Vision of the Policy
- Develop an education system deeply rooted in Indian ethos which has the capability to provide high quality education to compete in the global world.
- The curriculum and pedagogy must develop a sense of respect towards Fundamental Duties and Constitution of India and have a deep bond with the country.
- Develop a sense of pride and respect for the country and be responsible for human rights, sustainable development, global well being thereby reflecting a truly global citizen.
Key Principles of NEP-2020
- Respect for Diversity & Local Context In all curriculum, pedagogy, and policy.
- Equity & Inclusion As the cornerstone of all educational decisions.
- Community Participation Encouragement and facilitation for philanthropic, private and community participation.
- Use of Technology In teaching and learning, removing language barriers, for Divyang students, and in educational planning and management
- Emphasize Conceptual Understanding Rather than rote learning and learning-for-exams
- Unique Capabilities Recognizing, identifying them in each student.
- Critical thinking and Creativity To encourage logical decision making and innovation
- Continuous Review Based on sustained research and regular assessment by educational experts.
Transforming Curricular & Pedagogical Structure
New pedagogical and curricular structure of school education (5+3+3+4): 3 years in Anganwadi/pre school and 12 years in school
- Secondary Stage (4) Greater critical thinking, multidisciplinary study, flexibility and student choice of subjects
- Middle Stage (3) experiential learning in the sciences, mathematics, arts, social sciences, and humanities
- Preparatory Stage (3) play, discovery, and activity-based and interactive classroom learning
- Foundational stage (5) multilevel, play/activity-based learning
SALIENT FEATURES OF STAGES IN SCHOOL
Foundational Stage
- Play/activity-based learning
- Pedagogy of Early Childhood Care and Education
- Focus on good behaviour, courtesy, ethics, personal and public hygiene/cleanliness
- Focus on teamwork and cooperation
Preparatory Stage
- Gradual transition from play-based learning to more formal classroom learning
- Interactive teaching-learning
- Introduction of subjects, including, physical education, art, languages, science, and mathematics
- Emphasis on reading, writing, speaking
Middle Stage
- Subject-oriented pedagogical and curricular methodology
- Subject teachers for learning/discussion of the more abstract concepts in each subject across the sciences, mathematics, arts, social sciences, and humanities
The High School (Secondary) Stage
- Four years of multidisciplinary study
- Greater depth, greater critical thinking, greater attention to life aspirations
- Greater flexibility and student choice
- Exposure to more subjects and enable greater flexibility
- More frequent assessment of modules
Early Childhood Care and Education (ECCE) - The Foundation of Learning
Goals:
- Ensuring that all children entering grade 1 are school ready by 2030.
- Attain optimal outcome in the domain of physical and motor development, cognitive development, socio-emotional development, cultural/artistic development and the development of communication and early languages, literacy, and numeracy.
- ECCE curriculum and pedagogy development
- To prepare initial cadre of high quality ECE Teachers – plan to introduce 06-month certificate program in ECE, 01-year diploma program covering early literacy, numeracy and other relevant aspects of ECE – minimum qualification of teachers could be even 10+2 or above.
- Introduction of a preparatory class (before class 1) for children of age 05-years – learning shall be based on play-based learning with a focus of developing –
Attainment of Foundational Literacy And Numeracy by Grade 3 in Mission mode
HIGHLIGHTS OF PEDAGOGICAL STRUCTURE
Encouraging 21st century skills in the classroom
Aim of Assessment
- Shift from rote memorisation skills to formative, is more competency assessment
- Promotes learning and development of students
- Tests higher-order skills, such as analysis, critical thinking, and conceptual clarity.
- Assessment for learning optimise learning and development for all students. This will be the underlying principle for assessment at all levels of education.
Transforming assessments and tracking student progress across school years
All students will take school examinations in Grades 3, 5, and 8
Key features of the assessment
Achievement of basic learning outcomes, through assessment of core concepts and knowledge from the national and local curricula, along with relevant higher-order skills and application of knowledge in real-life situations, rather than rote memorization.
Regarding Guidelines for Assessment
- Guidelines will be prepared by NCERT, in consultation with major stakeholders, such as Boards of Assessment (BoAs), National Assessment Centre for School Education (NACSE) etc.
- Transformation in the assessment system by 2022-23 academic session, to align with National Curriculum Framework for School Education (NCFSE) 2020-21
National Assessment Centre for School Education (NACSE)
This Centre will advise the school boards –
- regarding new assessment patterns and latest researches,
- for promoting collaborations between the school boards, and
- to become an instrument for sharing of best practices between school boards, etc.
- about shifting their assessment patterns towards meeting the skill requirements of the 21st century and in consonance with the stated objectives of this Policy
NEP aims to support and nurture Teachers through all phases of their tenure
Continuous Professional Development (CPD) & Improving Standards
Teachers will undertake 50 hours of CPD every year driven by their own interests
- Teacher Education to include aspects of supporting gifted children
- Training Teachers to be effective Online educators
- Workshops and Training programs for development of School Leaders and Principals
- 21-st century Teaching, Learning and Assessment will be at the heart of all Teacher training programmes
- Anganwadi workers/teachers trained in early literacy, numeracy, and other relevant aspects of ECCE
- Inclusion and equity will become a key aspect of teacher education & secondary specialisations to be created for Teaching kids with disabilities
A new & comprehensive National Curriculum Framework for Teacher Education, NCFTE 2021, will be formulated National Professional Teacher Standard (NPST) to set benchmark for expectations of the role of Teachers, standards for Performance appraisals and inform
the design of pre-service Education
Equitable and Inclusion Education NEP- 2020
- Education is the single greatest tool for achieving social justice and equality.
- NEP seeks to bridge gender and social category gaps in all levels of school education.
“Inclusive, good-quality education is a foundation for dynamic and equitable societies.” ~Desmond Tutu
Focus on Socio-Economically Disadvantaged Groups (SEDGs)
SEDGs will be formed and will be broadly categorized based on:
- Gender identities (particularly female and transgender individuals),
- Socio-cultural identities (such as Scheduled Castes, Scheduled Tribes, OBCs, and minorities),
- Geographical identities (such as students from villages, small towns, and aspirational districts),
- Disabilities (including learning disabilities),and
- Socio-economic conditions (such as migrant communities, low income households, children in vulnerable situations, victims of or children of victims of trafficking, orphans including child beggars in urban areas, and the urban poor).
Separate strategies will be formulated for focused attention for reducing each of the category-wise gaps in school education.
How to ensure equitable and inclusive education?
- Increased participation of SEDGs in the schooling system will be strengthened.
- (SEZs) will be declared for educationally disadvantaged SEDGS.
- A ‘Gender- Inclusion Fund’ for girls and transgender.
- Free boarding facilities will be built
- Inclusion and equal participation of children with disabilities in ECCE and the schooling system will also be accorded the highest priority.
- Home-based education will be a choice for children who are unable to go to schools.
- Teachers must be helped to identify such learning disabilities early and plan specifically for their mitigation.
- Urgent need for additional special educators for certain areas of school education
- Alternative forms of schools, will be encouraged to preserve their traditions or alternative pedagogical styles.
- Students in such schools would be encouraged to appear for State or other Board examinations and assessments by the NTA.
- Special attention will be given to reduce the disparities for Scheduled Castes and scheduled Tribes.
- Opening NCC wings in secondary and higher secondary schools will be encouraged
- Students will be sensitized through this new school culture, brought in by teachers, trained social workers and counselors.
- Human values such as empathy, tolerance, human rights, gender equality, non-violence, citizenship, inclusion and equity will be part of curriculum
