NEP 2020 Summary on- School Education, Higher Education, Teacher Education:

HIGHLIGHTS OF NEW NATIONAL EDUCATION POLICY, NEP 2020

FOR SCHOOL EDUCATION:

1. REGIONAL LANGUAGE MEDIUM SCHOOLS WILL GET BOOST as according to New Policy the mother tongue or local or regional language is to be the medium of instruction in all schools up to Class 5 (preferably till Class 8 and beyond).

2. One of the key announcements of the new National Education Policy, NEP 2020 has been the break-down of the existing 10+2 structure and introduction of the 5+3+3+4 structure of School Education with corresponding to ages 3-8, 8 to 11, 11 to 14, 14 to 18 years respectively.

3. 6th std onwards vocational courses available

4. According to the NEP 2020, school students will take exams only for Classes 3, 5, and 8. Assessment in other years will shift to a "regular and formative" style that will be more "competency-based" to promote learning and development testing "higher-order skills, such as analysis, critical thinking and conceptual clarity".

5. From 8th to 11 students will have liberty to choose and select subjects.

6. Report cards will be a comprehensive report on skills and capabilities instead of just marks and statements

8. New Basic learning program will be created by government for parents to teach children upto 3 years in home and for pre school 3 to 6

9. Vocational education will be integrated into all schools and higher education institutions in a phased manner over the next decade.

10. The NEP 2020 also provides for open learning for classes 3, 5 and 8 through NIOS and State Open Schools, secondary education programs equivalent to Grades 10 and 12, vocational courses, adult literacy and life-enrichment programs.

11. Board exams will be low stake. The focus will be on testing concepts and knowledge application. All students will be allowed to take Board Exams on up to two occasions during any given school year, one main examination and one for improvement, if desired, as per the NEP

FOR COLLEGES AND HIGHER EDUCATION

1. Any Degree will be 4 years ( 3 years graduation will continue).

2. PG pgrogramme - 1 or 2 years

3. All UG/PG will.have Multiple Entry/Exit

4. All graduation course will have major and minor subjects. Example - science student can have Physics as Major and Music as minor also. Any combination he can choose

5. No Rigid Separation between Arts & Sciences, between Curricular and extra-Curricular activities, between Vocational and Academic streams

6. Credit system for graduation for each year student will get some credits which he can utilize if he takes break in course and come back again to complete course. Credit bank facility made available for those who wants to take a break from education

7. All higher education will be governed by only one authority.

8. UGC AICTE will be merged.

9. Same level of Accreditation to any collage , based on its rating collage will get autonomous rights and funds.

10. All University government, private, Open, Deemed, Vocational etc will have same grading and other rules.

11. BVoc degrees introduced in 2013 will continue to exist, but vocational courses will also be available to students enrolled in all other Bachelor’s degree programmes, including the four-year multidisciplinary Bachelor’s programmes. ‘Lok Vidya’, that is, important vocational knowledge developed in India, will be made accessible to students through integration into vocational education courses.

FOR TEACHERS AND TEACHING

1. New Teacher Training board will be setup for all kinds of teachers in country, no state can change

2. The syllabus will be reduced to core knowledge. More focus on student practical and application knowledge..

3. Teachers to be prepared for assessment reforms by 2023.

4. A key highlight of the New Education Policy is establishing a common guiding set of National Professional Standards for Teachers (NPST) that will be developed by 2022, by the National Council for Technical Education (NCTE).

5. The policy also lays down that teacher education will be gradually moved into multidisciplinary colleges and universities by 2030. By 2030, the minimum degree qualification for teaching will be a 4-year integrated B.Ed. degree. The 2-year B.Ed. programmes will also be offered only for those who have already obtained Bachelor’s Degrees in other specialized subjects. Adapted 1-year B.Ed. programmes for those who have completed the equivalent of 4-year multidisciplinary Bachelor’s Degrees or who have obtained a Master’s degree in a specialty and wish to become a subject teacher in that specialty.

6. Special shorter local teacher education programmes will also be available at BITEs, DIETs, for eminent local persons who can be hired to teach at schools or school complexes as ‘master instructors’, for the purpose of promoting local professions, knowledge, and skills, e.g., local art, music, agriculture, business, sports, carpentry, and other vocational crafts.

7. A National Mission for Mentoring shall be established, with a large pool of outstanding senior/retired faculty who would be willing to provide short and long-term mentoring/professional support to university/college teachers.

8. The Regulatory System shall be empowered to take stringent action against substandard and dysfunctional teacher education institutions (TEIs) that do not meet basic educational criteria, after giving one year for remedy of the breaches. By 2030, only educationally sound, multidisciplinary, and integrated teacher education programmes shall be in force.

9. Technology in Education: An autonomous body, the National Educational Technology Forum (NETF), will be created to provide a platform for the free exchange of ideas on the use of technology to enhance learning, assessment, planning, administration. Appropriate integration of technology into all levels of education will be done to improve classroom processes, support teacher professional development, enhance educational access for disadvantaged groups and streamline educational planning, administration and management

10. 14. A new National Assessment Centre, PARAKH (Performance Assessment, Review, and Analysis of Knowledge for Holistic Development), will be set up as a standard-setting body

11. Digitally Equipping Schools, Teachers and Students

12. e-Content in Regional Language. A dedicated unit for the building of digital infrastructure, digital content and capacity building will be created in the MHRD to look after the e-education needs of both school and higher education.

Note:

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Involve parents, carers and families for school success:

Work with parents/carers and families can add strength and depth, and has been shown to have a significant impact in making approaches and specific interventions more effective, both by helping family life reinforce the messages of the school and through helping parents and carers develop their own parenting skills and attitudes. The school has an important part to play in supporting the kind of parenting and family life that boosts well-being. This can be done informally, through conversation with individual parents and carers, or more formally through presentations at parents’ evenings, printed information, parenting education courses, and designated family link workers. Parents and carers who may not have had a positive experience of parenting themselves may need particular help to respond to their children’s behaviour in emotionally literate ways, to spend quality time with their children, to focus on their children’s strengths, to listen, empathise and understand the causes

Teacher encourages 6th class dropout, later on that student establishes a successful food company:

- A boy fails in 6th standard and drops out of school. After being concerned of a student dropping out of school, a teacher encourages that child to join back the school. Later on this boy in his career develops a food business and delivers his success story at Harvard University. Today the company which he developed is know as 'iD fresh food'. As of 2021 the company is valued at ₹2,000 Crore. After failing in Class 6 he joined his father on the farm. He said in one of the interview, "We barely earned ₹10 in daily wages. Eating three meals a day was a distant dream. I'd tell myself, 'Right now, food is more important than education',". Many successful people are those who come out of hardship and struggle in their venture and later on this struggle gives them motivation to achieve in life. These people are ready to take risks in life, as they have already lived 'out of their comfort zone'. This story also highlights the value of a teacher who was

CBSE manual for mental health and wellbeing:

- Children's success in school and life is directly linked to their mental health. Many of us either do not understand the connection or just ignore it. Mental health affects how we think, feel, and act. It also helps determine how we handle stress, relate to others, and make choices. There is a very crucial need to understand this area of children at school. This is a manual (See at the end) published by CBSE board, which lays down perspectives on MENTAL HEALTH AND WELLBEING. The 21st century emerging challenges have necessitated that the schools also shift the focus to the psychosocial needs of students and take care of the overall wellbeing. The schools should take actions and adopt strategies for identification and prevention of various mental health and wellbeing needs, which would create safe school environment. The priority in schools should mainly be about early identification at the individual and systemic level. This document attempts to align the role and import

5 points - Better teacher collaboration and better school outcomes:

- Collaboration means collective efforts to achieve shared belief and common outcome. Collaborative efforts are essential, particularly when the focus is on progress and development. Below are the 5 points why collaboration is key at school: 1. The collaboration between the teachers is key for academic development and progress at school. Working together can lead to the exchange of valuable teaching methods and intellectual insights, but these advantages are often overlooked amid busy schedules. 2. Teachers have usually a very packed schedule. Teachers often face challenges when it comes to collaboration due to packed schedules filled with specific duties and fixed periods, making it difficult to find the time for deeper planning and individual student assessments. 3. The education of teachers in teaching techniques and methodologies and child development is very very important. Poor educational backgrounds, particularly among non-B.Ed. teachers in private schools can further hind

ಪ್ರೊ. ಕೆ. ಎಸ್. ನಿಸಾರ್ ಅಹಮದ್ ರವರ ಜೀವನ-

- ಪ್ರೊ. ಕೆ. ಎಸ್. ನಿಸಾರ್ ಅಹಮದ್ ಪ್ರೊ.ಕೆ.ಎಸ್.ನಿಸಾರ್ ಅಹಮದ್ (5 ಫೆಬ್ರುವರಿ 1936 - 3 ಮೇ 2020) ಕನ್ನಡದ ಪ್ರಮುಖ ಸಾಹಿತಿಗಳಾಗಿದ್ದರು. ಅವರ ಪೂರ್ಣ ಹೆಸರು 'ಕೊಕ್ಕರೆಹೊಸಳ್ಳಿ ಶೇಖಹೈದರ ನಿಸಾರ್ ಅಹಮದ್'. ಅವರು ಬರೆದ 'ಜೋಗದ ಸಿರಿ ಬೆಳಕಿನಲ್ಲಿ ತುಂಗೆಯ ತೆನೆ ಬಳುಕಿನಲ್ಲಿ' ಎಂಬ ಪದ್ಯವು ಬಹಳ ಜನಪ್ರಿಯವಾಗಿ ಅವರು ನಿತ್ಯೋತ್ಸವ ಕವಿಯೆಂದೂ ಕರೆಯಲ್ಪಡುತ್ತಿದ್ದರು. Image source: Online typing ಜೀವನ- ಪ್ರೊ. ನಿಸಾರ್ ಅಹಮದ್ ಬೆಂಗಳೂರು ಜಿಲ್ಲೆಯ ದೇವನಹಳ್ಳಿಯಲ್ಲಿ ಫೆಬ್ರುವರಿ ೫, ೧೯೩೬ ರಲ್ಲಿ ಜನಿಸಿದರು. ೧೯೫೯ ರಲ್ಲಿ ಭೂವಿಜ್ಞಾನದಲ್ಲಿ ಸ್ನಾತಕೋತ್ತರ ಪದವಿ ಪಡೆದರು. ೧೯೯೪ ರ ವರೆಗೆ ವಿವಿಧ ಸರಕಾರಿ ಕಾಲೇಜುಗಳಲ್ಲಿ ಅಧ್ಯಾಪಕ ಹಾಗು ಪ್ರಾಧ್ಯಾಪಕರಾಗಿ ಕೆಲಸ ಮಾಡಿ ನಿವೃತ್ತರಾದರು. ಜನನ 5 ಫೆಬ್ರುವರಿ 1936 ದೇವನಹಳ್ಳಿ, ಮೈಸೂರು ಸಂಸ್ಥಾನ, ಬ್ರಿಟಿಷ್ ಇಂಡಿಯಾ ಮರಣ 3 ಮೇ 2020 (ವಯಸ್ಸು 84)[೧] ಬೆಂಗಳೂರು ವೃತ್ತಿ ಸಾಹಿತಿ, ಪ್ರೊಫೆಸರ್ ಭಾಷೆ ಕನ್ನಡ ರಾಷ್ಟ್ರೀಯತೆ ಭಾರತ ಪ್ರಕಾರ/ಶೈಲಿ Fiction ಸಾಹಿತ್ಯ ಚಳುವಳಿ ನವ್ಯ ಕಾವ್ಯ ಪ್ರಮುಖ ಕೆಲಸಗಳು ಮನಸು ಗಾಂಧಿ ಬಜಾರು(1960) ನಿತ್ಯೋತ್ಸವ ಪ್ರಮುಖ ಪ್ರಶಸ್ತಿಗಳು ಪದ್ಮಶ್ರೀ (೨೦೦೮), ರಾಜ್ಯೋತ್ಸವ (೧೯೮೧) ಕೆಲವು ಸಾಹಿತ್ಯಗಳು : ನಿಸಾರ್ ಅಹಮದ್ ಅವರ ಸಾಹಿತ್ಯಾಸಕ್ತಿ ೧೦ ನೇ ವಯಸ್ಸಿನಲ್ಲೇ ಆರಂಭ. 'ಜಲಪಾತ'

10 key points for parents for children’s educational success:

- Parents' attitude and behaviour towards education shape a child's own perspective. Involved parents are more likely to ensure their children attend school regularly. When parents are involved, children are more likely to feel connected to their school and their learning. Below are 10 points: 1. Parents must adopt a more proactive approach to their children's education and upbringing than ever before. 2. At home, parents should facilitate meaningful engagement with children in quest (journey) for learning. 3. The parents should develop a collaborative and open communication environment at home. 4. Parents should be informed about teachers' ongoing instructions and assigned homework/activities. 5. Parents should attend all the meetings, orientation and events organised at school. 6. Parents should have full awareness of their children's educational activities at home and school. 7. Parents should show consistent interest and care towards children’s academic lear

School meal programs are linked with improvements in the classroom:

- > A school meal (whether it is a breakfast, lunch, or evening meal) is a meal provided to students and sometimes teachers at a school , typically in the middle or beginning of the school day. Countries around the world offer various kinds of school meal programs , and altogether, these are among the world's largest social safety nets . > Providing students with breakfast in the classroom is associated with lower rates of tardiness, fewer disciplinary office referrals, improved attendance rates, and improved math and reading achievement test scores. > A considerable body of evidence shows that the school meals programs are profoundly important for students, especially low-income students, with well- documented benefits. > School meals support good nutrition throughout the school day. Program participants are less likely to have nutrient inadequacies and are more likely to consume fruits, vegetables, and milk at breakfast and lunch. “ The exposure to healthi

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What is phonics in english and understanding Hauna phonics system:

HAUNA PHONICS HAUNA phonics is a systematic, child centred approach to teaching literacy skills. Children are taught the sounds of the letters in a specific order. Group 1- s, a, m, n, i, p, t Group 2-r, d, c, k, o, g, l Group 3- b, u, f, h, j, e, q Group 4- v, w, x, y, z, Group 5- ai, ee, ai, oa, ue Group 6- Ng, ch, th, ah, OO, oo Group 7-ou, oi, or, er, ar After completion of one group of letters, children are taught how to blend and read words. Words that do not follow the phonics principle are named as Comm. words or frequently used words. Children are taught four lists of Comm. words in H3. List 1 I, me, he, be, to, do, no List 2 We, was, has, is, his, so, us List 3 All, go, she, my, are, here, one List 4 The, them, there, those, this, those, that, then, there Click to see video of Sounds of phonics: Further reading: Understanding Phonics of English language: So, what exactly is phonics? Phonics involves

What if somebody labelled you a 'Slow Learner':

- You will realise many aspects after reading this. *How to remove ur label given by others*?(Overcoming blindspots) Worth reading... I sat in my chair quietly next to my Mom & Dad as my grade 4 teacher gave them an update on my progress at school. “your child is a slow learner” said the school teacher quietly. I held my breath & sank a little lower into my chair. I looked up at my dad to see if he was in trouble. My father glanced down, smiled & gave me a quick wink. On the way home from the Parent-Teacher meeting, I thought about what Mrs. Shastri had called me – ‘Slow Learner’. Deep down I knew that what she really meant was that I was dumb. Later that evening, my Mom & Dad came into my room carrying a piece of paper & a pen. They sat down on the side of the bed & said, “Want to talk to you about what Mrs. Shastri said today.” “A Slow Learner” I replied. I had already taken the words to heart. “That’s right” said my dad as my mother wrote the words ‘Slow L

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