write an article on new education policy

Essay on New Education Policy 2020

500+ words essay on new education policy 2020.

Education is a fundamental need and right of everyone now. In order to achieve our goals and help develop a just society, we need education. Similarly, education plays a great role in the national development of a nation. As we are facing a major change in terms of knowledge globally, the Government of India approved the National Education Policy 2020. This essay on new education policy 2020 will help you learn how this new policy has replaced the National Education Policy 1986 that is 34 years old.

Aim of the New Education Policy 2020

This new policy has the aim of universalizing education from pre-school to secondary level. It plans to do that with a 100% GRE (Gross Enrollment Ratio) in schooling. The plan is to achieve it by 2030.

This essay on new education policy 2020 will highlight the changes brought in by this new policy. Firstly, the policy proposes to open Indian higher education in foreign universities.

It aims to introduce a four-year multidisciplinary undergraduate program with various exit options. Thus, this new policy will strive to make the country of India a global knowledge superpower.

Similarly, it also aims to make all universities and colleges multi-disciplinary by the year 2040. Finally, the policy aims to grow employment in India and also bring fundamental changes to the present educational system.

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Advantages and Disadvantages of New Education Policy 2020

The policy gives an advantage to students of classes 10 and 12 by making the board exams easier. In other words, it plans to test the core competencies instead of mere memorization of facts.

It will allow all the students to take the exam twice. Further, it proposes that an independent authority will be responsible for regulating both public and private schools . Similarly, the policy aims to diminish any severe separation between the educational streams and vocational streams in the schools.

There will also be no rigid division between extra-curriculum. Vocational education will begin at class sixth with an internship. Now, the essay on new education policy 2020 will tell you about the disadvantages of the policy.

Firstly, it can make the education system expensive. Meaning to say, admission to foreign universities will probably result in this. Further, it will create a lack of human resources.

If we look at the present elementary education, we notice that there is a lack of skilled teachers. Thus, keeping this in mind, the National Education Policy 2020 can give rise to practical problems in implementing the system that is for elementary education.

Finally, there is also the drawback of the exodus of teachers. In other words, admission to foreign universities will ultimately result in our skilled teachers migrating to those universities.

To conclude the essay on New Education Policy 2020, we can say that this policy is an essential initiative to help in the all-around development of our society and country as a whole. However, the implementation of this policy will greatly determine its success. Nonetheless, with a youth dominant population, India can truly achieve a better state with the proper implementation of this education policy.

FAQ of Essay on New Education Policy 2020

Question 1: What does the New Education Policy 2020 aim to achieve by 2030?

Answer 1: This new policy has the aim of universalizing education from pre-school to secondary level. It plans to do that with a 100% GRE (Gross Enrollment Ratio) in schooling. The plan is to achieve it by 2030.

Question 2: Give two challenges the New Education Policy 2020 may face?

Answer 2: Firstly, it can make the education system expensive. Meaning to say, admission to foreign universities will probably result in this. Further, it will create a lack of human resources.

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• Essay on New Education Policy (NEP)

Education helps us discover and accomplish our aims and make a fair contribution to the society. In a similar vein, education contributes significantly to a country's national growth. The National Education Policy 2020 was authorised by the Government of India since there is a significant change taking place in the world. Here are some sample essays on New Education Policy 2023.

100 Words Essay on New Education Policy

200 words essay on new education policy, 500 words essay on new education policy 2023.

The goal of the New Education Policy is to make education available to everyone from preschool through high school. With a 100% GRE (Gross Enrollment Ratio) in academics, it intends to achieve that. It is intended to be accomplished by 2030. A four-year, interdisciplinary undergraduate curriculum with a range of exit choices is what it intends to introduce. As a result, this new strategy aims to transform India into a superpower in the field of knowledge.

In similar terms, it seeks to make all colleges and universities multidisciplinary by the year 2040. The initiative also intends to fundamentally alter the current educational system while increasing the availability of jobs in India.

The New National Education Policy has had a really revolutionary impact on the Indian educational system. After 34 years of our education policy following the same standards without change, the Ministry of Education (formerly known as MHRD) made some significant changes to it on July 29, 2020. The Indian government just adopted this New National Education Policy for 2023.

How It Will Affect Learning Outcomes

It's no secret that the new education policy is going to affect students in a big way. But what exactly does that mean for them?

Well, for one, the new policy is going to impact learning outcomes. Students will no longer be able to coast through school by memorising facts and figures. Instead, they'll be required to apply what they learn in a hands-on way, in order to demonstrate their understanding of the material. This is a big change, and it'll take some time for students and educators to adjust. But in the long run, it's going to result in better-educated students who are prepared for the challenges of the real world.

The new education policy also includes a number of changes that will impact educators directly. For example, the policy stipulates that all educators must have a bachelor's degree in order to teach in public schools. Additionally, educators will be required to complete professional development courses on a regular basis.

When the new education policy is implemented, there will be some big changes for the teaching community.

Change for Teachers and Educators

First and foremost, the policy shifts the focus from teacher-centred instruction to student-centred instruction. This means that the teacher's role will change from delivering information to facilitating learning.

In order to facilitate learning, teachers will need to develop new skills. They will need to be able to create a safe and welcoming environment where all students feel comfortable participating, and they will need to be able to adapt their lessons to meet the needs of each individual student.

Benefits for Students Under New National Education Policy 2023

The new education policy is, in essence, a shift from memorization to learning. The main focus of the policy is to provide a holistic education that focuses on the development of the student's mind and body. Here are some of the ways this could benefit students:

More opportunity for students to pursue their interests outside of school - whether that be an extracurricular activity such as art or music, or receiving extra tutoring to help them excel in academics. A wider range of learning options that can provide students with tailored instruction and help them develop their individual skills.

More emphasis placed on experiential learning, where students are encouraged to apply what they've learned in school through projects and real-world activities. Increased access to technology including an increased use of digital classrooms and online resources such as eBooks, which can make studying more efficient and convenient.

These changes will make the education system more dynamic and create an environment where students can better prepare themselves for their future endeavours.

What Parents Need to Know About the New Education Policy

The new education policy is going to bring about a lot of change, and it's important for parents to be aware of how it will affect their children. First and foremost, the new policy puts more emphasis on technology and digital learning resources, so it's important for parents to ensure that their children have access to a reliable internet connection. Parents should also look into resources like online tutoring or additional support services that may be available to help their child stay on top of their studies.

It's also important for parents to be mindful of the potential stress and anxiety that students may experience while adjusting to the new system. Parents should make sure they provide emotional and moral support as needed, check in with their kids regularly, and encourage them to take breaks when needed

Finally, it's important for parents to educate themselves on the new policy so they can better understand what changes are taking place and how they can best support their children through the transition period. Changes in education policy can be difficult to navigate and often cause a lot of uncertainty. However, with the right preparation and support, you can make the most of the new policy and continue to achieve your academic goals.

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Radio Jockey

Radio Jockey is an exciting, promising career and a great challenge for music lovers. If you are really interested in a career as radio jockey, then it is very important for an RJ to have an automatic, fun, and friendly personality. If you want to get a job done in this field, a strong command of the language and a good voice are always good things. Apart from this, in order to be a good radio jockey, you will also listen to good radio jockeys so that you can understand their style and later make your own by practicing.

A career as radio jockey has a lot to offer to deserving candidates. If you want to know more about a career as radio jockey, and how to become a radio jockey then continue reading the article.

Choreographer

The word “choreography" actually comes from Greek words that mean “dance writing." Individuals who opt for a career as a choreographer create and direct original dances, in addition to developing interpretations of existing dances. A Choreographer dances and utilises his or her creativity in other aspects of dance performance. For example, he or she may work with the music director to select music or collaborate with other famous choreographers to enhance such performance elements as lighting, costume and set design.

Social Media Manager

A career as social media manager involves implementing the company’s or brand’s marketing plan across all social media channels. Social media managers help in building or improving a brand’s or a company’s website traffic, build brand awareness, create and implement marketing and brand strategy. Social media managers are key to important social communication as well.

Photographer

Photography is considered both a science and an art, an artistic means of expression in which the camera replaces the pen. In a career as a photographer, an individual is hired to capture the moments of public and private events, such as press conferences or weddings, or may also work inside a studio, where people go to get their picture clicked. Photography is divided into many streams each generating numerous career opportunities in photography. With the boom in advertising, media, and the fashion industry, photography has emerged as a lucrative and thrilling career option for many Indian youths.

An individual who is pursuing a career as a producer is responsible for managing the business aspects of production. They are involved in each aspect of production from its inception to deception. Famous movie producers review the script, recommend changes and visualise the story. 

They are responsible for overseeing the finance involved in the project and distributing the film for broadcasting on various platforms. A career as a producer is quite fulfilling as well as exhaustive in terms of playing different roles in order for a production to be successful. Famous movie producers are responsible for hiring creative and technical personnel on contract basis.

Copy Writer

In a career as a copywriter, one has to consult with the client and understand the brief well. A career as a copywriter has a lot to offer to deserving candidates. Several new mediums of advertising are opening therefore making it a lucrative career choice. Students can pursue various copywriter courses such as Journalism , Advertising , Marketing Management . Here, we have discussed how to become a freelance copywriter, copywriter career path, how to become a copywriter in India, and copywriting career outlook. 

In a career as a vlogger, one generally works for himself or herself. However, once an individual has gained viewership there are several brands and companies that approach them for paid collaboration. It is one of those fields where an individual can earn well while following his or her passion. 

Ever since internet costs got reduced the viewership for these types of content has increased on a large scale. Therefore, a career as a vlogger has a lot to offer. If you want to know more about the Vlogger eligibility, roles and responsibilities then continue reading the article. 

For publishing books, newspapers, magazines and digital material, editorial and commercial strategies are set by publishers. Individuals in publishing career paths make choices about the markets their businesses will reach and the type of content that their audience will be served. Individuals in book publisher careers collaborate with editorial staff, designers, authors, and freelance contributors who develop and manage the creation of content.

Careers in journalism are filled with excitement as well as responsibilities. One cannot afford to miss out on the details. As it is the small details that provide insights into a story. Depending on those insights a journalist goes about writing a news article. A journalism career can be stressful at times but if you are someone who is passionate about it then it is the right choice for you. If you want to know more about the media field and journalist career then continue reading this article.

Individuals in the editor career path is an unsung hero of the news industry who polishes the language of the news stories provided by stringers, reporters, copywriters and content writers and also news agencies. Individuals who opt for a career as an editor make it more persuasive, concise and clear for readers. In this article, we will discuss the details of the editor's career path such as how to become an editor in India, editor salary in India and editor skills and qualities.

Individuals who opt for a career as a reporter may often be at work on national holidays and festivities. He or she pitches various story ideas and covers news stories in risky situations. Students can pursue a BMC (Bachelor of Mass Communication) , B.M.M. (Bachelor of Mass Media) , or  MAJMC (MA in Journalism and Mass Communication) to become a reporter. While we sit at home reporters travel to locations to collect information that carries a news value.  

Corporate Executive

Are you searching for a Corporate Executive job description? A Corporate Executive role comes with administrative duties. He or she provides support to the leadership of the organisation. A Corporate Executive fulfils the business purpose and ensures its financial stability. In this article, we are going to discuss how to become corporate executive.

Multimedia Specialist

A multimedia specialist is a media professional who creates, audio, videos, graphic image files, computer animations for multimedia applications. He or she is responsible for planning, producing, and maintaining websites and applications. 

Quality Controller

A quality controller plays a crucial role in an organisation. He or she is responsible for performing quality checks on manufactured products. He or she identifies the defects in a product and rejects the product. 

A quality controller records detailed information about products with defects and sends it to the supervisor or plant manager to take necessary actions to improve the production process.

Production Manager

A QA Lead is in charge of the QA Team. The role of QA Lead comes with the responsibility of assessing services and products in order to determine that he or she meets the quality standards. He or she develops, implements and manages test plans. 

Process Development Engineer

The Process Development Engineers design, implement, manufacture, mine, and other production systems using technical knowledge and expertise in the industry. They use computer modeling software to test technologies and machinery. An individual who is opting career as Process Development Engineer is responsible for developing cost-effective and efficient processes. They also monitor the production process and ensure it functions smoothly and efficiently.

AWS Solution Architect

An AWS Solution Architect is someone who specializes in developing and implementing cloud computing systems. He or she has a good understanding of the various aspects of cloud computing and can confidently deploy and manage their systems. He or she troubleshoots the issues and evaluates the risk from the third party. 

Azure Administrator

An Azure Administrator is a professional responsible for implementing, monitoring, and maintaining Azure Solutions. He or she manages cloud infrastructure service instances and various cloud servers as well as sets up public and private cloud systems. 

Computer Programmer

Careers in computer programming primarily refer to the systematic act of writing code and moreover include wider computer science areas. The word 'programmer' or 'coder' has entered into practice with the growing number of newly self-taught tech enthusiasts. Computer programming careers involve the use of designs created by software developers and engineers and transforming them into commands that can be implemented by computers. These commands result in regular usage of social media sites, word-processing applications and browsers.

Information Security Manager

Individuals in the information security manager career path involves in overseeing and controlling all aspects of computer security. The IT security manager job description includes planning and carrying out security measures to protect the business data and information from corruption, theft, unauthorised access, and deliberate attack 

ITSM Manager

Automation test engineer.

An Automation Test Engineer job involves executing automated test scripts. He or she identifies the project’s problems and troubleshoots them. The role involves documenting the defect using management tools. He or she works with the application team in order to resolve any issues arising during the testing process. 

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•                                                                       Strengthening Social Sciences for the Future
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The New Education Policy 2020: Addressing The Challenges Of Education In Modern India

• Seema Rani Sethi
• May 12, 2023

Seema Rani Sethi Lecturer in Political Science, Nilgiri College, Nilgiri, Balasore

DOI: https://doi.org/10.47772/IJRISS.2023.7475

  Received: 10 March 2023; Revised: 05 April 2023; Accepted: 12 April 2023; Published: 11 May 2023

The National Educational Policy (NEP-2020) of India is the first education policy of the twenty-first century. Its challenge and goal are to make India a developed nation by advancing the UN Sustainable Development Goal (SDG) 4’s objectives to “ensure inclusive and equitable quality education and promote lifelong learning opportunities for all” by 2030. With fair access to high-quality education for everyone, regardless of social or economic background, India believes that this new national education strategy, which will be implemented in 2020, may reach this aim by at least 2040. The new policy, NEP-2020, is anticipated to be an extensive revamp with less content but more problem-solving abilities, inventiveness, and multidisciplinary and holistic thinking for unity and integrity. Based on an overview of NEP-2020, we have identified and analysed potential generic methods for NEP-2020 implementation to achieve its goals using focus group talks. We have also evaluated the strengths and shortcomings of the policy in the higher education and research section. Along with enhancing educational quality, the new education strategy seeks to widen the purview of education in India. This study aims to identify weaknesses in the current educational system and recommend solutions.

Keywords: National Education Policy, Implementation, Challenges, India

INTRODUCTION

The National Education Policy 2020 was approved by the Federal Cabinet, which is led by Prime Minister Narendra Modi, on July 29, 2020. The policy is based on the Draft National Education Policy 2019, which Dr. K. Kasturirangan’s Committee for Draft National Education Policy submitted to the Ministry of Human Resource Development on December 15, 2018. In January 2015, a group under the direction of former Cabinet Secretary T. S. R. Subramanian started the consultation process for the New Education Policy. A group led by former Indian Space Research Organization (ISRO) director Krishnaswamy Kasturirangan submitted the draught NEP in 2019 based on the committee’s report from June 2017. Following that, the Draft New Education Policy (DNEP) 2019 was created by the Ministry of Human Resource Development and was the focus of extensive public discussions. The Draft NEP was lengthy at 484 pages. The Ministry went through an exhaustive consultation process to create the draught policy: “Over two lakh suggestions from 2.5 lakh gram panchayats, 6,600 blocks, 6,000 Urban Local Bodies (ULBs), 676 districts were received.” The vision of the National Education Policy is: “National Education Policy 2020 envisions an India-centric education system that contributes directly to transforming our nation sustainably into an equitable and vibrant knowledge society by providing high-quality education to all.”

In order to actively contribute to the transformation of the country into a fair, sustainable, and vibrant knowledge society, the National Education Policy 2020 intends to develop an education system that is specifically centred on India by taking into account its tradition, culture, values, and ethos. The foundation and design of the entire Indian educational system was inspired by the country’s rich and extensive historical past and the contributions made by numerous academics to the world in a variety of fields, including mathematics, astronomy, metallurgy, medical science and surgery, civil engineering and architecture, shipbuilding and navigation, yoga, fine arts, chess, etc. The current NEP 2020 proposal intends to provide every aspirant with a transdisciplinary and interdisciplinary liberal education in order to raise the gross enrolment ratio (GER) to 50% by 2035. NEP 2020 states that there are several educational phases. The foundation stage aims to provide children between the ages of 3 and 8 with elementary education while promoting cognitive, mental, and emotional development through play-based and activity-based learning. The preparation stage aims to teach kids between the ages of 9 and 11 through activity- and discovery-based learning by introducing several subjects in a structured classroom environment and using textbooks to facilitate deeper understandings. The goal of middle school education is to introduce students to more abstract ideas in a variety of areas utilising a liberal education approach that emphasises experiential learning. Every year, there will be two class-level exams (semester-based system). To prepare students for the next level of specialised undergraduate programmes, secondary school education places a strong emphasis on trans disciplinary topics with numerous departure alternatives. This phase’s course pedagogy will be more in-depth and accommodating of student choices.

While providing the subject groups, consideration will be given to life goals. Standard board exams will be held after the 10th and 12th standards, and the semester system will be used at this point with 5 to 6 topics every semester. A certificate after a year, a diploma after two years, a bachelor’s degree after three years, and an honours degree after four years, with possibilities for a major, a minor, and research projects, are the four alternative exits from the undergraduate higher education stage.

The master’s degree is now described as (i) a one-year programme for students with a four-year honours bachelor’s degree, (ii) a two-year programme for students with a three-year bachelor’s degree, and (iii) a five-year integrated degree programme for students who have passed the 12th grade. The master’s degree will have a research emphasis to boost students’ professional domain competency, particularly in the last year of high-quality research, to prepare them for the following research degree. The research scholars at the research degree stage can pursue high-quality research leading to a Ph.D. in any core, multidisciplinary, or interdisciplinary area for a minimum period of 3 years for full-time and 4 years for part-time, respectively, even though research is an essential component of the final year undergraduate and postgraduate stages. They should take at least eight credits of coursework in teaching, education, and pedagogy relating to their chosen Ph.D. subject during their doctoral programme. There will not be any MPhil programmes available as research degrees. The NEP 2020 also suggests lifelong learning and research prevent the obsolesce of human beings in society regarding knowledge, skills, and experience leading to a self-assured, comfortable living. This is because lifelong learning is necessary for every human being in society. Education and research produce different maturities for happiness and enlightenment at any stage of life (Aithal, P.S. & Aithal; S., 2020).

To find out various issues which is important for implementation NEP 2020  is the main research question for this paper apart from that Researcher also looks upon strength of NEP.

THIS NEP 2020 IS A WELL-FURNISHED DOCUMENT, BUT THERE ARE SOME IMPLEMENTATION ISSUES WHICH IS ESSENTIAL TO POINT OUT.

After a 34-year gap and a year of stakeholder engagements, the New Education Policy (NEP), 2020, is a move in the right direction for Indian education. Although replacing the current educational structure of 10+2+3+2 with 5+3+3+4 and offering numerous entry and departure options are all novel and ambitious steps, so are adjustments to the 10+2+3+2 educational model. However, several things could be improved with their curriculum, procedure, and other aspects. The real issue is in putting it into practice because many prior policies could not change anything despite their best efforts. Most higher education institutions in India continue to produce a large percentage of unemployed youth.

Moreover, adding value through their degrees does not aid in their productivity. A competency-based credit system and liberal education focused on STEAM were purported to be the policy. Our nation is very large and has a wide range of regional, social, economic, cultural, and geographic diversity. Hence, creating an inclusive system where each student has access to the same resources and instruction is challenging. The NEP will therefore be difficult to execute in this situation. The policy’s focus is more on developing skills than it is on creating informed, enlightened citizens. Teaching begins in class eight at a young age. A distinct shift from the previous emphasis on exposing young minds to general education until Class 10, the emphasis on vocational education is uneven and disproportionate. Society does need skilled individuals, but they also need to be well-educated. The contrast between education and skill reinforces the division between manual and mental labour. The policy also highlights the importance of the forces of the market. Ignoring Social Justice Issues: In India, the disadvantage begins at birth, which is an issue.

Caste has historically been a factor in many governmental decisions, so eliminating or omitting it from the discussion contradicts caste’s reality. At this point, affirmative action is caste-based, and for a good reason. The merit standard is introduced in this document, especially for underrepresented categories. As a result, the current policy completely changes the focus on what is purported to be a question of rights under the disadvantage of birth. While the Mandal Commission’s recommendations caused tremendous unrest, sparking numerous conversations, debates, movements, and counter-movements across India, the NEP has not sparked a similar response from underrepresented caste groups. Adopting a foreign educational model while disregarding the Indian System: The suggestion in the current paper to create the 5 + 3 + 3 + 4 system includes a return to a four-year degree programme. Pushing for the four-year degree programme is done so that Indian graduates may compete with American pupils. If American institutions opened campuses in India, three-year grads would not be allowed to enrol because it would cause issues for them at home. Otherwise, a four-year graduation programme was never brought up in India. A more fundamental question might be whether foreign universities should be established on Indian territory during a political era of Atmanir Bhart (self-reliance) and ultra nationalism. The policy’s emphasis on rationalization and indigenization of education and the economy’s globalisation and corporatization result in an unavoidable conflict.

Making the surroundings cosy will make pupils more reliant on their native tongue and less motivated to study English. People from the same community may speak their mother tongue, but it is not permitted internationally. The combination of Indian needs and multinational style in this approach is uncomfortable. The mother tongue differs from the local language in a tribally populated area. Hence, it requires local educators, but finding them everywhere cannot be easy (Jami, A. M. & Keturah. L. 2022). In rural India, most schools offer a minimal range of topic options, and the teaching and learning process is standard. So, they could not arrive at the new location indicated in this policy. The policy suggested a one-year social internship, which is challenging for several professional degrees.

It is evident from the study mentioned above that for human development and long-term social progress. The education system needs to be systematically improved. Reforms to the educational system that consider diverse triumphs in industrialised nations and tailor them to meet local demands are necessary for a nation to have a prosperous society and educational system. India is a rapidly developing nation with 130 crores of people. The nation can grow and surpass other developing nations by devising and implementing a suitable education policy. In this regard, the current National Education Policy 2020 is a comprehensive model of NPE 2019, combining numerous innovations to provide liberal yet specialised and tailored both school and college education by incorporating research components at school and college levels. In the discussion above, the writers attempt to give a realistic viewpoint suitable for current policy. Of course, this policy has many positive aspects, but for NEP to function well, three significant issues must be resolved.

• Aithal, S. & Aithal, S. (2020) Implementation Strategies of Higher Education Part of National Education Policy 2020 of India towards Achieving its Objectives. International Journal of Management, Technology, and Social Sciences, 5(2), 283-325.
• Haragopal, G. (2020). NEP 2020: A Political Economy Perspective. Social Change, 50(4), 589–593. https://doi.org/10.1177/0049085720965514
• Jami, A. M. & Keturah. L. (2022) Scope and Challenges of Introducing Mother Tongue Language as a medium of instruction upto preparatory stage (NEP 2020) in reference to Global Journal of Applied Engineering in Computer Science and Mathematics, 1 (Apr) 61-64.
• Government of India (2020) New Education Policy,2020, Government of India, MHRD. Available from: https:/ /www .gov.in/nep.new on 10/08/2020
• Chitwan, (2020): Critical Review and Reflection on draft of NEP 2019. Educational Resurgence Journal, 2(3), 91-101.
• Shah, E. ., Kikani , R. ., & Verma, K. . (2022). Crystallized Mode of a New Horizon: Nep 2020, A Review. Faculty of Natural and Applied Sciences Journal of Mathematics, and Science Education, 3(2), 44–48.
• Gupta, R. K. (2020). NEP 2020: Reflections on Roadmap for Inclusion of the Disabled in Higher Education Institutions. Journal of Disability Management and Rehabilitation, 144-
• Kumar, A. (2021). New education policy (NEP) 2020: A roadmap for India 2.0. In W. B. James, Cobanoglu, & M. Cavusoglu (Eds.), Advances in global education and research (Vol. 4, pp. 1–8).

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What education policy experts are watching for in 2022

Subscribe to the brown center on education policy newsletter, daphna bassok , daphna bassok nonresident senior fellow - governance studies , brown center on education policy @daphnabassok stephanie riegg cellini , stephanie riegg cellini nonresident senior fellow - governance studies , brown center on education policy michael hansen , michael hansen senior fellow - brown center on education policy , the herman and george r. brown chair - governance studies @drmikehansen douglas n. harris , douglas n. harris nonresident senior fellow - governance studies , brown center on education policy , professor and chair, department of economics - tulane university @douglasharris99 jon valant , and jon valant director - brown center on education policy , senior fellow - governance studies @jonvalant kenneth k. wong kenneth k. wong nonresident senior fellow - governance studies , brown center on education policy.

January 7, 2022

Entering 2022, the world of education policy and practice is at a turning point. The ongoing coronavirus pandemic continues to disrupt the day-to-day learning for children across the nation, bringing anxiety and uncertainty to yet another year. Contentious school-board meetings attract headlines as controversy swirls around critical race theory and transgender students’ rights. The looming midterm elections threaten to upend the balance of power in Washington, with serious implications for the federal education landscape. All of these issues—and many more—will have a tremendous impact on students, teachers, families, and American society as a whole; whether that impact is positive or negative remains to be seen.

Below, experts from the Brown Center on Education Policy identify the education stories that they’ll be following in 2022, providing analysis on how these issues could shape the learning landscape for the next 12 months—and possibly well into the future.

I will also be watching the Department of Education’s negotiated rulemaking sessions and following any subsequent regulatory changes to federal student-aid programs. I expect to see changes to income-driven repayment plans and will be monitoring debates over regulations governing institutional and programmatic eligibility for federal student-loan programs. Notably, the Department of Education will be re-evaluating Gainful Employment regulations—put in place by the Obama administration and rescinded by the Trump administration—which tied eligibility for federal funding to graduates’ earnings and debt.

But the biggest and most concerning hole has been in the  substitute teacher force —and the ripple effects on school communities have been broad and deep. Based on personal communications with Nicola Soares, president of  Kelly Education , the largest education staffing provider in the country, the pandemic is exacerbating several problematic trends that have been quietly simmering for years. These are: (1) a growing reliance on long-term substitutes to fill permanent teacher positions; (2) a shrinking supply of qualified individuals willing to fill short-term substitute vacancies; and, (3) steadily declining fill rates for schools’ substitute requests. Many schools in high-need settings have long faced challenges with adequate, reliable substitutes, and the pandemic has turned these localized trouble spots into a widespread catastrophe. Though federal pandemic-relief funds could be used to meet the short-term weakness in the substitute labor market (and mainline teacher compensation, too ), this is an area where we sorely need more research and policy solutions for a permanent fix.

First, what’s to come of the vaccine for ages 0-4? This is now the main impediment to resuming in-person activity. This is the only large group that currently cannot be vaccinated. Also, outbreaks are triggering day-care closures, which has a significant impact on parents (especially mothers), including teachers and other school staff.

Second, will schools (and day cares) require the vaccine for the fall of 2022? Kudos to my hometown of New Orleans, which still appears to be the nation’s only district to require vaccination. Schools normally require a wide variety of other vaccines, and the COVID-19 vaccines are very effective. However, this issue is unfortunately going to trigger a new round of intense political conflict and opposition that will likely delay the end of the pandemic.

Third, will we start to see signs of permanent changes in schooling a result of COVID-19? In a previous post on this blog, I proposed some possibilities. There are some real opportunities before us, but whether we can take advantage of them depends on the first two questions. We can’t know about these long-term effects on schooling until we address the COVID-19 crisis so that people get beyond survival mode and start planning and looking ahead again. I’m hopeful, though not especially optimistic, that we’ll start to see this during 2022.

The CTC and universal pre-K top my list for 2022, but it’s a long list. I’ll also be watching the Supreme Court’s ruling on vouchers in Carson v. Makin , how issues like critical race theory and detracking play into the 2022 elections, and whether we start to see more signs of school/district innovation in response to COVID-19 and the recovery funds that followed.

Electoral dynamics will affect several important issues: the selection of state superintendents; the use of American Rescue Plan funds; the management of safe return to in-person learning for students; the integration of racial justice and diversity into curriculum; the growth of charter schools; and, above all, the extent to which education issues are leveraged to polarize rather than heal the growing divisions among the American public.

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Education policies and strategies

Education is a complex system with many interconnected subsystems and stakeholders. Any decision taken on one component at one level of education brings change to other components and subsystems. This interconnectedness requires policy and decision-makers to ensure that coherent and consistent education policy and strategic frameworks are in place from a sector and system perspective. Emerging challenges such as rapid digitalization, increasing inequality and disruptions caused by climate change, pandemics and conflicts, demand that countries develop resilient and sustainable policies and strategies on which to build efficient, relevant and transformative education systems.

What you need to know about education policies and strategies

Education is one of the largest public sectors often taking up 15-20% of a government's total budget and employing many teachers as civil servants. All education sub-sectors (from early childhood to higher education and beyond) as well as different elements of education (e.g. teachers, curriculum, pedagogy, and assessment) must work in sync to support a learner’s lifelong and life-wide learning, as well as their successful social and economic integration. Therefore, education ministries need to define coherently and systemically what the system should achieve, the policy priorities and strategies to deploy to implement that vision and development options and actions that are executable, measurable and accountable. In countries with several ministries in charge of the education and training sector, developing sector-wide education policies and programmes can help overcome incoherence and the development of different plans in isolation that can often contradict one another.

Supporting countries to build and improve their education systems to meet the needs of a changing world is at the core of UNESCO’s work. At the global level, UNESCO develops and advocates for public goods to enable strategic policy-making. These include SimuED, an education sector simulation model that can help countries to develop forward-looking yet feasible education policies and strategies.

UNESCO helps governments to strengthen legal and policy frameworks in relation to education systems as well as improving management efficiency and accountability, financing, data collection and analysis and learning assessment, all with the targets of the 2030 Agenda in view. This is part of UNESCO's rights-based approach to education with States having the main responsibility to respect, protect and fulfil the right to quality education for all throughout life and is carried out through education policy reviews and other technical and capacity development support.

UNESCO also emphasizes the importance of happiness in education as the foundation for better learning. Its  Happy Schools Project  aims to improve learning experiences by focusing on well-being, engagement, a sense of belonging at school, and helps foster a lifelong love of learning. The project targets the happiness of the  school  rather than individual students because schools are sites of holistic, sustainable community development that include teachers, parents, staff and school leaders. Faced with many crises and challenges, schools around the world are struggling to determine how to support teachers, learners, and communities while also prioritizing supplemental learning.  The project emphasizes that schools can be powerful places to combat the negativity that stunts learning, both cognitive and non-cognitive.

Upon request from countries, UNESCO undertakes activities according to the country’s needs which may start with an education policy review or supporting the development of education sector policies and plans. It also promotes policy dialogue and debate based on evidence and insights drawn from analytical work and research. Working mainly through its institutes such as its  International Institute for Educational Planning (IIEP) , UNESCO helps to build national capacities on developing and implementing education policies to realize the country’s education and national development visions. 

Strengthening the resilience, quality and equity of education systems

A framework to support governments to position school happiness as a key target

through UNESCO International Institute for Educational Planning

was allocated to education and training during the pandemic

spend below international benchmarks for public education spending

achieved international target of allocating 0.7% of GNI to official development assistance

highlighted the need to support psycho-social and mental well-being of students and teachers

Education policy working papers

This series documents experiences of countries in the area of education policy development and system strengthening.

Planipolis, by UNESCO International Institute for Educational Planning

Planipolis is a portal of national education plans and policies,  key education frameworks and monitoring report. It provides a single entry to official education resources for national policy makers, donors and partners. 

Have you met Malia? She explains why educational planning is the backbone of stronger, more resilient, and quality-focused education systems. Educational planning is also a key to her attaining all of her dreams and aspirations.

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Monitoring SDG 4: education finance

Resources from UNESCO’s Global Education Monitoring Report.

Articles on Education policy

Displaying 1 - 20 of 250 articles.

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Do ‘sputnik moments’ spur educational reform? A rhetoric scholar weighs in

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‘ Co-design ’ is the latest buzzword in Indigenous education policy. Does it live up to the hype?

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Kenya’s budget doesn’t allocate funds for new education initiatives – this will stall innovation in the country

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Should you answer a call to crowdfund our under-resourced teachers?

Rachel K. Brickner , Acadia University

The school Cat Stevens built: how Conservative politicians opposed funding for Muslim schools in England

Helen Carr , University of Birmingham

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Kids don’t vote but teachers and parents sure do – what are the parties offering on schools?

David Roy , University of Newcastle

Five ways the new sustainability and climate change strategy for schools in England doesn’t match up to what young people actually want

Elizabeth Rushton , UCL and Lynda Dunlop , University of York

South Africa’s no-fee school system can’t undo inequality

Suriamurthee Moonsamy Maistry , University of KwaZulu-Natal

If only politicians focused on the school issues that matter. This election is a chance to get them to do that

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New Education Policy 2020: Key Highlights

Published by rohit malik on 1st august 2020 1st august 2020.

The New Education Policy 2020 has come up as a revolution in the education sector as it aims at creating an equitable and vibrant knowledge for the society by providing high-quality education to all. Also it encourages to develop 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. The New Education Policy believes in instilling 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 

• Respect for Diversity & Local Context 
• Equity & Inclusion 
• Community Participation 
• Use of Technology
• Emphasize Conceptual Understanding 
• Unique Capabilities 
• Critical thinking and Creativity 
• Continuous Review 

Ensuring Universal Access to Education at all levels

The New Education Policy promotes the spread of Quality Education in the society using Multiple Pathways to learning which involves both formal and non-formal education modes. NEP stresses on Building Schools by promoting both governments and non-governmental philanthropic organizations. The entire education system will now focus on achieving Learning Outcomes at all levels. Along with that an effort will be made to Bring Back Drop-outs children to school. Alternative Centers will be initiated for vocational and innovative learning .Peer Tutoring will be introduced which is suitable for all categories business and personal presentation.

Expected Outcomes

With Universal Access to Education at all Levels following outcomes are expected:

• Universalization 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 21 st 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

Transforming Curricular & Pedagogical Structure

To make the NEP effective certain modifications in current education system needs to made. These improvisations start from the very beginning in the education journey of a student, starting from the age of admission to ways of teaching and learning. 

The 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)multidisciplinary study, greater critical thinking, 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

Reduction in Curriculum

To make the learning more meaningful the course has been reduced to a level where only essential values and skills will be taught in schools in India that are going to help students in developing a skillful and responsible citizen of the nation. Highlights of the new curriculum are:

Core Essentials – Curriculum in all subjects to be reduced to its core essentials

Critical Thinking – Focus on critical thinking, inquiry, discovery, discussion and analysis based teaching and learning methods for holistic education

Interactive Classes – Interactive teaching with reduced dependency on textbook learning; Questions from students will be promoted

Experiential Learning – Fun, creative, collaborative, and exploratory activities in classroom for experiential learning and deeper student learning

Innovative Pedagogy: Transforming teaching learning process

Imparting and learning the concepts in a new way requires to include innovative and experiential methodologies in the process of teaching. Replacing the rote learning with experiential and project based learning is the first step towards it. To make the teaching learning constructive following pedagogy is going to be encouraged now:

• Experiential Learning 
• Integrated Pedagogy 
• Promotion of peer tutoring
• Equal Weightage 
• Bagless Days 
• Use and integration of technology 

Standard-setting and Accreditation

To bring the education system at par in both government and private institutions, all higher education will be governed by only one authority. For authenticating the same UGC AICTE will be merged. All University government, private, Open, Deemed, Vocational etc will have the same grading and other rules. 

Teacher Education

Teachers are the pillars of the education system. For creating a robust education system, the teachers need to be equipped with strong skills and knowledge. Teachers should be trained with innovative pedagogy and skills to implement in the classrooms. Professional courses like B.Ed. programme will now 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. 

Further Shorter local teacher education programs will be made 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. 

ROHIT MALIK

Writer at Edustoke and Spectrum Working with the promoters directly, Rohit setup and expanded Career Launchers operations in Bangalore. He then joined Educomp to setup and manage Educomp fledging sales team in south India and was instrumental in reorganising the Smart class operations. He has great knowledge of conceptualising & operating the Customer Connect Initiative of Smartclass business, a captive BPO managing Customer Lifecycle, renewals, Revenue assurance, Lead generation, Cross Sell & Upsell as well as CSAT for the entire Smart class business

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New Education Policy 2020 – Approaches, Opportunities & Challenges

The National Education Policy (NEP) 2020 while providing a short & crisp framework document greatly simplifying the regulatory structure for the sector has incorporated many features addressing some of the problems of the second and third world highlighted above says Prof (Dr.) Sanjay Gupta , VC, World University of Design, Haryana in a conversation with Elets News Network (ENN).

A little over two decades back, two leading industrialists of India – Mukesh Ambani and Kumarmangalam Birla, in a report made some perceptive observations about the state of affairs in the education sector of India. In their exact words “While the larger world embraces the information age, the world of education in India encompasses different ‘worlds’ that live side by side. One world includes only a fortunate few with access to modern institutions, computers, Internet access and expensive overseas education. A second world wants to maintain status quo – teachers, administrators, textbook publishers, students – all have reasons to prefer things to remain as they are or change only gradually. The third world struggles with fundamental issues such as no books, wrong books, teachers desperately in need of training, teachers with poor commitment, rote learning of irrelevant material, classrooms with hundred students, dirty floors and no toilets. India cannot hope to succeed in the information age on the back of such three disparate worlds.”

The National Education Policy (NEP) 2020 while providing a short & crisp framework document greatly simplifying the regulatory structure for the sector has incorporated many features addressing some of the problems of the second and third world highlighted above.

Also read: PM Modi to deliver speech on New Education Policy

While implementation of the policy is envisaged over the next 15 years, for the higher education sectors there are some low hanging fruits that can be harvested in five or fewer years. These include freeing up undergraduate students to take courses across all disciplines; launch of a four-year bachelor’s degree; opening India to foreign universities, and creation of a National Research Foundation.

Changes such as permitting undergraduate students to take courses across all disciplines, launch of a four-year undergraduate degree, and autonomy to leading colleges can be implemented even within the current legal structure in higher education. The simple addition of a year after 12+3 will help students become eligible for many top-ranked global programmes and remove unique barriers that Indian students have faced in the past. The biggest differentiator in Indian vs. International education has been the academic flexibility that one experienced abroad. The NEP 2020 with flexibility and multiple exit options, including a one-year master’s programme and focus on digital education, will surely impact future students.

Another good suggestion is that of scrapping the MPhil degree. It was meant to hide a lot of disguised unemployed, by spending two more years in the university, given the fact that the Indian economy is unable to absorb these students in proper jobs, not to mention the unemployable nature of the MPhil when the highest academic degree gets precedence over a masters research degree.

In the last two decades Chinese universities have shown that a focused approach can lead to fantastic outcomes. NEP 2020 should lead us there.

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Essay on New Education Policy in 500 Words

• Updated on  
• Dec 21, 2023

Essay on New Education Policy: Education policies are the rules and regulations implemented by the Central/ Federal and State Governments in their respective territories. The Ministry of Education implemented the New Education policy to make India a global hub of skilled manpower in the next 25 years; termed as ‘Amrit Kal.’ The Government aims to build a Developed India by 2047. The New Education Policy 2023 in India has replaced the three-decade-old policy and transformed the education system. The New Education Policy 2023 highlights the ‘Transformation is the Mantra’ for growth and prosperity.  The New Education Policy will modernize the education system and the related laws and rules that govern the operation of the academic realm.

Also Read: Essay on Education

Also Read: Essay on Women’s Education

What is the New Education Policy?

The New Education Policy focuses on transforming education in India through a ‘system rooted in Indian ethos that contributes directly to transforming Bharat into an equitable and vibrant knowledge society.’ This education policy will offer high-quality education to everyone, making India a global knowledge superpower. There are 5 guiding pillars of the New Education Policy, namely, Access, Equity, Quality, Affordability and Accountability. 

Pros and Cons of the New Education Policy

The New Education Policy will train the youth to meet the different national and international challenges. With the implementation of the New Education Policy, school education will develop cognitive, social, and emotional skills. Also known as soft skills, these skills allow the youth to come up with solutions to complex and new-emerging problems. This new policy will highlight the importance of cultural and traditional values, teamwork, perseverance and grit, leadership skills, etc.

However, this New Education Policy has given birth to some challenges, which must be addressed properly. The changes in the education policy have been implemented after three decades (30 years), which will be quite hard for educators and teachers to bring changes in their way of teaching. Moreover, students adapted to the previous education policy will have to struggle with all the changes in the system.

Also Read: Essay on Online Education

Also Read: Essay on Importance of Education

Benefits of the New Education Policy

The New Education Policy aims to universalize primary education and offer special emphasis to the attainment of foundational literacy in all primary and secondary schools by 2025.

• A Plethora of reforms will be recommended at the school level to deliver quality education to every child.
• It will transform the school curriculum into a 5+3+3+4 design, where students in the age group of 3 to 18 years will be offered education.
• It will transform our traditional ways of examination and assessment system.
• It will raise awareness among the masses to invest in education, increase the use of technology, and focus on vocational training and adult education.
• The curriculum load in each subject will be reduced to its core essential, which will make room for creative and analytical learning.
• The New Education Policy revises and revamps all sectors of the educational structure, from school regulation to education governance.
• A system aligned with the aspirational goals of the 21st century will be created to promote India’s cultural, traditional, and value systems.
• It aims to integrate education with technology through multiple initiatives, such as energized textbooks, quality e-content, online learning, etc.
• It will rule out the establishment of primary schools in every part of the country.

Also Read: Essay on Co-Education

Ans: Education policy refers to the rules and regulations set out by the government for the education system. Education policy can vary from school to college levels and areas or countries.

Ans: The Ministry of Education implemented the New Education policy to make India a global hub of skilled manpower in the next 25 years; termed as ‘Amrit Kal.’ The Government aims to build a Developed India by 2047. The New Education Policy 2023 in India has replaced the three-decade-old policy and transformed the education system. The New Education Policy 2023 highlights the ‘Transformation is the Mantra’ for growth and prosperity.  The New Education Policy will modernise the education system and the related laws and rules that govern the operation of the academic realm.

Ans: The New Education Policy aims to make India a Developed nation by 2047. It has replaced the three-decade-old education system. It transforms the school curriculum into a 5+3+3+4 design. It will make primary education compulsory for every student. Parents will be encouraged to invest in education. 

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With an experience of over a year, I've developed a passion for writing blogs on wide range of topics. I am mostly inspired from topics related to social and environmental fields, where you come up with a positive outcome.

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National Education Policy (NEP 2020)

The Union Cabinet approved the National Education Policy (NEP) in July 2020. This policy will usher in sweeping changes to the education policy of the country, including a renaming of the Ministry of Human Resource Development as the Education Ministry.  This article on education in India is aligned with the UPSC Syllabus and is relevant for prelims and mains examination.

National Education Policy 2020 UPSC Notes Download PDF Here

Education and topics related to education in India are relevant for the IAS Exam and are often seen in the news and hence are important for the UPSC Mains. Aspirants can find notes for UPSC Mains General Studies topics from the links given at the end of the article.

Candidates must read about NIPUN Bharat Programme that has been launched as a part of New Education Policy 2020, in June 2021.

The Union Cabinet has approved the new National Education Policy 2020 with an aim to introduce several changes in the Indian education system – from the school to the college level.

• Its aims at making “India a global knowledge superpower”.
• The Cabinet has also approved the renaming of the Ministry of Human Resource Development to the Ministry of Education.
• The New Education Policy cleared by the Cabinet is only the third major revamp of the framework of education in India since independence.
• The two earlier education policies were brought in 1968 and 1986.

Aspirants should read about New Education Policy along with other education-related topics to holistically cover this article. Such similar articles are linked below:

In this article, you will get the following facts about the new National Education Policy 2020 for the UPSC exam:

What is the new National Education Policy 2020?

National Education Policy of India – Background:

The Ministry of Human Resource Development formed a Committee chaired by Dr K. Kasturirangan for preparing the National Education Policy. The Committee was constituted in June 2017.  The Committee submitted its report on May 31, 2019.

The National  Policy on Education covers elementary and university education in urban as well as rural India. 

• The very first policy for education was promulgated in 1968 with the second one following in 1986. 
• The first NPE was based on the recommendations of the Education Commission (1964-66). This policy sought to have a ‘radical restructuring’ of India’s educational system and equalizing opportunities for education for all, to accomplish national integration and better economic and cultural development. 
• The NPE also called for realizing compulsory education for every child until the age of fourteen, as mentioned in the Indian Constitution. 
• It also aimed at providing enhanced training and improving teachers’ qualifications.

Compare NEP 2020 with NEP 1991 in the linked article.

Some relevant points from the official NEP 2020 PDF that can be useful for the UPSC Mains Exam:

• NEP 2020 is the 21st Century’s first education policy in India.
• The development of the creative potential of each student is emphasized in the National Education Policy 2020.
• The NEP 2020 mentioned the ancient scholars like Charaka and Susruta, Aryabhata, Bhaskaracharya, Chanakya, Madhava, Patanjali, Panini and Thiruvalluvar.
• Flexibility
• No hard separations between subjects, curricular and extra-curricular activities
• Multi-disciplinary education
• Conceptual understanding
• Critical thinking
• Ethical Values
• Teachers as the heart of the learning process
• The strong public education system

Also, read State of School Education in India . 

Features of National Education Policy 2020

The National Education Policy as submitted by the Kasturirangan Committee submitted an education policy that seeks to address the following challenges facing the existing education system:

• Affordability
• Accountability 
• The policy provides for reforms at all levels of education from school to higher education. 
• NEP aims to increase the focus on strengthening teacher training, reforming the existing exam system, early childhood care and restructuring the regulatory framework of education. 
• Increasing public investment in education,
• Setting up NEC (National Education Commission),
• Increasing focus on vocational and adult education,
• Strengthening the use of technology, etc.

Compare the features of the New Education Policy with National Agricultural Education Policy .

Key Recommendations of National Education Policy 2020

The National Education Policy 2020 has recommendations and reforms with respect to the following items:

You can read the complete set of recommendations of the NEP 2020 in CNA dated July 30, 2020 .

The above-mentioned recommendations are explained below.

Early Childhood Care and Education

The NEP recommended that early childhood care & education be developed in a two-part curriculum consisting of: 

• Guidelines for Parents & Teachers of students up to 3 years of age
• An educational framework for students between the ages of 3-8 years

The NEP talks about the implementation of these recommendations by expanding and improving the quality of the Anganwadi system and co-locating them with primary schools. 

Right to Education Act, 2009

The NEP recommended extending the range of the  Right to Education Act ,2009 to include the following education levels:

• Early Childhood &
• Secondary School

This will allow coverage of RTE to all children between the ages of 3-18 years. In addition, it suggested the elimination of detention of children until class eight. 

Curriculum Framework

Reforms in the framework of the current curriculum of school education are based on the development needs of the students. The NEP recommends the 5-3-3-4 pattern explained in the table below:

School Exam Reforms

Reforms in the school exam recommended by the NEP include tracking the progress of the students throughout their school experience. 

• It includes State Census Exams in class 3, 5 and 8. 
• Another important recommendation was the restructuring of the 10th board exam that would mainly focus and test only the skills, core concepts and higher-order thinking & capacities. 

Regulatory Structure and Accreditation of Higher Educational Institutions

In terms of Accreditation and Regulatory structure, the NEP recommended the following changes:

• Setting up NHERA (National Higher Education Regulatory Authority),
• Separating NAAC from UGC into an autonomous and independent body.

Read more on the UGC in the linked article.

National Research Foundation

In order to improve the quality of research in India, the NEP recommended:

• It would be an autonomous body that would administer the mentoring, funding and capacity building for quality research in India.

Education Governance

The NEP recommended establishing an apex body for education headed by the Prime Minister under the name Rashtriya Shiksha Aayog or National Education Commission .

• It also suggested changing the name of the Ministry of Human Resources & Development to the Ministry of Education.

Financing Education

Doubling the public investment for education was one of the important recommendations of the NEP 2020.

• NEP 2020 insisted on the expenditure of 6% of the GDP on education.
• Doubling the current 10% of total public expenditure to 20% in the next decade was recommended. 

National Mission on Education through Information and Communication Technology

The NEP suggested setting up an autonomous body that would facilitate decision making on the deployment, induction and use of technology. NEP said that this would be achieved by implementing the following measures:

• The recommended autonomous body would be administered under this mission. 
• It will also include virtual laboratories in various disciplines providing remote access. 

Vocational Courses 

Recommendations of NEP 2020 with respect to Vocational courses can be listed as follows:

• Students in classes 9 to 12 must receive vocational education on at least one vocation,
• Schools should build expert curriculum delivery methods that are aligned with National Skills Qualifications Framework (NSQF) competency levels,
• Higher Education Institutes must also provide vocational courses that are integrated into undergraduate education programmes.

Three Language Formula

The Policy recommended that the three-language formula be continued and flexibility in the implementation of the formula should be provided. The three-language formula states that state governments should adopt and implement the study of a modern Indian language, preferably one of the southern languages, apart from Hindi and English in the Hindi-speaking states, and of Hindi along with the regional language and English in the non-Hindi speaking states. 

National Education Policy 2020 Concerns

Some of the concerns expressed about the NEP 2020 are as follow:

• The report fails to address and incorporate ideas based on contemporary global thinking like the emphasis on creativity and critical thinking and the need for learning in a non-competitive and non-hierarchical ecosystem and discovering one’s true passion without any sense of fear.
• Delivering the changes proposed related to Anganwadis may be difficult despite the focus given to early childhood care and schooling.
• The propositions of volunteer teachers, peer tutoring, rationalisation of the system of schools and sharing of resources do not seem like long-term solutions.
• Lack of clarity in government strategies regarding the Public Sector like municipal schools, state-run institutions, Kendra Vidyalaya, etc. 
• The creation of a National Testing Agency (NTA) has generated scepticism. The NTA, though envisaged to serve as a premier, expert, autonomous testing organisation to conduct entrance examinations for admissions and fellowships in higher educational institutions may, in reality, lead to loss of autonomy among the universities and departments over admissions.

For a critical analysis of the National Education Policy 2020, check CNA dated July 31, 2020 editorials .

Merits of New Education Policy 2020

• Comprehensive : NEP seeks to address the entire gamut of education from preschool to doctoral studies, and from professional degrees to vocational training.
• Early Childhood Education : In adopting a 5+3+3+4 model for school education starting at age 3, the New education Policy recognizes the primacy of the formative years from ages 3 to 8 in shaping the child’s future
• Easy on Regulations:  NEP 2020 makes a bold prescription to free our schools, colleges and universities from periodic “inspections” and place them on the path of self-assessment and voluntary declaration
• Holistic : The policy, inter alia, aims to eliminate problems of pedagogy, structural inequities, access asymmetries and rampant commercialization.
• Promote Inclusion:  The Policy proposes the creation of ‘inclusion funds’ to help socially and educationally disadvantaged children pursue education

To complement the GS 1 preparation, candidates can check the following links:

UPSC Questions related to National Education Policy 2020

Who is the chairman of the national education policy 2020.

K. Kasturirangan is the chairman of the National Education Policy 2020.

When was the National Policy on Education formulated?

There were National Education Policies in 1968, 1986, 1992 and the latest in 2020. The gist of New Education Policy discussion on RSTV-Big Picture episode can be checked at the linked article.

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A student’s perspective on the new education policy, 2020.

Arundati Menon

Arundati Menon is a 12th standard student from Bangalore.

When the New Education Policy, 2020, was announced by the government, my ears perked up. As a student in 12th grade, still being very much a part of the education system, I was curious to see what the government had envisioned for millions like me. After reading the document released by the Ministry of Human Resource Development, I have made certain observations from the standpoint of a student.

The New Education Policy’s ideals, as encapsulated in the beginning of the document, include the “complete realization and liberation of the self”, re-establishment of teachers as “the most respected and essential members of our society” , and the provision of access to education for students from all backgrounds despite “inherent obstacles” . Overall, The NEP aims at “instilling knowledge of India and its varied social, cultural, and technological needs, its inimitable artistic, language, and knowledge traditions, and its strong ethics in India’s young people is considered critical for purposes of national pride, self-confidence, self-knowledge, cooperation, and integration”.

The policy itself tackles various aspects of the education system as a way to achieve its stated ideals. For example, the long-drawn effort of reducing dropout rates and increasing the GRE, or the Gross Enrollment Ratio, with respect to both school and college education, features in the policy. There are also some drastic changes that have been envisioned in the policy. For one, the change of the schooling structure from 10+2 to 5+3+3+4, consisting of 5 years of foundational schooling (ages 3 to 8), 3 years of preparatory school (ages 8 to 11), 3 years of middle school (ages 11 to 14), and finally 4 years of secondary school (ages 14 to 18). Certain issues, like teacher training and introduction of preschools, that have been widely discussed by educationists, also feature in the policy. Another noteworthy proposition is to teach students in the local language till at least the 5th grade, and preferably till the 8th grade.

I am drawn, however, quite selfishly, to the parts regarding higher education, and this is the segment that I’d like to extensively analyse in the article.

Restructuring of the Higher Education System

The NEP has proposed some significant changes with respect to higher education. First is the establishment of an HECI, or Higher Education Commision of India, which replaces the current regulatory bodies, the University Grants Commision (UGC), and the All India Council for Technical Education (AICTE). With this, the HECI will be the sole regulatory authority of the entire higher education system. The HECI is further subdivided into multiple verticals to carry out various standalone functions. The primary vertical of the HECI is the National Higher Education Regulatory Council (NHERC), which is in charge of regulating higher education in India, excluding medical and legal education. The second is the National Accreditation Council (NAC), which is given the responsibility of rating and accrediting colleges based on certain criteria, including good governance and basic norms. The Higher Education Grants Council (HEGC), the third body under HECI, is responsible for financing colleges and universities. The fourth body, the General Education Council (GEC), is in charge of framing the National Higher Education Qualification Framework (NHEQF). Overall, the HECI has been set up for, to quote the policy, “ “light but tight” regulation by a single regulator for higher education”.

The other important facet of the proposal is the complete restructuring of the higher education system through the introduction of a multidisciplinary undergraduate programme, with an option of either a three or four year duration, and multiple exit and entry points. This will bring a far greater level of flexibility within the higher education system.

Promising postulates of the NEP

There are a few things I felt that the policy did well in addressing. The first and foremost is the multidisciplinary undergraduate programme. There is an untapped repository of knowledge that students can hope to find by studying a combination of subjects. It will most definitely allow students to explore the world through the lens of multiple subjects, without the artificial constriction of streams. I myself have had the good fortune of choosing multidisciplinary subjects in 11th and 12th, and have greatly benefited from using the perspective I get from each of my subjects in viewing the world around me. A multidisciplinary education has provided me with a far greater scope, therefore, to take my learning beyond the classroom , and into the real world.

The second positive recommendation is the flexibility that the NEP will provide for choosing a three or four year programme, while also allowing some leeway to take gaps within one’s bachelor degree studies. The rigidity of the current system comes from the need to “teach” grown adults, who are old enough to vote and drive, rather than to facilitate their learning. This proposal allows students to have more control over their education, and removes the rigidity that currently prevails.

Reservations about the NEP

Firstly, I am quite skeptical about the power to control and administer the entire higher education system in India being in the hands of one institution, the HECI, whose autonomy is a subject of peculiar ambiguity. So many questions still remain unanswered-

Who is to regulate the regulatory body?

What rules are proposed to ensure its autonomy?

What are the metrics that will be used when the HECI decides the quality of a college in its ratings?

How does it ensure that the students’ intellectual freedom, as well as the right to free speech and expression, is maintained?

Does the HECI take action for every politically motivated incident in colleges, or does it allow student politics to thrive? If so, how will they ensure the freedom of students to remain political, is secured?

And, what in god’s name constitutes “light but tight regulation”?

Secondly, I find the document to be quite like a school project. As an avid writer of school projects, I should know! I say this because the policy uses large ideas, and builds castles in the clouds, but is not detail oriented. Given that the NEP aims to revamp our education system for the better, and will affect millions of lives and the future of our country, the dearth of enumerated specificities is alarming.

The portion of the NEP that talks about the implementation of the policy, “Part IV: Making It Happen” consists of two ‘whole’ pages. However, even these two pages fail to provide any particulars as to how the policy is going to be executed. For example, the policy aims to provide financial support to “various critical elements and components of education, such as ensuring universal access, learning resources, nutritional support, matters of student safety and well-being, adequate numbers of teachers and staff, teacher development, and support for all key initiatives towards equitable high-quality education for underprivileged and socioeconomically disadvantaged groups.” However, nowhere does it mention how this will be done, what institutions are going to be involved, how access will be managed and ensured, what learning resources include, what all key initiatives are being taken towards providing high quality education to all that will require financial aid, and whether this is going to be financed by the 6% of our GDP that the policy claims the government will spend on education.

Specifically under the subheading “Implementation”, the policy writers add that the implementation will take place in consultation with concerned ministries and departments, and reiterate that it will take place with the spirit of the policy in mind. This, however, still does not clarify exactly how they plan to accomplish what they have envisaged in the policy.

I also find that the people involved in writing the policy soon forgot about one of the aims they mentioned in the introduction of the policy- enhancing our capabilities to compete with the world. While this noble ideal has been set by them, there is no real delineation of what they mean by making us capable of competing with the world. As an ambitious young girl, I aspire to be a part of a workforce that is driving inventive thought and is working towards solving the herculean problems that will be faced by my generation. I truly believe that our education system should enable us to aspire for our country something greater than being the “Backoffice of the world”. It takes a different kind of thought process, one that involves being intrinsically curious, to create inventions, and not innovations. The fundamental difference between the two is inventions are absolutely new ideas and discoveries of form and method, whereas innovations take inventions and adjust them to the needs arising in a specific context. Innovation is what we colloquially refer to as ‘jugaad’. We must, therefore, look at whether our education system is creating inventive individuals, or innovative ones.

Aspects the NEP has overlooked

There is one aspect that the policy does not address at all, and that is how it plans to ensure that the intellectual autonomy of students will be maintained within campuses. Apparently, for those involved in drafting the policy, there is no reason to address the issue of students being attacked for exercising their fundamental right to speech, and free expression within campuses. This is clearly because getting physically attacked on your campus by goons, while the police are watching, is most definitely not going to hamper your ability to benefit from, in the words of the policy-writers, “high-quality teaching-learning processes”. The policy aims to bring about a higher education system that is flexible, and is premised on the need for greater freedom, but at the same time, it overlooks the elements that threaten this very freedom. Hence, it’s quite curious as to why the policy makers didn’t feel the need to put together guidelines that would ensure the freedom to express oneself within one’s own campus, without getting physically or mentally harmed for it.

Another alarming observation is the scant mention of the state governments and their role in this new education system, especially with regard to higher education. As an item of the concurrent list, education is a shared responsibility between states and the centre. The blatant centralisation is quite alarming, for two reasons. Firstly, it can be viewed as a disregard for the quasi-federal nature of our country. What is on the concurrent list is a shared responsibility, and must continue to be so, because of the second reason, which is that centralisation can make the education system far more susceptible to control, especially of the political sort. The countries that have created educational institutions, which have become centers of excellence for quality education, have ensured these institutions remain separated from the state, with utmost freedom being allowed to the students and colleges to function. In order to create such institutions in our country, the congenial environment must be created, consisting of absolute decentralisation and absolute autonomy of varsities.

In conclusion, it is quite extraordinary to see the initiative taken by the government to transform the education system. The New Education Policy was marketed with the promise of landmark ideas. It is quite bold of the government to want to restructure the education system, with especially drastic changes in the higher education system.

However, how the government will manage to undertake these bold changes seems to be quite unimportant to those who have written this document. That is, unfortunately, not very surprising, seeing that implementation of policies may not be this government’s strong suit , as has been shown by the government’s mishandling of the landmark goods and services tax (GST) reforms. Secondly, the absolute power given to the HECI, with no clear guidelines, is distressing. This theme of centralisation, itself, is of concern, as there are no safety measures put in place to ensure that the independence of the higher education system will not be compromised by the single governing body. The indifference to the state governments’ role in the entire plan is also not particularly reassuring. Finally, the protection of the intellectual freedom and autonomy of colleges and the students has not been addressed by the policy at all. This adds to the alarm created by the general theme of centralisation. Thus, the New Education Policy is, to put it gently, an attempt at writing a policy, but not a particularly spectacular one.

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