New Education Policy 2020

Agenda

● Vision and Key Principles
● Universal Access and Early Childhood Education
● How children will Learn - Curricular and Pedagogic structures
● Curriculum - Learning Outcomes - Competencies
● Schools - Complex - Accreditation
● Teachers - Education and Development
● NEP - New Features
● Key Focus Areas - Equity - Gender - Special Needs
● Goals and Implementation Plan

Vision of the National Education Policy 2020

1 An education system that contributes to an equitable and
vibrant knowledge society, by providing high-quality

education to all

2 Develops a deep sense of respect towards the fundamental
rights, duties and Constitutional values, bonding with one’s

country, and a conscious awareness of one’s role and

responsibilities in a changing world

3 Instils 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

Key Principles of NEP - Emphasize Conceptual
Understanding
- Respect for Diversity & Local Context Rather than rote learning and
In all curriculum, pedagogy, and learning-for-exams
policy.
- Unique Capabilities
- Equity & Inclusion Recognizing, identifying them
As the cornerstone of all in each student.
educational decisions.
- Critical thinking and
- Community Participation Creativity
Encouragement and facilitation for To encourage logical decision-
philanthropic, private and community making and innovation
participation.
- Continuous Review
- Use of Technology Based on sustained research
In teaching and learning, removing and regular assessment by
language barriers, for Divyang students, educational experts.
and in educational planning and
management.

Universal Access to Early Childhood Care & Education (ECCE) Multifaceted

Universal Access Flexible, multi-level, play-based,
For children of 3-6 years: access to activity-based, and inquiry-
free, safe, high quality ECCE at based learning
Anganwadis/Pre-school/Balvatika

Foundational Learning Curriculum
For age group of 3-8 divided in two parts:
(i) From age 3-6 in ECCE and (ii) age 6 to
8 in class I and II in primary school

Preparatory Class
Prior to the age of 5 every child will
move to a “Preparatory Class” or
“Balvatika” (that is, before Class 1)

Implementation to be jointly carried out by Ministries of HRD, Women and Child
Development (WCD), Health and Family Welfare (HFW), and Tribal Affairs

Ensuring Universal Access to Education at all levels

Multiple Pathways To ensure access and Bring Back Drop-outs
Multiple pathways to opportunity to all To bring drop out children
learning; involving both children back to school
formal and non-formal
education modes Alternative Centers
Alternative and innovative
Build Schools education centers
Promoting both governments
and non-governmental Peer Tutoring
philanthropic organizations Suitable for all categories
to build schools business and personal
presentation
Learning Outcomes
Focus will be on achieving
desired learning outcomes
at all levels

Expected Outcomes

● Universalisation of Access – from ECCE to Secondary
● Ensure equity and inclusion
● Bring back 2 crores out-of-school children
● Attain SDG goals of retaining all children in schools until completion of secondary education
● Improve Quality and achievement of learning outcomes – Foundational Literacy & Numeracy (FLN)
● Focus on 21st century skills in teaching, learning and assessment
● Resource sharing- School complexes
● Effective Governance - separation of powers and common norms
● Overcoming the language barrier in learning
● Common standards for public and private school education

How children will learn ?

Transforming Curricular & Pedagogical Structure

Existing Academic Structure New Academic Structure New pedagogical and curricular structure
of school education (5+3+3+4): 3 years in
2 Years 4 Years Secondary Anganwadi/pre-school and 12 years in
school
(Age 16-18) (Class 9 to 12) Middle
(Age 14-18) • Secondary Stage(4) multidisciplinary
10 Years Preparatory study, greater critical thinking, flexibility
3 Years and student choice of subjects
(Ages 6-16)
(Class 6 to 8) • Middle Stage (3) experiential learning
(Age 11-14) Foundational in the sciences, mathematics, arts,
social sciences, and humanities
3 Years
• Preparatory Stage (3) play, discovery,
(Class 3 to 5) and activity-based and interactive
(Age 8-11) classroom learning

2 years • Foundational stage (5) multilevel,
play/activity-based learning
(Class 1 & 2) (Ages 6-8)
....................................

3 years

(Anganwadi/ pre-
school/Balvatika)

(Ages 3-6)

ECCE Framework Multi-faceted Framework

NCPFECE Comprising of alphabets,
languages, numbers,
National Curricular and counting, colours, shapes,
Pedagogical Framework for indoor and outdoor play,
Early Childhood Education puzzles and logical thinking,
(NCPFECE) will be drafted by problem-solving, drawing,
NCERT painting and other visual art,
craft, drama and puppetry,
Research and Best music and movement
Practices
School Preparation
NCPFECE will be aligned with Module
the latest research on ECCE,
and national and A 3-month play-based
international best practices ‘school preparation module’
for all Grade 1 students to be
developed by NCERT

Early Childhood Education: Learning in the Formative Years

Developing curiosity Teamwork &
Collaboration
Logical Thinking &
Problem Solving Play-based & Discovery-
based learning

Arts, crafts and Music Ethics

Relationship with Nature Self-Identity
Colours, Shapes, Alphabets Etiquette, Behaviour and
& Numbers Emotional Development

Attainment of Foundational Literacy And Numeracy by Grade 3 in Mission mode

Early Learning 3-month Play based School

Book Promotion Focus on early reading, writing & 3-month play-based school
mathematics preparation module’ for all Grade
1 students
National Book Promotion Policy
will be formulated and public and National Repository
school libraries will be expanded

National Mission National Repository -High Quality
Teaching and Learning
National Mission on Foundational
Literacy and Numeracy Resources on DIKSHA

Foundational Skills Libraries

Universal acquisition of School libraries, including
foundational learning skills digital libraries to be leveraged

FLN by
Grade 3

Curriculum

Reduction in Curriculum

Core Essentials Critical Thinking Interactive Classes Experiential Learning

Curriculum in all subjects Focus on critical thinking, Interactive teaching with Fun, creative, collaborative,
to be reduced to its core inquiry, discovery, reduced dependency on and exploratory activities in
essentials discussion and analysis- textbook learning; classroom for experiential
based teaching and Questions from students learning and deeper student
learning methods for will be promoted learning
holistic education

● Curriculum and pedagogy to be transformed by 2022 to promote skill based and minimize rote based
learning

● Revision of NCF for school education and NCF for teacher education 2009 by 2021

Focus on LOs, Competencies and subject - integration

Competency based education Integration of subjects Development of scientific temper

Modules on preparing and implementing Through arts integrated, sports integrated, Development of scientific temper and
pedagogical plans based on competency and ICT integrated and storytelling based inculcation of knowledge and practice of
outcome-based education for school leaders pedagogy among others as standard human and constitutional values such as
pedagogy patriotism, sacrifice, non-violence, truth,
honesty, peace etc.

NO SILOS among subjects/learning Emphasis on Digital literacy Promotion of multi-lingual teaching

NO hard separation between: Emphasis on digital literacy, coding and Promoting states to enter into
• curricular/co-curricular/extra-curricular; computational thinking, ethical and bilateral agreements with nearby
• academic/vocational;
• science/humanities; moral reasoning states to hire language teachers
• sports/art/academics

Mental and physical health and well-being:

Mandatory for students to acquire skills in: health and nutrition; physical education, fitness, wellness, and sports

Health check ups Hiring counsellors in school complexes

Annual health check up for all State governments will be encouraged to hire
students adequate number of counsellors and teachers (to be
shared across school complex)
Reduce weight of school bags
Focus on children with disability
Reduced weight of school bags and
textbooks through suitable changes in Differentiated interventions and suitable
curriculum and pedagogy infrastructure development at schools to make
access easier for children with disability
Mandatory skills : Health and Wellness
M- andatory skills to be imbibed by all Inclusive and caring culture at school

students - health, nutrition, physical The role and expectations of principal and
education, fitness, wellness, sports. In teachers will explicitly include developing a caring
addition- Basic training in preventive and inclusive culture at school
health care, mental health, first aid,
personal and public hygiene will be
included in the curriculum

Innovative Pedagogy: Transforming teaching learning process

Experiential Learning Equal Weightage

● Focus on experiential, inquiry ● No hard separation between curricular,
and discovery based teaching co-curricular and extra curricular area.
learning methods
● Freedom of choosing a variety of
Integrated Pedagogy subject combination to be provided

● Arts, sports, and story-telling Bagless Days
and ICT-integrated pedagogy
● Bagless days to be scheduled in
Promotion of peer tutoring academic calendar

● Promoting peer tutoring as Use and integration of
voluntary and joyful activity under technology
the supervision of teachers
● Integration of technology enabled
pedagogy in classes 6-12

Textbook with local content and flavour States to prepare their own
curricula and textbooks based
All textbooks to contain only on NCERT curriculum and
essential core material while textbooks, incorporating State
capturing any desired flavour and material as needed
nuances and supplementary
material as per local contexts Concerted efforts, through
and needs suitable changes in curriculum
and pedagogy to significantly
Affordable, high-quality and reduce the weight of school
energised textbooks to be bags and textbooks
provided along with free
digital version on DIKSHA
Platform

India’s future and India’s leadership role in upcoming fields

Computational thinking Computational thinking
Increased emphasis on mathematics and Activities involving coding will be introduced in
computational thinking throughout the school Middle Stage
years
Including contemporary subjects in schools
Mathematical thinking and problem solving Teaching of contemporary subjects at middle and
secondary stages: Artificial Intelligence, Design
Inculcate mathematical thinking and problem Thinking, Holistic Health, Organic Living,
solving through a variety of innovative methods, Environmental Education, Global Citizenship
including the regular use of puzzles and games Education (GCED)

Knowledge of India Will be incorporated in an accurate and scientific
manner wherever relevant.
Video documentaries on inspirational luminaries of India,
in science and beyond. Indian Knowledge Systems, including tribal knowledge
and indigenous and traditional ways of learning, will
Students will be given a logical framework for making
ethical decisions at a young age. be covered.
Specific courses in tribal ethno-medicinal practices,
In later years, expanded along themes of cheating,
violence, plagiarism, littering, tolerance, equality, empathy. forest management, traditional (organic) crop
cultivation, natural farming, etc. will also be made
Traditional Indian values and all basic human and
Constitutional values will be developed in all students. available.

Excerpts from the Indian Constitution will also be Curriculum to include knowledge from ancient India to
considered essential reading for all students. modern India as well as future aspirations.

Basic training in health, mental health, good nutrition, Scientific explanations of the detrimental and
personal and public hygiene, disaster response and first- damaging effects of alcohol, tobacco, and other drugs

aid will also be included. will be part of curriculum.

Examinations in grades 1 to 8 Moving away from rote learning

Key stage assessments Assessment of core concepts and knowledge,
higher-order skills and its application in real-life
Census assessments at key stage in classes 3, 5 situations. Moving away from rote learning.
and 8 to track achievement
Results of school examinations
Achievement of critical LOs
The results of school examinations will be used
Testing to focus on achievement of essential only for developmental purposes and for
learning outcomes continuous monitoring and improvement of the
schooling system

Reforming examinations in grades 9 to 12 including board exams

Board exams will be made ‘easier’, as Teachers to be prepared for a
they will test primarily core transformation in the assessment system by
capacities/competencies the 2022-23 academic session

Viable models to be explored: Each School Board shall ensure equivalence
annual/semester/modular Exams; two of academic standards in learner’s
parts exams - objective type and attainments
descriptive type.
Standards, norms and guidelines for School
Guidelines will be prepared by NCERT, Boards through PARAKH National Center
in consultation with SCERTs, Boards of
Assessment (BoAs), and PARAKH

Beginning with Mathematics, all subjects could be offered at two levels

Transforming the culture of assessment National Assessment Centre
will help in bringing greater
Continuous tracking of learning synergy in board exams
outcomes of each child conducted by various Boards of
Assessments
Board exams to be
more flexible, with Self Assessment and Peer
assessment of Assessment
essential skills
The National Testing
Assessment to focus Agency (NTA) will work to
on core concepts, offer a high-quality
higher order and common aptitude test, to
foundational skills eliminate the need for
taking coaching for these
AI-based software to exams
help track the progress of
the Students to enable
them to make optimal
career choices.

Holistic Progress Card Progress in project-based and inquiry-
based learning, quizzes, role plays, group
States/UTs to redesign Progress Cards in work, portfolios, etc., to be included in
schools to make them holistic, 360-degree, report cards
multidimensional report
The holistic progress card will actively
Progress card will include self-assessment, involve parents in their children’s education
peer assessment, and teacher assessment and development.

Cards to reflect the progress and AI-based software to be developed to help
uniqueness of learner in the cognitive, track growth through school years and to
affective, socio-emotional, and psychomotor help students make optimal career
domains choices.

Multilingualism and the Power of Language Learning

● Medium of instruction uptil grade 5, and
preferably till Grade 8 and beyond, will be
home language/ mother-tongue/ local
language

● ‘The Languages of India’ a fun project/
activity on to be taken by every student

● Three languages to be taught will be
decided by state/UT

● All classical languages will be widely
available in schools as options

Schools

School Complexes/Clusters

Bal Bhavan Samajik Chetna Kendras Sharing Governance
Resources
Strengthening/setting-up of Unutilized capacity of schools Effective
Bal Bhavan for children of to be used as Samajik Chetna Enable sharing of governance of
all age group to partake in Kendra to promote social, human & schools
art-related, career-related, intellectual, and voluntary infrastructural
and play-related activities activities resources Integration

Efficiency Better integration of
education across all
Efficient levels through
expedition and connected schools
resourcing for and shared teachers
schools through and resources
building school
complexes Pairing Schools

Planning Twinning/pairing
of one government
Development of school with one
short-term and private school
long-term plans across the country
(SDPs)

Standard-setting and Accreditation ✔Public and private schools (except the

2 ✔To ensure all schools follow 4 Central Government schools) will be assessed
certain minimal professional and and accredited on common minimum criteria
quality standards
✔Private/philanthropic schools to be
encouraged and enabled to play a beneficial
role.

1 3 ✔Development of School Quality Assessment
and Accreditation Framework (SQAAF) by
✔Setting up State School Standards SCERT & NCERT
Authority(SSSA)
✔Periodic ‘health check-up’ of the overall
✔Self-disclosure of all the basic system through a sample-based National
regulatory information of all schools at Achievement Survey (NAS)
SSSA and School website

Teachers

Teacher Education 2 year B.Ed 1 year B.Ed

4 year
Integrated

B.Ed

Minimum degree For applicants with an For those who have
qualification for teaching existing Bachelor’s completed the equivalent
Degrees in other of 4-year multidisciplinary
that includes student- specialized subjects
teaching at local schools, Bachelor’s Degrees or
have obtained a Master’s
by 2030
degree in a specialty

Teacher education will gradually be moved by 2030 into multidisciplinary colleges and universities
Multidisciplinary higher education institutions offering the 4-year in-class integrated B.Ed.

programme to also provide blended and or ODL mode of teaching to students in remote areas.

Teacher Education 2 year B.Ed 1 year B.Ed

4 year
Integrated

B.Ed

Minimum degree For applicants with an For those who have
qualification for teaching existing Bachelor’s completed the equivalent
Degrees in other of 4-year multidisciplinary
that includes student- specialized subjects
teaching at local schools, Bachelor’s Degrees or
have obtained a Master’s
by 2030
degree in a specialty

All B.Ed. programmes will include training in time-tested techniques in pedagogy, multi-level teaching and
evaluation, teaching children with disabilities, teaching children with special interests or talents, use of

educational technology, and learner-centered and collaborative learning

Teacher Education 2 year B.Ed 1 year B.Ed

4 year
Integrated

B.Ed

Minimum degree For applicants with an For those who have
qualification for teaching existing Bachelor’s completed the equivalent
Degrees in other of 4-year multidisciplinary
that includes student- specialized subjects
teaching at local schools, Bachelor’s Degrees or
have obtained a Master’s
by 2030
degree in a specialty

Shorter local teacher education programmes to be available at BITEs, DIETs, or at school complexes for
eminent local persons who can be hired to teach at schools as ‘master instructors’, for promoting local
professions, knowledge, and skills, e.g., local art, music, agriculture, business, sports, carpentry, and other

vocational crafts

Improving Teacher Education Stringent action against National Higher Education
substandard stand-alone Regulatory Council (NHERC), to
All teacher education Teacher Education function as single point regulator
programmes to be Institutions (TEIs). for higher education sector
conducted within including teacher education
composite NTA testing for
multidisciplinary admission to B.Ed.
institutions.
New and
comprehensive National
Curriculum Framework
for Teacher Education
(by 2021)

Only educationally- Merit based Setting-up of National Teacher Eligibility Tests
sound, multidisciplinary, scholarships for 4 year Mission for Mentoring (TETs) at all stages will
and integrated teacher B.Ed. Integrated with a large pool of be strengthened
education programmes outstanding
to be made available senior/retired faculty

Teacher recruitment and deployment

Strengthening TETs 01 Transparent transfer system
02 Online computerized system for teacher
Teacher Eligibility Tests (TETs) for all teachers transfers to ensure transparency
across Foundational, Preparatory, Middle and 03
Secondary stage in both public and private 04 Test score and demonstration - part of
schools recruitment
05 Subject score from TET or NTA tests and
Tech based planning for teacher recruitment 06 classroom demonstration to be taken
into account for recruitment of subject
Technology-based planning and forecasting of teachers
teacher-requirement to assess expected
subject-wise teacher vacancies over next two Restructuring of NCTE
decades NCTE to be restructured as a
Professional Standard Setting Body
Certificate Courses (PSSB) under General Education Council
Developing specialization for subject or (GEC)
generalist teachers, teaching children with
disabilities / Divyang children, during pre-service
teacher preparation with synergy between NCTE
and RCI

Empowering Teachers Teachers to have more autonomy in choosing aspects of
pedagogy in classroom teaching
A technology-based comprehensive teacher-requirement
planning forecasting exercise to be conducted by each State. Academic leadership positions to be made available for
teachers.
Career growth to be available for teachers within a single
school stage i.e., Foundational, Preparatory, Middle, or Teacher Professional Development
Secondary ● Merit based tenure track system
● Min. 50 hours of Continuous Professional
National Professional Standards for Teachers (NPST) by 2022 Development (CPD)

Improving Service Environment through better
infrastructure at school

School Leadership CPD opportunities will, in particular,
systematically cover the latest
Necessary facilities for the initial
professional preparation of these pedagogies
educators and their Continuous
Professional Development (CPD)

At least 50 hours of CPD for Ample opportunity to get upskilled on latest pedagogy
teachers based on their own related to foundational literacy and numeracy, formative and

interest and professional adaptive assessment of learning outcomes, individualised
areas and competency-based learning and related pedagogies

Key Focus Areas

Focus on Socio-Economically Disadvantaged Groups (SEDGs)

SEDGs can 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.

Ensuring Equity SEZs Fee Waivers

Interventions Large populations from SEDGs Fee waivers and scholarships will be
The critical problems and to be declared Special offered to meritorious students from all
recommendations regarding ECCE, Education Zones (SEZs) SEDGs on a larger scale
foundational literacyand numeracy,
access, enrolment and attendance will Counsellors
be targeted in a concerted wayfor
Socio=EconomicallyDisadvantaged Recruitment of counsellors in
groups - SEDGs. schools

Special Mechanisms EQUITY Additional Schools
Special mechanisms for children
belonging to tribal groups to Setting-up of additional JNVs
receive quality education and KVS in aspirational
districts/SEZs
Learning Outcomes
Focus on attainment of
learning outcomes of children
belonging to SC/ST/OBC

Gender Gender Inclusion Fund
Gender-Inclusion Fund for female and
Safety and Rights
Careful attention to safety and transgender students
rights of all children particularly girls
Bridging Gender Gap
to retain them in school Focus on bridging the Gender Gap
and provide equal opportunities to
all.

KGBVs Policies targeted for Girls
Strengthening and extension of
Thrust on designing policies and
KGBVs up to grade 12 schemes targeted towards female
students in the SEDGs
Gender Sensitivity
‘Gender Sensitivity’ to be an integral

part of curriculum

Supporting Children with Special Needs (CWSN)

Regular Schooling 01 Enabling Mechanisms
Children with special needs will be 02 Enabling mechanisms for CWSN or
integrated in the regular schooling Divyang to receive quality education
process from elementary to higher 03
education levels 04 Assistive Devices and Orientation to Parents
Technology enabled assistive
Modules 05 devices/tool for CWSN and orientation of
NIOS will develop high-quality modules 06 the tools/devices for parents/caregivers
to teach Indian Sign Language
Alternative Schools
Certificate Courses Alternative forms of schools will be
Certificate courses for pre-service and encouraged to preserve the alternative
in-service teachers to become special pedagogical styles
educators

Integrating Vocational Education at All Levels

Practice Based Curriculum 01 LokVidya
A practice-based curriculum for Grades 02 ‘LokVidya’, knowledge developed in
6-8 to be appropriately designed India, will be made accessible to
03 students
Skill Gap Analysis 04
Focus areas based on skills gap Skills Framework
analysis and mapping of local 05 National Skills Qualifications Framework
opportunities 06 will be detailed further for each
discipline vocation / profession
Open Distance Learning Mode
Courses to be offered through Open Vocational Crafts
and Distance Learning (ODL) mode. All students of grades 6-8 will intern with
local vocational experts such as
Exposure to vocational education carpenters, gardeners, potters, artists,
By 2025, at least 50% of learners shall etc. to develop a vocational craft
have exposure to vocational education

Setting up of PARAKH Assessments
Shift towards competency based assessments
PARAKH
Setting-up of National Center for Performance 21st Century Skills
Assessment, Review and Analysis of Knowledge Promoting critical and creative thinking aligned
for Holistic development (PARAKH) to the 21st century in classrooms

Objectives of PARAKH

● Setting norms, standards and guidelines for assessment and evaluation
● Guiding the State Achievement Survey (SAS)
● Conducting the National Achievement Survey (NAS)
● Monitoring achievement of Learning Outcomes in the country

Support For Gifted Students / Students With Special Talents

Encourage gifted/talented students Efforts for interventions in rural areas
Pursue realm beyond the general school and in regional languages to ensure
widespread participation
curriculum
Extensive use of technology to
Project-based clubs to be encourage talented/gifted children
encouraged and supported and
supported at all levels in schools

Olympiads and competitions in NCERT and NCTE will develop
various subjects to be conducted guidelines for the education of

across the country gifted children

B.Ed. Programmes to allow
specialisation in education of gifted

children

Online and Digital Education Digital Platforms

Inclusion and Access Digital platforms and ongoing ICT-
Enhance Educational Access To based educational initiatives to be
Disadvantaged Groups including optimized and expanded
Divyang students
Pilot Studies
Blended Learning
Emphasis on effective models of A series of pilot studies to be
blended learning conducted

Content Creation Expansion of Platforms
Content creation, digital repository, Expansion of existing e-learning
and dissemination. Technology platforms - DIKSHA, SWAYAM, etc.
Integration In Teaching, Learning &
Assessment

Adult Education and Lifelong Learning The Adult Education Curriculum
To Include Following Five Types Of
Innovative Initiatives Programme:

Innovative initiatives for adults with the A. Foundational Literacy And
help of community participation and Numeracy
technology integration
B. Critical Life Skills
Integration with HEIs
Integration of Adult Education C. Vocational Skills Development
Centres (AECs ) with HEIs and other
D. Basic Education
public institutions
E. Continuing Education
Technology Based Options
Technology-based high quality options for

adult learning such as apps, online
courses/modules, satellite-based TV

channels

Online Books
Online books, ICT-equipped libraries,

Adult Education Centres, etc. to be
developed through government and

philanthropic initiatives

Goals & Timelines
for the implementation

Timeline for Implementation of ECE and new Assessment pattern

Early Childhood Initiating implementation Expansion of 1 year of
Education of 1 year of pre-primary pre-primary school
through primary
school and 3-month 2022-23 schools and 2024-25 2025-26
preparatory module for Anganwadis
(Phase 2)
Class -1 students
( Phase 1) 2023-24

2021-22

Implementation of Class Class Class Class
new curriculum 9th 10th 11th 12th
and assessment

New Board Exam pattern for
Class 12th

New Board Exam pattern for
Class 10th

Timelines for Implementation in NEP 2020

Formulation National Attaining universal foundational Universal provisioning of Policy is fully
Curricular Framework for literacy and numeracy in all quality early childhood operational following

School Education (NCFSE) primary schools for all learners development, care this a comprehensive
by grade 3 review will be
undertaken

2021-22 2022-23 2023-24 2024-25 2025-26 2026-27 2027-28 2028-29 2029-30 2040

National A common guiding set of State/UT governments to Teacher education will
Curriculum National Professional optimize resources through gradually be moved into
multidisciplinary colleges and
Framework Standards for Teachers mechanisms to group or universities, with minimum
for Teacher (NPST) rationalize schools, such as, deg. qualification 4-year B.Ed.
Education
school complexes Only educationally sound, multidisciplinary, and
Teachers prepared for a integrated teacher education programmes shall
transformation in the At least 50% of learners
exposed to vocational be in force and all TEIs will be converted into
assessment system education in the school and multi-disciplinary institutes
higher education system

New Features of the Policy