National Education Policy NEP 2020

National Education Policy (NEP 2020) is New Indian Education System

Education policy places special emphasis on developing the creative potential of each individual. It is based on the principle that education should develop not only cognitive abilities -Both “foundational capacities” literacy and numeracy capabilities and “higher-order” cognitive capabilities, like critical thinking and problem-solving – but also social, ethical, emotional, and Behaviors. 

Teaching and research are interdisciplinary and have hosted scholars and students from various backgrounds and countries.

The Indian education system has produced great scholars such as Charaka and Susruta Aryabhata, Varahamihira, Bhaskaracharya, Brahmagupta, Chanakya, Chakrapani Datta, Madhava, Panini, Patanjali, Nagarjuna, Gautama, Bengala, Sancardiff, Maitrei, Gargy and Thiruvalluvar, Among the many others, who have made essential contributions to global knowledge in fields as diverse as Such as mathematics, astronomy, metallurgy, medical sciences, surgery, civil engineering and architecture, Shipbuilding, Navigation, Yoga, Fine Art, Chess and more. It was Indian culture and philosophy’s Strong influence on the world. These rich world heritage legacies should not be nurtured Reserved for posterity but also researched, improved, and put into new uses through our education system.

Teachers must be at the center of a radical reform of the education system. New Educational policies need to help reestablish teachers at all levels, as the most respected and integral members of our society because they truly shape our next generation of citizens. It must be everything that empowers teachers and helps them make their jobs as effectively as possible.

What is NEP 2020

The NEP 2020 (National Education Policy  2020) was approved by the Union Cabinet of India on July 2020 and it sets the vision of India’s new education system. The NEP 2020 policy replaces the previous National Policy on Education, 1986. The policy is a comprehensive framework for primary education to higher education as well as vocational training in both urban and rural area’s of India. The policy aims to transform India’s education system by 2021. The policy raises the importance of the mother tongue and regional languages. The medium of instruction should be up to the fifth class . The focus will also be on Sanskrit and foreign languages. The policy also states that no language will be imposed on students.

The new education policy is highly competent to enter the education profession at all levels by ensuring livelihood, respect, dignity, and autonomy while at the same time penetrating the system with basic methods of quality control and accountability. 

New education policy should provide all students with a quality education system, with a particular focus on historically marginalized, disadvantaged, and undervalued groups, regardless of where they live. Education is a good leveler and the best tool for achieving economic and social liquidity, inclusiveness, and equality. All students in such groups should undertake initiatives to ensure that they provide a variety of targeted opportunities for participation and excellence in the education system, despite their own disabilities.

These elements must be incorporated with respect for the country’s local and global needs and with respect and respect for its rich diversity and culture. Permeating India and its diverse social, cultural, and technical needs, its incomparable arts, language, the tradition of knowledge, and its strong ethical knowledge among Indian youths is the national pride, confidence, and self. It is considered important for the purposes of cognition. Cooperation, integration.

Previous Policy 

The implementation of previous policies on education is mainly concerned with access and equity issues. The unfinished agenda of the 1986 National Education Policy, modified in 1986 (NPE 1986/92), this policy is treated appropriately. Developments since the last policy of 1986/92 is the 2009 Free Compulsory Education Act for Children, enacted in 2009 Lower the legal basis for achieving universal primary education.

Principles of NEP 2020 Policy 

The purpose of the education system is to be capable of rational thinking and action, to have compassion and empathy, courage and resilience, scientific temperament and creative imagination, and a sound ethical anchor and values. To train humans. It aims to create citizens who are engaged, productive, and contributing to building a fair, inclusive, and multi-society, as envisaged in our constitution.

A good educational institution is a place where every student feels welcome and caring, has a safe and inspiring learning environment, offers a wide range of learning experiences, and is an excellent resource for everyone to learn. A place where physical infrastructure and appropriate resources are available to students. Achieving these qualities must be the goal of all educational institutions. However, it also requires seamless integration and coordination across the institution and all stages of education.

The basic principles that guide both the entire education system and the individual institutions within it are:

• Acknowledge, identify and enhance the unique capabilities of each student, through educating teachers and parents to promote the holistic development of each student in academic and non-academic fields;
• Giving the highest priority to achieving literacy and numeracy by all students in the third grade;
• Flexibility in Education, so that learners have the ability to choose their own learning paths and programs, thus choosing their paths in life according to their talents and interests;
• The absence of difficult breaks between arts and sciences, between curricular and extracurricular activities, between professional and academic paths, etc.in order to eliminate harmful hierarchies between different fields of learning, and silos between different fields of learning;
• Interdisciplinary and inclusive 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;
• Focusing on conceptual understanding rather than rote learning and learning for exams;
• Creativity and critical thinking to encourage rational decision-making and innovation;
• Human and constitutional ethics and values ​​such as sympathy and respect for others, cleanliness, courtesy, democratic spirit, spirit of service, respect for public property, scientific temperament, freedom, responsibility, pluralism, equality and justice;
• Promoting multilingualism and the power of language in teaching and learning;
• Life skills such as communication, cooperation, teamwork, and flexibility;
• Focus on regular formative assessments for learning, rather than overarching assessments that encourage today’s “coaching culture”
• Extensive use of technology in teaching and learning, removing language barriers, increasing access to Divyang students, and teaching planning and management.
• Respect for diversity and respect for the local context in all curricula, teaching methods and policies, always bearing in mind that education is a concurrent subject;
• Full equality and inclusiveness as the cornerstone of all educational decisions to ensure that all students are able to thrive in the education system;
• Synergies in curricula across all levels of education from early childhood care and education to school education to higher education
• Teachers and faculty are at the heart of the learning process – their employment, continuous professional development, positive work environments and conditions of service
• A “light but tight” regulatory framework to ensure integrity, transparency and resource efficiency of the educational system through auditing and public disclosure while encouraging innovation and ready-made ideas through independence, good governance and empowerment
• Outstanding research as a prerequisite for outstanding education and development.
• Ongoing review of progress based on regular assessments by ongoing research and education experts

The Vision of NEP 2020 Policy

This National Education Policy envisions an education system rooted in the Indian spirit that directly contributes to transforming India, i.e. Bharat, in a sustainable manner into an equitable and vibrant knowledge society, by providing high-quality education for all, thus making India a global knowledge superpower. The policy envisages that the curricula and teaching methods in our institutions should develop among students a deep sense of respect towards basic duties and constitutional values, interconnectedness with the state, and a conscious awareness of the roles and responsibilities of the individual in a changing world. The policy vision is to instill in learners a deep pride in being Indian, not only in thought, but also in spirit, thought and actions, in addition to developing knowledge, skills, values ​​and attitudes that support responsible commitment to human rights, sustainable development and livelihood, and global well-being, truly reflecting a global citizen.

01 School Education

• • This policy envisages amending the current 10 + 2 structure in school education with an educational restructuring and a new methodology of 5 + 3 + 3 + 4 covering ages from 3 to  18 years.

• • Currently, children in the age group 3 to 6 years are not covered in the 10 + 2 structure as category 1 starts at the age of 6. In the new structure 5 + 3 + 3 + 4, a strong base for Early Childhood Care and Education (ECCE) from the age of 3 Years, which aims to promote holistic learning, development, and well-being.
  • The “10 + 2” chassis will be replaced by the “5 + 3 + 3 + 4” model. This will be implemented as follows

Foundation Stage: 5 years

This stage is divided into two parts:

1. 1. 1. 1. 1.  3 years of pre-school or Anganwadi,
            2.  First and second grades of primary school.

This will cover children aged 3-8 years. The focus of studies will be on activity-based learning.

Preparatory stage: 3 Years

Grades 3,4 and  5, will be in the preparatory stage. which covers ages from 8-11 years.  You will gradually introduce topics such as speaking, reading, writing, physical education, languages, art, science, and mathematics.

Middle Stage: 3 Years

Grades 6, 7 and 8, will come under this middle stage , covering 11-14-year-old children. You will introduce students to more abstract concepts in mathematics, science, social sciences, arts and humanities subjects.

Secondary stage: 4 years

Grades 9, 10, 11 and 12 will come under this Secondary stage and covers ages from 14 to 19.

It is again divided into two parts:

1. 1. 1. 1. 1. Grades 9 and 10 cover the first stage while
            2. Grades 11 and 12 cover the second stage.

• • These four years of study aim to inculcate an interdisciplinary study, along with depth of critical thinking. Multiple options of themes will be provided.
  • School students will take only three exams, in grades 2, 5 and 8 instead of taking exams each academic year
  • Board exams for grades 10 and 12 will be as usual but they will be redesigned. Standards for this will be set by the evaluation body, To make exams easier these exams will be conducted twice a year, with students submitting up to two attempts.
  • The exam itself consists of two parts, the objective and the descriptive part.
  • This policy aims to reduce the curricular burden on students and allow them to be more “interdisciplinary” and “multilingual.”
  • Greater emphasis will be placed on student health, especially mental health, through the deployment of counselors and social workers
  • Coding will be introduced from class 6 and experiential learning will be accredited

02 Higher Education

i. Multidisciplinary Institutions

The policy envisions the establishment of large, multidisciplinary institutions with high-quality education and research facilities. This move aims to phase out the existing single-stream institutions.

ii. Flexible Curricula and Multiple Entry/Exit Points

NEP 2020 introduces a flexible curriculum structure at the undergraduate level, offering multiple exit options:

• • • A certificate after 1 year
    • A diploma after 2 years
    • A bachelor’s degree after 3 years
    • A 4-year multidisciplinary bachelor’s program with research

An academic credit bank will store credits earned during these programs, making it easier for students to resume their education if they need to take a break.

iii. Higher Education Commission of India (HECI)

A single overarching body, the Higher Education Commission of India (HECI), will be set up to regulate higher education. HECI will have four independent verticals:

• • • National Higher Education Regulatory Council (NHERC): For regulation
    • National Accreditation Council (NAC): For accreditation
    • Higher Education Grants Council (HEGC): For funding
    • General Education Council (GEC): For setting academic standards

iv. Focus on Research and Innovation

The establishment of the National Research Foundation (NRF) aims to foster a strong research culture and build research capacity across higher education institutions.

v. Teacher Education

NEP 2020 mandates that by 2030, the minimum degree qualification for teaching will be a 4-year integrated B.Ed. program. This aims to improve the quality of teacher education and ensure better training and preparation of teachers.

03 Vocational Education and Training

Vocational education will be integrated into mainstream education, starting from Grade 6. The policy aims to provide vocational training to at least 50% of learners by 2025, ensuring that students acquire practical skills that enhance their employability.

D. Technology and Digital Education

The use of technology in education is a key focus area of NEP 2020. The policy proposes the creation of a National Educational Technology Forum (NETF) to promote the use of technology in teaching, learning, and administration. This includes the development of e-content in regional languages, online assessment tools, and virtual labs.

Implementation Strategy

The NEP 2020 outlines a phased and flexible approach to implementation. This includes:

• Collaboration between Central and State Governments: Ensuring smooth execution through coordinated efforts.
• Establishment of a National Mission on Foundational Literacy and Numeracy: To achieve universal foundational literacy and numeracy in primary school by 2025.
• Capacity Building and Training: For teachers, school leaders, and educational administrators to implement the new policy effectively.

Conclusion

The National Education Policy 2020 represents a paradigm shift in the Indian education system. It aims to create an education system that is inclusive, flexible, multidisciplinary, and aligned with the global standards of education. By focusing on the holistic development of students, the NEP 2020 aspires to prepare learners for the challenges of the future, fostering a culture of innovation, research, and lifelong learning.

With its comprehensive approach, the NEP 2020 has the potential to transform the educational landscape of India, ensuring that every student receives quality education and is equipped to thrive in an increasingly complex and dynamic world.