Skip to main content

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:
The above summary is received through whatsapp message.

Popular posts from this blog

What can my child study other than engineering degree:

Very Thoughtful advice... Just because I am holding a senior position in HR, I have been getting many requests from my relatives, friends, acquaintances, to help their sons or daughters, who have freshly passed out from engineering college, to get job in my company. The number of requests are huge. So many fresh engineers are unemployed, I could hardly helped only few of them to get job in my very successful company or in some other companies where I have contacts. I feel bad to say NO to many of the requests or for those whom I can't help. They get disappointed... I can understand. Parents invest their life time earned money just to see their sons or daughters getting degree in engineering. They think that jobs are easily available for engineers. After interviewing many of them, I can't even tell them that your son or daughter do not even have minimum required technical knowledge. Getting first class or distinction has become so easy without having fundamental knowledge of e...

Beyond the Classroom Walls: Celebrating Our Group 4 Support Staff

 - "The greatness of a community is most accurately measured by the compassionate actions of its members." - Coretta Scott King In the bustling environment of our school, it's easy to focus on the academic achievements and the visible efforts of our teachers. But today, we want to shine a spotlight on the often-unsung heroes who play a vital role in creating a safe, nurturing, and functional learning space for our students: our incredible support staff. Think about it:  who greets our children with a warm smile and ensures their safety as they enter the school gates? Our security personnel.  Who keeps our classrooms and common areas clean and organized, creating a conducive learning environment? Our dedicated helpers.  Who provides tender care and assistance to our youngest learners? Our compassionate ayahs.  And who ensures our children arrive and depart safely each day? Our reliable drivers. These individuals, often working behind the scenes, contribute signif...

The Architect Within: Building a Child's Self-Esteem Brick by Brick:

- "Imagine a child, standing at the edge of a vast, unknown world, their eyes filled with a mixture of hope and fear. They long to explore, to create, to achieve, but a tiny voice inside whispers doubts, telling them they're not capable. That voice, the one that shapes their perception of themselves, can either be a gentle guide or a crippling critic. It's the voice of self-esteem, and it holds the power to either ignite their dreams or extinguish them before they even begin. What kind of architect are we helping them become – one of soaring confidence or one of crumbling doubt?" A child's world is a canvas of possibilities, a landscape where dreams take root and aspirations blossom. But navigating this world requires more than just talent or intelligence; it demands a sturdy foundation of self-esteem. That foundation, however, isn't built by external praise alone.  It's shaped from within, by a child's own perception of their ability to achieve in are...

Building Future Leaders: Independence and Self-Awareness in Childhood:

 - Imagine a garden where seedlings are planted but never nurtured. They may sprout, but without sunlight, water, and careful tending, they will wither and vanish. Similarly, our children possess immense potential, but without the cultivation of essential skills and values, their potential will remain unfulfilled. Education must be more than just the delivery of information; it must be a nurturing process, providing the intellectual, emotional, and ethical nourishment that allows each child to flourish. Image Generated with Gemini AI The Delicate Journey of Independence: Guiding Your Child's Journey to Self-Awareness The transition from childhood to adolescence is delicate, a push and pull between dependence and independence.  As our children grow, their desire to spread their wings and explore the world on their own intensifies. This yearning for autonomy is a natural and vital part of their development. However, simply granting them free rein without guidance can leave them ...

How do children develop sense of self-discipline & self-control:

 - How do children develop sense of self-discipline & self-control, explanation with examples: Children develop self-discipline and self-control gradually over time, through a combination of internal development and external guidance.  It's a process, not an instant switch, and it requires patience and consistency. Here's how it generally works, with examples: 1. Modeling and Observation: Children learn by watching the adults and older children around them.   If they see adults practicing self-control (e.g., waiting patiently in line, managing their emotions calmly), they're more likely to adopt those behaviors. Example:  A parent consistently puts away their phone during dinner and engages in conversation. The child observes this and begins to do the same, even when tempted by their own device. 2. Consistent Boundaries and Expectations: Clear, age-appropriate rules and expectations provide a framework for children to understand what is acceptable behavior. ...

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 invol...

School Library suggested list for Indian schools for classes 6th to 10th standard:

  ##  - Book Suggestions for a School Library in India for classes 6-10. Here are some book suggestions, focusing on core subjects and Indian languages, to enrich your school library:  1.  Works by renowned Indian authors in various languages (Hindi, english, regional languages etc.) 2. Language Reference Books:       * Dictionaries (English, Hindi, regional languages)       * Thesauruses       * Grammar books     * English communication books        * Writing guides      * Essay writing books   3. Science:       * Biographies of famous scientists (e.g., Einstein, Curie)       * Books on specific scientific topics (e.g., astronomy, biology, chemistry) 4. Mathematics:       * Mathematical puzzles and brain teasers       * History of mathematics       * Books on the practical applications of mathematic...

How does too much nagging effect children:

 - Imagine an 8-year-old girl named Lily is getting ready for school. Her mom is constantly reminding her: "Lily, have you brushed your teeth yet?" "Did you pack your lunch? Don't forget your water bottle!" "Hurry up, we're going to be late! Put on your shoes!" "Don't forget your homework!" Lily, feeling overwhelmed and rushed, may: Become distracted:  Forget what she was supposed to do and lose focus. Feel anxious:  Start to worry about making mistakes and disappointing her mom. Resist and argue:  Refuse to do things quickly, leading to a power struggle. Feel overwhelmed:  Feel like she can't do anything right and lose confidence in her ability to get ready for school. This constant pressure can make getting ready for school a stressful experience for Lily. Instead of nagging, her mom could try a more supportive approach, such as: Creating a visual checklist:  Help Lily create a checklist of things she needs to do in the morning,...

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  ...

Education system in Greece and Rome in ancient times: (In Urdu)-

یونان اور روم میں نظامِ تعلیم ڈاکٹر عرفان حبیب مغربی تعلیم کی تاریخ کا آغاز حضرت عیسیٰؑ سے سیکڑوں برس پہلے، یونانی قوم کی تعلیمی سرگرمیوں سے ہوتا ہے۔ اس تاریخ میں بیسویں صدی کی شروعات تک ایک تسلسل پایا جاتا ہے۔ ابتدائی دور میں یونانی شہری ریاستوں میں رہتے تھے۔ شروع ہی سے ان کے یہاں تعلیم کو بڑی اہمیت دی جاتی تھی۔ اچھے شہری تیار کرنے کے لیے تعلیم ضروری تھی۔ یہ ریاستیں دشمنوں میں گھری ہوئی تھیں اور اکثر اندرونی خطروں کا بھی سامنا کرنا ہوتا تھا۔ اس لیے شہریوں کی اس طرح سے تربیت ضروری تھی کہ وہ اندرونی اور بیرونی خطروں کا اچھی طرح مقابلہ کر سکیں۔ اس یونانی سماج کی بنیاد، غلامی کے نظام پر تھی جس میں غلاموں کی تعداد آزاد شہریوں سے کہیں زیادہ تھی۔ تجارت اور ہاتھ سے کام کرنے کو معیوب سمجھا جاتا تھا اور یہ کام غلاموں سے لیے جاتے تھے، اس لیے شہریوں کو کوئی ٹیکنیکل تعلیم حاصل کرنے کی ضرورت نہیں تھی۔ شہری ریاستیں کئی باتوں میں ایک دوسرے سے مختلف تھیں اور اس لیے ان کے تعلیم کے مقاصد بھی جدا جدا تھے مثلاً سپارٹا اور ایتھنز کے تعلیمی نظام بالکل الگ الگ تھے۔ سپارٹا کے شہری اپنے علاقے می...