National Education Policy 2020

National Education Policy 2022

Principles of Education Policy:

Vision of the Policy:

Providing high-quality education to all, and thereby making India a global knowledge superpower & Vishwa Guru

Part-1 School Education:

Children in the age group of 3-6 are not covered in the 10+2 structure as Class 1 begins at age 6.

In the new 5+3+3+4 structure, a strong base of Early Childhood Care and Education (ECCE) from age 3 is also included, which is aimed at promoting better overall learning, development, and well-being.

Early Childhood Care and Education(ECCE): The Foundation of Learning:

ECCE ideally consists of play-based, activity-based, and inquiry-based learning, comprising of alphabets, languages etc.
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 in two parts, namely

(a.) A sub-framework for 0-3 year-old.
(b.)sub-framework for 3-8 year-olds.

shall be delivered through (a) stand- alone Anganwadis; (b) Anganwadis co-located with primary schools; (c) pre-primary schools/sections covering at least age 5 to 6 years co-located with existing primary schools; and (d) stand-alone pre-schools - all of which would recruit workers/teachers specially trained in the curriculum and pedagogy of ECCE.

Prior to the age of 5 every child will move to a “Preparatory Class” or “Balavatika” (i.e before Class 1), which has an ECCE-qualified teacher.
Day meal programme and health checkups shall also be extended to the Preparatory Classes in primary schools.
Anganwadi workers/teachers with qualifications of 10+2 and above shall be given a 6-month certificate programme in ECCE.
Those with lower educational qualifications shall be given a one-year diploma programme covering early literacy, numeracy, and other relevant aspects of ECCE.

Health check-ups especially for 100% immunization in schools and health cards will be issued to monitor the same.
Sarva Shiksha Abhiyan (now the Samagra Shiksha) and the Right to Education Act.
Government will Invest heavily on school infrastructure.
Increasing Conveyance / hostel for girls children,
Scope of school education will be broadened to facilitate multiple pathways to learning involving both formal and non-formal education modes. Open and Distance Learning (ODL) Programmes offered by the National Institute of Open Schooling (NIOS)

Open Schooling:

State Open Schools will be expanded and strengthened
NIOS and State Open Schools will offer programmes in addition to the present programmes: A, B and C levels that are equivalent to Grades 3, 5, and 8 of the formal school system
Secondary education programmes that are equivalent to Grades 10 and 12
To make it easier for both governments as well as non-governmental philanthropic organizations to build schools the requirements for schools will be made less restrictive.
Other models for schools will also be piloted, such as public-philanthropic partnerships.

Different stages of Schooling:

Middle Stage: Experiential learning within each subject, and explorations of relations among different subjects.

Secondary Stage: Study with greater depth, greater critical thinking and greater flexibility and student choice of subjects.

The option of exiting after Grade 10 and re-entering in the next phase to pursue vocational or any other courses available in Grades 11-12.

Curriculum Content School:

Curriculum content will be reduced
Art-integration & Sports-integration is a cross-curricular pedagogical approach that utilizes physical activities including indigenous sports
Flexibility of subjects to study, particularly in secondary school
No hard separation among ‘curricular’, ‘extracurricular ’, or ‘co-curricular’.
High-quality textbooks, including in science, will be made available in home languages/mother tongue.
Other language can be taught as a subject
The three-language formula will continue to be implemented out of which 2 language will be native
Basic proficiency in three languages (including one language of India at the literature level) by the end of secondary school.
Bilingual textbooks and teaching-learning materials for science and mathematics will be developed
Coding will also be introduced in middle age

Board Exams:

Board exams for Grades 10 and 12 will be continued.
While 9th and 10th will be Semester basis exam.***(will be notified by state governments)
National Testing Agency(NTA) testing services will enable most universities to use these common entrance exams - rather than having hundreds of universities each devising their own entrance exams.
B.Ed. programmes may also allow a specialization in the education of gifted children i.e. god gifted talents.
Olympiads and competitions in various subjects will be conducted across the country, with clear coordination and progression from school to local to state to national levels.

Teachers:

Preferential employment in their local areas upon successful completion of their B.Ed. programmes.
Incentives for teachers to take up teaching jobs in rural areas, especially in areas that are currently facing acute shortage of quality teachers.
A key incentive for teaching in rural schools will be the provision of local housing near or on the school premises.
Transfers will occur in very special circumstances, as suitably laid down in a structured manner by State/UT governments.
Schools/school complexes will be encouraged to hire local eminent persons or experts as ‘master instructors’
Lesser or no administrative work to teachers

Approach to teacher Education:

By 2030, the minimum degree qualification for teaching will be a 4-year integrated B.Ed. degree (BSc-B.Ed, BA-B.Ed, BCom-BEd) which will be available after class 12
2-year B.Ed. programmes only for those who have already obtained Bachelor's Degrees in other specialized subjects.
1-year B.Ed. programmes for those completed the equivalent of 4-year multidisciplinary Bachelor's Degrees or who have obtained a Master’s degree in a specialty and wish to become a subject teacher in that specialty.
Special shorter local teacher education programmes for the purpose of promoting local art, music, agriculture, business, sports, carpentry, and other vocational crafts.
Shorter post-B.Ed. certification courses for more specialized areas of teaching, such as the teaching of students with disabilities or to move from one stage to another between foundational, preparatory, middle, and secondary stages.

Teachers for Differently Abled:

The awareness and knowledge of how to teach children with specific disabilities (including learning disabilities) will be an integral part of all teacher education programmes.
Textbooks in accessible formats such as large print and Braille will be made available to help children with disabilities integrate more easily into classrooms and engage with teachers and their peers.

Other Quality Improvements:

State Governments may encourage opening NCC wings in their secondary and higher secondary schools, including those located in tribal dominated areas.
School complexes/clusters and the sharing of resources across complexes will have more topic-centred clubs.
Other subjects in the classroom through the sharing of teachers in these subjects including use of ICT tools to conduct virtual classes.
School Complex Management Committees (rather than simply School Management Committees) for more robust and improved governance.
Public and private schools, the twinning/pairing of one public school with one private school will be adopted across the country, so that such paired schools may meet/interact with each other.

Higher Education:

Multidisciplinary universities and colleges, with at least one in or near every district across India by 2030 that offer medium of instruction or programmes in local/Indian languages.
Moving towards faculty and institutional autonomy reaffirming the integrity of faculty and institutional leadership positions through merit- appointments and career progression based on teaching, research, and service.
Establishment of a National Research Foundation to fund outstanding peer-reviewed research and to actively seed research in universities and colleges.
College would develop into either an Autonomous degree-granting College.
By 2040, all higher education institutions (HEIs) shall aim to become multidisciplinary institutions and enrolments preferably in the thousands.
Single-stream HEIs will be phased out over time.
‘deemed to be university’, ‘affiliating university’, ‘affiliating technical university', ‘unitary university’ shall be replaced simply by 'university' on fulfilling the criteria as per norms.
An Academic Bank of Credit (ABC) shall be established which would digitally store the academic credits earned from various recognized HEIs so that the degrees from an HEI can be awarded taking into account credits earned.
The 4-year programme may also lead to a degree ‘with 37 Research’ if the student completes a rigorous research project in their major area(s) of study as specified by the HEI.
There may be a 2-year Master programme with the second year devoted entirely to research for those who have completed the 3-year Bachelor's programme.
For students completing a 4-year Bachelor's programme with Research, there could be a 1-year Master’s programme.
There may be an integrated 5-year Bachelor’s/Master’s programme.
Undertaking a Phd. shall require either a Master’s degree or a 4-year Bachelor’s degree with Research.
The M.Phil. programme shall be discontinued.
All fresh Ph.D. entrants, irrespective of discipline, will be required to take credit-based courses in teaching/education/pedagogy/writing related to their chosen Ph.D subject during their doctoral training period.

NGO & Vocational Courses:

Higher education institutions will offer vocational education either on their own or in partnership with industry and NGOs.
The B.Voc. degrees introduced in 2013 will continue to exist, but vocational courses will also be available to students enrolled in all other Bachelor’s degree programmes, including the 4-year multidisciplinary Bachelor ’s programmes.
States will also work with NGOs and other community organizations to enhance efforts towards literacy and adult education.