encouraging opening NCC wings in their secondary and higher secondary
schools, including those located in tribal dominated areas — aspire to a
successful career in the defence forces.
 Bridging these gaps in access, participation, and learning outcomes of children
belonging to Scheduled Castes will continue to be one of the major goals.

Strategies for Minorities-

 Interventions to promote education of children belonging to all minority

communities who are educationally underrepresented.
 Upgrading Madrasas to schools. NEP 2020 70 Implementation Strategies
 Training of teachers in Madrasas.
 Extending incentives (uniform, Gender Inclusion Funds) to Madrasas

Inclusion of Children with Disabilities (CwD)-

 In school education, the interventions and strategies for the Children with
Disabilities or Divyang will be as per the Rights of Persons with Disabilities
(RPWD) Act2016. As per the RPWD Act, children with benchmark
disabilities will have the choice of regular or special schooling.
 Barrier free access for all children with disabilities will be enabled as per the
RPWD Act. In particular, assistive devices and appropriate technology-based
tools, as well as adequate and language-appropriate teaching-learning
materials.
 Home-based education will continue to be a choice available for children with
severe and profound disabilities who are unable to go to schools. Technology-
based solutions will be used for the orientation of parents/caregivers along
with wide-scale dissemination of learning materials to enable parents/
caregivers.
 The schools/school complexes will be provided resources for the integration of
children with disabilities, recruitment of special educators with cross-disability
training, and for the establishment of resource centres, wherever needed,
especially for children with severe or multiple disabilities.
 The education of CwDs can be better addressed in school complexes instead
of standalone educational institution. A complex offers alternatives for
physical access. Also due to large student population, it is better equipped in
terms of human resources as well as learning devices. It may prove to be more

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 cost effective because cost of devices gets distributed among the many users.
That was not possible in standalone institutions.
 It also offers possibility of peer learning and collaborative learning
opportunities, which is required for inclusive education. Further, due to greater
numbers of students and teachers, there are more chances of sharing expertise
with each other. In fact, school complexes may prove supportive in realisation
of the goal of inclusive education.
 One-on-one teachers and tutors, peer tutoring, open schooling, appropriate
infrastructure, and suitable technological interventions to ensure access can be
particularly effective for certain children with disabilities.
 With regard to learning disabilities, teachers will engage with early
identification of learning disabilities and plan specifically for their mitigation
with flexible curricula to leverage each child’s strengths. Based on the
Guidelines provided by the National Assessment Centre (PARAKH),
assessments will be conducted to ensure equitable access and opportunities for
all students with learning disabilities.
 Inclusion and equity will become a key aspect of teacher education (and
training for all leadership, administrative, and other positions in schools).
Sensitisation programmes will be designed for the teachers, principals,
administrators, counsellors, and students to the requirements of all students,
the notions of inclusion and equity — responsible towards its most vulnerable
citizens.
 There is a need to make the school curriculum inclusive by removing biases
and stereotypes in school textbooks.

Implementation Strategies for Higher Education:-

Strategies for Regional Disparities-

 Priority in establishing quality higher education facilities in under-served

districts will be essential to reduce regional disparities.
 Improving availability of high quality HEIs in aspirational districts and
Special Education Zones (SEZs), envisaged to be created through a contiguous
geographical and/or socio-cultural area dominated by SEDGs.
 Designing a catchment area policy measure for students from SEDGs residing
in the SEZs. The catchment area policy could include a percentage of HEIs
seats reserved for candidates residing in the SEZs. This form of affirmative
action would be most beneficial for improving HE access for population
groups within the SEDGs, such as the scheduled tribes and minority groups.
 Increasing the availability of higher education institutions offering
professional and technical courses in rural, underserved regions, Aspirational
Districts and in SEZs dominated by the SEDGs.

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  Expanding government public and private aided institutions, particularly in
professional and technical courses will be important to improve access of
SEDGs to STEM and management subjects.
 Avoiding consolidation of universities and colleges into large HEIs of 3,000 or
more students in SEZs and those located in areas dominated by SEDGs.
 Increasing the budgetary allocation for scholarships and better targeting to
reach students from rural and marginalised communities.
 Encouraging private higher education institutions to provide scholarships as
financial concerns restrict access to HE and limits choices of courses of
students from the SEDGs, especially in engineering and professional subjects.
 Extending reservation policies in private sector (since it is the private
institutions that offer technical and professional courses) would also promote
equity in access to high value subjects.
 Provisions of hostels in urban areas to improve access of students from remote
areas to HE.
 Improving access of students from SEDGs, women and persons with
disabilities (PwDs) through provisions of scholarships to enrol in full time
distance education.

Increasing Access for Students from the SEDGs in HE-

 Each HEI needs to strictly implement and monitor the caste-based reservation
policies, reservation policy for students with disabilities and existing
catchment area policies in admissions.
 HEIs need to play a more active role through outreach activities in increasing
access to knowledge of college-going process and informing the communities
of their academic offerings and services.
 Outreach activities should be located in colleges and communities, and
through an enhanced role of faculty members.
 Steps that HEIs and colleges can take to increase access to HE opportunities
may include the following:
– Colleges’ web information needs to be updated and made clearly
available to applicants; other forms of information should also be
maintained such as newspaper advertisement campaigns.
– The admissions process needs to be more inclusive, with clearer
guidance in filling of application forms, information on scholarships
and direct assistance (e.g. internet access), particularly for the most
marginalised communities.
– Faculty members can play an important role in enhancing equitable
access to HE in rural and marginalised communities by making visits
to the villages for outreach and be the ‘mentors and guides’ that the
NEP envisages.
 Students who are first in family to overcome several social barriers to access
higher education are ‘trailblazers.’ These students can be peer-mentors and

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 significant points of reference and inspiration for the younger people in their
family and community.
 Administrators in HEIs need to identify student groups that are under-
represented in campuses and coordinate with schools to establish pathways of
access for students from under-represented groups especially to the public
selective and prestigious higher education institutions
 For women, safety is paramount as a concern for parents. Since their HE
choices are limited by perceptions of risk involved in going ‘outside’ for
college education, efforts from administration to make college campuses more
appealing, well equipped and safer would enhance women’s bid to convince
their parents to allow them to attend HE.
 For increasing access to students with disability, as instructed in the NEP
2020, campus administrators should ensure all buildings and facilities are
wheelchair accessible and disabled friendly.

OPPORTUNITIES AND CHALLENGES NEP- 2020

Opportunities-

The National Education Policy (NEP) 2020 is a comprehensive framework that aims
to transform the education system in India. It presents several opportunities for
students, teachers, and educational institutions. Here are some of the key opportunities
presented by NEP 2020:

1.Holistic and multidisciplinary education: NEP 2020 encourages a

multidisciplinary approach to education, which means that students will have the
opportunity to learn a wide range of subjects and develop a broad set of skills. This
will help them become well-rounded individuals and prepare them for the complex
challenges of the 21st century.

2. Skill development: NEP 2020 emphasizes the development of skills such as

critical thinking, problem-solving, creativity, and communication. This will help
students become more employable and better equipped to succeed in a rapidly
changing world.

3. Flexibility and choice: NEP 2020 offers greater flexibility and choice to students
in terms of what they can learn, how they can learn, and when they can learn. This
will allow students to tailor their education to their individual needs and interests.

4. Technology integration: NEP 2020 recognizes the importance of technology in

education and promotes its integration across all levels of education. This will help
students and teachers stay connected and engage in new and innovative learning
experiences. 5. Quality improvement: NEP 2020 aims to improve the overall quality
of education in India by introducing new standards, monitoring mechanisms, and
accreditation systems. This will ensure that educational institutions are providing

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high-quality education and that students are receiving the best possible learning
experience.

Challenges-
The National Education Policy 2020 (NEP-2020) is a comprehensive policy that aims
to transform the education system in India. While the policy has several positive
aspects, there are also several challenges that need to be addressed. Some of the
challenges of NEP-2020 are:

1. Implementation: One of the biggest challenges of NEP-2020 is the

implementation of the policy. The policy covers a wide range of areas and requires
significant investment and infrastructure to implement. The successful
implementation of the policy requires cooperation from all stakeholders, including the
central and state governments, educational institutions, and the private sector.

2. Funding: The implementation of NEP-2020 requires significant funding, and the

policy document does not provide clear guidelines on how the funding will be raised.
The policy mentions the establishment of the National Research Foundation, but the
details on how it will be funded are not clear.

3. Language policy: NEP-2020 has proposed a three-language formula, which has

sparked controversy in some states. There is a concern that the policy may lead to the
imposition of a particular language and undermine the linguistic diversity of the
country.

4. Teacher training: The policy emphasizes the need for teacher training and
development, but there are several challenges in implementing this. The existing
teacher education system needs to be revamped to meet the changing needs of the
education system.

5. Assessment system: The policy proposes a new assessment system that focuses on
the holistic development of the students. However, there is a concern that the
implementation of the new assessment system may be challenging, especially in rural
areas where resources are limited.

6. Inclusivity: The policy aims to make education inclusive and accessible to all, but
there are several challenges in achieving this goal. The existing education system
suffers from various forms of inequality, including gender, socio-economic, and
regional disparities.

7. Private sector involvement: The policy emphasizes the involvement of the private
sector in education, but there is a concern that this may lead to the commercialization
of education and further widen the existing inequalities.

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 Conclusion
Overall, NEP 2020 presents a visionary roadmap for transforming the Indian
education system towards a more holistic, flexible, and equitable approach. However,
its success hinges on effective implementation, adequate funding, and addressing the
various challenges it faces.It's important to note that the debate and analysis of NEP
2020 are ongoing, with different perspectives and concerns being raised. I encourage
you to explore further resources and discussions to gain a more nuanced
understanding of its potential impact and ongoing developments.

The NEP 2020 has the potential to be a transformative force in shaping a more
inclusive, flexible, and skill-based education system in India. However, its ultimate
success depends on overcoming implementation challenges, ensuring equitable
access, and securing sustained resources and commitment. It's important to monitor
progress, address emerging issues, and adapt the policy as needed to ensure its long-
term effectiveness.

It has the potential to transform the Indian education system into a more holistic,
flexible, and inclusive one, preparing students for the 21st century. However,
successful implementation requires careful planning, adequate resources, and
sustained commitment from all stakeholders. It's important to monitor progress,
address challenges, and adapt the policy as needed to ensure its long-term success.

It's important to remember that the NEP is still in its early stages of implementation,
and its long-term impact remains to be seen. It's also worth noting that there are
different perspectives on the policy, with some concerns about its feasibility and
potential unintended consequences.

Here are some additional points to consider:

 The policy is still evolving, with new guidelines and regulations being issued
regularly.
 There are ongoing debates about the pace and effectiveness of
implementation.
 The long-term impact of the NEP 2020 will likely take several years to fully
assess

I hope this summary provides a helpful overview of the NEP 2020 and its potential
implications.

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 Biblography
 Books:

 Websites:

 References:

Kumar, A. (2021). New education policy (NEP) 2020: A roadmap for India
2.0. University of South Florida M3 Center Publishing, 3(2021), 36.

Saxena, A. (2021). The glimpse of NEP 2020. Multidisciplinary research, 2, 1.

Smitha, S. (2020). National education policy (NEP) 2020-Opportunities and

challenges in teacher education. International Journal of Management
(IJM), 11(11).

Khatak, S., Wadhwa, N., & Kumar, R. (2022). NEP, 2020-A Review cum
Survey Based Analysis of Myths and Reality of Education in India. Int. J. Adv.
Manage., Technol. Eng. Sci, 12(1), 12-22.

Kumari, S. (2020). NEP 2020 challenges to teachers education. International

Journal of Applied Research, 6(10), 420-424.

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