New Education Policy 2020

The Human Resource Development Shri Ramesh Pokhariyal ‘Nishank’ ha said that National Policy 2020 will make a transformation in education systems in the country.

Previous Policies :

In 1986 the first education Policy on Education is started. This was modified in 1992. Children to Free and Compulsory Education Act 2009 which laid down legal underpinnings for achieving universal elementary education.

Principle of this Policy :

It aims to produce engaged productive and contributing citizens for building an equitable, inclusive, and plural society as envisaged by our Constitution.

The fundamental principles :

1.   Recognizing, identifying, and fostering the unique capabilities of each student.

2.   Achieving Foundation Literacy and Numeracy.

3.   Flexibility.

4.   No hard separations between art and science, curricular and extra-curricular activities, vocational and academic streams.

5.   Multidisciplinary and a holistic education.

6.   Emphasis on conceptual understanding.

7.   Ethical, human and constitutional values.

8.   Promoting multilingualism and the power of language.

9.   Life skill

10. Extensive use of technology.

11. Teacher and faculty as the heart of the learning process.

12. A light but a tight regulatory framework to ensure integrity, transparency, and resource efficiency.

13. Outstanding research.

14. Continuous review.

15. Substantial investment in a strong, vibrant public education system.

Vition of this Policy :

Providing high-quality education to all. Make India a global knowledge superpower. Develop among the students a deep sense of respect towards the Fundamental Duties and Constitutional values, bonding with one’s country, and conscious awareness of one’s roles and responsibilities in a changing world.

1. Early Childhood Care and Education :

A) 85% of a child’s cumulative brain development occurs prior to the age of 6. Indication of the critical importance of appropriate care and stimulation of the brain in the early year in order to ensure healthy brain development and growth.

B) Aim of ECCE will be developed physical and motor development, cognitive development of communication and early language, literacy and numeracy.

C) Pedagogical Framework for Early Childhood Care and Education(NCPFECCE0) age of 8. This is developed by NCERT. Sub-framework for 0-3-year-old, sub-framework for 3-8 year-olds. ECCe involving art, stories, poetry, games, songs, and more.

D) Stand-alone Anganwadis, Anganwadis co-located with primary schools, pre-primary schools/sections covering 5to6 years co-located with existing primary schools, Specially trained teachers.

E) Anganwadi workers/teachers well trained, high-quality infrastructure and equipment.

F) It is envisaged that prior to the age of 5 every child will move to a ” Preparatory Class” or “Balavatika”.

G) Anganwadi workers/teachers with the qualification of 10+12 and above shall be given a 6-month certificate program in ECCE.

H) Introduced Ashramshalas in tribal-dominated areas and in all formats of alternative schooling in a phased manner.

I)   The responsibility for the ECCe curriculum and pedagogy will lie with MHRD to ensure its continuity from pre-primary school through primary school.

2. Foundations Literacy and Numeracy :

A) To develop basic skills of WELLS (Liastion, Speak, Read, Write).

B) The highest priority of the student will attain foundational literacy and numeracy by Grade.

C) Achieve universal foundational literacy and numeracy in primary school by 2025.

D) A pupil-teacher ratio (PTR) of under 30:1 will be ensured at the level of each school.

E) Soccio-economically disadvantaged students will aim for a PTR of under 25:1.

F) Three mont play-based ‘School preparation module’ for all Grade 1 students, learning alphabets, sounds, words, colors, shapes, and numbers.

G) Digital Infrastructure for Knowledge Sharing (DIKSHA): Intervention to serve as aids to teachers and to help bridge any language barriers that may exist between teachers and students.

H) Digital Libraries will also be established.

I) Ther nutrition and health (including mental health) of children will be addressed, through healthy meals and the introduction of well trained social workers counselors, and community.

G) Health check-ups especially for 100% immunization in schools and health care will be issued to monitor the same.

3. Curtailing Dropout Rates and Ensuring Universal Access to Education at All Levels :

To provide effective and sufficient infrastructure so that all students have access to safe and engaging school education at all levels from pre-primary school to Grade 12.

Providing safe practical conveyances and hostels especially for the girl children. To facilitate A) Socio-Economically disadvantaged Groups (SDGs), Distance Learning (ODl) Programs offered by National Institute of Open Schooling (NIOS).

4. Restructuring the school curriculum and pedagogy in a new 5+3+3+4 design:

The different stages of their development, corresponding to the age ranges of 3-8, 8-11, 14-18.

Guided by a new 5+3+3+4 design Foundation Stage (3 years of Anganwadi/pre-school) + 2 years in a primary school in Grade 1-2; both together covering age 11-14.

Secondary Stage (Grades 9-12 in two phases). 9 and 10 in the first and 11 ads 12 in the second, covering age 14-18.

Holistic develpmetn of learners :

Building character and creating holistic and well-rounded individuals equipped with key 21st-century skills.

Reduce Curriculum content to enhance essential learning and critical thinking :

Make space for critical thinking and more holistic, inquiry-based, discovery-based, discussion-based, and analysis- based learning. Focus on key concepts, ideas, applications, and problem-solving.

Classroom sessions will regularly contain more fun, creative, collaborative, and exploratory activities for students for deeper and more experiential learning.

Experiential learning :

Hand on learning, arts-integrated and sports-integrated education, story-telling-based pedagogy, among others.

Holistic development of learners :

Building character and creating holistic and well-rounded individuals equipped with key 21st century skills.

Reduce Curriculum content to enhance essential learning and critical thinking :

Make space for critical thinking and more holistic, inquiry-based, discovery-based, discussion-based, and analysis- based learning. Focus on key concepts, ideas, applications, and problem-solving.

Classroom sessions will regularly contain more fun, creative, collaborative, and exploratory activities for students for deeper and more experiential learning.

Experiential learning :

Hand on learning, arts-integrated and sports-integrated education, story-telling-based padagogy, among others.

physicall activities including indigenous sports, in pedagogoical practice to help in develping skills auch as collaboration, jself-intiative, self-direction, self-discipline, teamwork, respoonsibility, citizenship.

Emporwer students through flexibility in course choices :

There will be no hard swpartion among ‘curricular, extracurricular, co-curricular, arts, humanities and sciences between cocational or academic steams.

Subjects such as physical education, the arts and crafts, and vocational skills, in addition to science huanities and mathematics will be incorproated throughtut the school curriculum with a consideratio for what is interesting and sae at each age.

Multilingualism and the pwoer of language :

Children learn and grasp nontrivial concepts more quicklly n their home language/mother tongue. Wherever possible, the medium of instruction until at least Grade 5, but preferably till Grade 8 and beyond, will be the lanuage/mothertounge/local language/ regional language. High-quality textbooks, including in science, will be made available in home languages/mother tongue.

The Languages of India, somtime in Grades 6-8 such as undre the Ek Bharat Shrestha Bharat initiatitive. In this project/ activity, students will learn about the remarkable unity of most of the major indian languages, starting with their common phoneatic and scienifically-indluences and differences.

Sanskrit will thus be offered at all levels of school and higher education as an important, enriching potion for students, inlcluding as an option in the three-language formula.

Sanskrit Knowledge Systems, and in particular through phonetics and pronunciation. Sanskrit teach throuth Sanskrit and make its study truly enjoyable.

In addition to sanskrit, other classical languages Tamil, Telugu, Kannada, Malayalam, Odia, Pali, Persian and Prakrit will also be widely available in schools as options for students.

For high quality education offerings foreign langueges such as Korean, Japanese, Thi, French German, Spanis, Portugues and Russian.

National Textbooks with Local Content and Flavor :

From among a set of textbooks, they contain the requisite national and local material – so that they may teach in a manner that best suited their own pedagogical styles as well as to their student’s and communities’ needs.

Support to Gifted Students with Special Talents :

The NCERT and NCTE will develop guidelines for the education of gifted children. B.Ed. programs may also allow specialization in the education of gifted children.

The teacher will aim to encourage students with singular interests and talents in the classroom by giving them supplementary enrichment material and guidance. Topic centered Math, Music & Dance, Poetry Circles, Language, Drama, debate, Sports, health, Yoga.

Olympiads and competitions in various subjects will be conducted across the country with clear coordination and progression from school to local to state national level.

Continuous Professional Development (CDP) :

Each teacher will be expected to participate in at least 50 hours of CPD opportunities every year for their own professional development, driven by their own interests.

Career Management and Progression (CMP) :

It will be ensured that career growth in terms of tenure, promotions, salary increases.

Reference: http://National Education Policy 2020 (Thursday,30-July-2020 ) – (1.39 MB)